001monthly ones. But as far as a heads up, there would be that. The other thing that happens, you know, here being in an elementary school, um another strategy is um there is the intervention code here. And so the um special ed teacher is able to take advantage of being in some of the trainings that um they receive as well. But um you can see in the strategies here that I do weekly observations um in each of the special ed classrooms. I meet um it's different at each school. Um but at least it's about every other week with the principal and the special education teacher. Um and then um we review other tools that I have set up are uh we review that map data. that then have been doing that s like SDI specially designed
002instruction audit that we've been going through. Um things that are going really well are those meetings. The principles are just incredible. um really having having them and really having that focus on all kids and that um alignment um with what we're using, you know, with our um ELA adoption like we're, you know, our special ed teachers need to be using the same curriculum and the same strategies has been um just really incredible to get like those arrows all aligned. Um what has been um a stumbling block for me kind of behind the scenes is like getting the data has been really tricky. We've been having some technical difficulties. So that's just been a lot of time um on my end. And I think too, I mean you guys know me really well. I am not
003a very patient person. Um, and so Lisa's been a really good uh, supervisor at helping me just again stay aligned and stay focused on like the big the big rock, right? Like the thing that is the most important thing and not getting distracted by all the things that I want to do, but staying focused on the most important thing. Um, I think what I need to do differently moving forward is, you know, I've been doing the the managing of the data and bringing it to and facilitating the discussion. I think there's power in the teachers doing that. you know, now that we've gone through, you know, a full a full half day school year, now twothirds of the school year, um, and having the teachers taking ownership and knowing how to get that and where
004to get that so they can really, um, you know, have that be a part of their process and how they're going to make instructional decisions. So, um, that's where I can see, um, that moving forward to impact learning more. Okay, thriving students. Um, so as a reminder, regular attenders has is different than your average daily attendance. So we're looking at um the percent of students who are attending at least 90% or more, which is always like a really tricky one. So uh we were last year we ended at 71%. We wanted to get the the whole big number to 76% but then we were also like but we don't want just one school to kind of carry that right. We wanted to also make sure that each school was pretty even in that. So that's
005what the goal was. The system that um I have in place right now. So Teresa Murphy who we all know and love uh she and I meet every week but our first meeting of every month is to review attendance data. And there's a few different reports that we look at and one of them drills down to the student level, but we also then look at right um month by month, school by school, those sorts of things. Um and so that's been working great. It's great to have a system and it's really great to have it scheduled because you know how it is in the dayto-day. It's really easy to get caught up in that whirlwind. Um because if I don't have it on my schedule, it doesn't happen. So that one is dedicated. um to
006be doing that. And then when we go down, we look at students who are above the line or approaching the line. And then we literally divvy up like how we're gonna um approach that. So are we going to am I going to go to the high school and be like, "Okay, we're going to touch base with the red team or am I going to contact this parent or am I like we literally so every kid we have an action plan with." And so that's what we've been doing throughout the throughout the school year. So that has been working really really well. Um, it is obviously concerning to be to look and see November was over 74% and February was at 56. So that caused me to want to really get into the data and take
007a look at like is this like a decline? And so when I uh logged in and looked, I wanted to compare um our students with disabilities compared to all students and kind of what was that looking like. Um and February was low for everyone. Everyone got really super sick in February. So I tried not to take that personally. That was actually very validating. In February, um, uh, special education students percentage was at 56. All students was at 58.2. So, it wasn't too different. Um, and when so then I looked at every single month and compared all students and the special ed students. And so out of six months actually um our special education student group was higher four out of the six months. So I feel like we're trending in the right direction. Um even
008though we've had some some couple rough months with sickness going around. Um so I feel like our strategies are are generally working. Um, initially I had set a strategy for doing professional development that feels a little over formal because we just have really talented principles that I think the collaborative model of going in and sitting with them and talking about what would be helpful, what do you need, how can we support um seems to be to to be working. So, um I think that would be like continuing to be the next step and asking >> um you know, how can we help, continuing to make partnerships, like what does the system look like in a small district? Um yeah, I I feel pretty good about the path that we're we're on here. We might actually
009make that goal that people can stay healthy. Um the last thing I wanted to report on is um you know we got that really generous donation from the Unrin Foundation and then we also started participating in the Medicaid reimbursement survey. So, there's about 10 of us who three times a year, uh, we code our time if we're doing any activity that could potentially be a Medicaid type activity. Um, we fill out this survey, we code our time, it's in 15-minute increments. In fact, this week is our winter week. So anyway, by doing this, uh it is an inconvenience, but we actually get some pretty decent money sometimes when we depending on that and that is able to be a self-sustaining program and then we're able to get certain um they have to be aligned with
010Medicaid, but we're able to actually then pay for mental health services. Um we have two providers. one is online only and one offers in person in-person person is um a local therapist u in Silverton she has her own practice but then she's also the clinical director of Zeno Health um and so working with her has been really great because as the clinical director there um she has the option of taking both private insurance and OP she has multiple providers um and so whether they take insurance or not we cover the cost um through our Medicaid reimbursement funds and then the uh donation. So if their insurance covers a portion, we would pay their copay. If they're not insured, we'd cover it anyway. So it's been really super great. Um and she has a not to
011exceed like uh flat rate for us too that's discounted. Um, our online provider is parallel. I think they might be parallel learning because they also have like other, you know, providers. Um, and they have been fantastic. If we send in a referral, they email back within an hour to set up services. Um, they are just flat rate. That's it. They don't bother with insurance. So, again, it's open to anybody. It's been really great for secondary students, too. So they can just like pop out and they rotate throughout the day so they wouldn't miss the same period. Um so so far uh we've had 25 referrals. Um 23 of them are getting services. Two of them have parents declined and that's totally fine. Um of those 239 are being served through parallel. So again, the virtual
012platform 14 are being seen in person and that's either on campus because we have a therapist who comes and then some have chosen that they want to go to a clinic. Again, totally fine. It's four miles away. Um when we first started this, I kind of guesstimated what we might want. Um I had guessed 10 students for parallel and we're at nine. So we're pretty close. Um and then with um inperson we we might go over um it took a little bit to get running um we had purchased essentially a 100 hours of service and so with um 14 students um you know if we did that over a seven-month period of time you know kind of doing the math it it could very well run out um I mean I kind of hope it
013does great right? Like kids are getting served. So, um you know, that's where we're at right now. There's obviously other factors. Kids time is not equal because um we budgeted for that based on we pay the whole thing. Um but you know, we've been doing it for several months now and it's going really smoothly with both providers. So, having both of those funding streams has just opened up something like so new. Um, most of you have been here for a while. You know we've tried mental health services before and it has not very smoothly. So, this has been pretty great. So, any questions about any of those? I was longwinded tonight. >> Diane to keep that going. >> So, currently, and Christie, you can correct me, but I'm pretty sure that the MAC funds are
014paying for all of the therapy right now. we have any >> the MAC reimbur fund the MAC aggravate I don't think we've even touched the unrin funds >> so and the goal in the beginning was we had heard a lot I had heard a lot about services mental health services for students and families and so to try and create kind of a blanket of services in person online right virtual to be able to meet the needs of different age kiddos and kind of um what would work best and so this has been really great to be able to figure out what the need is um and how much we can like serve. Um and I my hope is that it grows, right? That there's any kiddo or family in the district that has a need
015that we can help fill that um because um getting the help that you need quickly and having access be easy is kind of key. And so I think we still have more work to do, but it's exciting that that having kind of these two services and having just the variety of how to access them has been really um successful. >> Yeah. Yeah. So, we'll continue to explore other options too to like she said, keep it growing. And >> thank you. >> Oh, she's online. >> Yes. Um Jackie says if there is a correlation between the instructor's management of the education plan and success rate, have we considered reviewing that direction? Maybe incorporating study habits as students get older. My apologies. I know about educators. My question may be out of place. >> Yeah. Yeah, I'll
016take that. I mean, I think um Jackie, it's a great question in terms of what does service look like and what does instruction look like for um students as they kind of progress through the system. For most of our students who are um on an IEP or receive special education services, study skills is something that you see um incorporated certainly at the middle school and the high school level. um when it comes to the um results in terms of growth for students in English language arts or reading um while part of their IEP and study skills is super important, that specific goal that we picked for student services was just kind of specific to reading. And so we really think about reading interventions um and specific things to um increase skill um for students. But
017yes, you're absolutely right. study skills for students as they progress is super important as well as like organizational skills and sometimes some of those kind of softer skills that don't get tested. So, that's a good point. >> Great. Thanks, Jess. >> Thank you. >> All right. All right. So, first up is um the lunch funds and um we you can see that it's just another normal month 43,853 for revenue. Um we picked back up our federal reimbursement and our state reimbursement a little bit and that's because it's the full month of January. And then expenses um for the month were uh 59,000 and and some change. Um and so right now we are trending still at a positive fund balance um of a little less than 17 um,000. Any questions at all on the food
018service funds? No. Nope. Okay. So, moving on to the change over for you guys. Oh, okay. Cool. Um, so we'll talk more about this in my next report, but um they came out with the new projection for 2526 state school fund. And so you can see um now that um before we had been trending at like a little over 8.4 4 million. I'm not trending. That's what we what I estimated the state school fund to be. And then the first estimate that came out um in the middle of last week was uh 8.5 million. And so I adjusted that accordingly so that we would hit that goal. Um and they did come out with another estimate a few days later and it's a little bit less than that. Um so that I will address that
019next month, but you know, not that much less. totally off my hand. I want to say like 20 or 30,000. Um, and so now we are trending towards or the you can see the the numbers at the bottom where we're trending towards what we actually think that we're going to receive. Um, and so our total revenue for February was a little over 800,000. And then as you can see in March, April, and May, those amounts would be to what would get us um to what they're projecting that we're going to get. This doesn't include the May reconciliation um where we know right now that we're budgeting for us having to return some money um but we don't know what that's going to look like um until closer to that time frame. And um for expenses
020um February is um a little bit higher of a month. We pay out um winter sports coach uh costs as well as the second installment of um employees who have um their insurance opt out bonus as well as employees who get their HSA contribution. That all happens in February. So that's why you see a spike in expenses there. Um and so the total expenses for February was a little over 900,000. And so right now we're trending with a monthly fund balance of a little over 1.1 million. And then again, I updated it down below where if we did um 10% of general fund expenditures, we'd be looking at an ending fund balance of about 87,000. This is still taking into consideration um that we owe the state school fund um at the time was 140,000.
021It may be a little bit more um now uh but it also it's the end of the bienium and so sometimes when they reconcile the end of the benium there's money that they set aside for the reconciliation. So really we don't truly know until until May. So but we are budgeted for worst case scenario which is good. So any questions on this one at all? >> Okay. Okay. So, I'm going to stop sharing this and go see if I can get my Oh no, sorry guys. Okay, so uh finishing up 2526. We are on track right now for revenue and expenditures. Our goal is having a 1.9 million ending fund balance. Where that number is the difference between that the previous uh document that I just shared is that 1 uh 1.1 includes the amount
022we set aside for contingency and the amount that we set aside unappropriated fund balance. So, if you add that back in, we would be looking at about a $ 1.9 million ending fund balance. Um, we're going to cut off spending in April and meet with the office managers this week to uh talk about that. Um, we traditionally have done April 30th. Um, but I want to get some feedback from them to see if they would actually like a like an April 15th cut off give them a little more, you know, wiggle room or if they like having a hard cut off at the um end of April, you know, all just a um what what they would prefer. Um so we did in spend out about $500,000 in fund balance if we hit this goal
023of 1.9 million. So as you know, we um started the year with an ending fund balance of about a little over 2.4. Um, and we just talked about this, the OD May reconciliation. Um, that will happen. Um, they're estimating the first one will come out on March 26th. Um, and then we have some time to review and then they'll have two more that go out because there it sounds like there's a lot of things that people will find um, that aren't necessarily correct the first flush. So March 26 is the first time we get to see it. I'm again estimating between 140 to 170,000 um just based on the um calculations that I did, but that doesn't take into consideration what the rest of the state did. This is just what what we did. Um
024and so right now um in May and June, we're going to be looking at that ending fund balance um and start building our reserves. Um uh we already have our maintenance reserve fund um so continuing to grow that. um our curriculum fund that as well um and uh establishing and starting to grow our athletics and then also a PERS um reserve fund as well because as we know PERS costs just keep um increasing. So any questions on this side at all? Okay. So um average daily membership or ADM I just wanted to kind of show you um what uh we're budgeting for for next year. So on the left hand side that is the 2526 that they just came out with um on the for under 2425 you can see that they calculated us at
025$8.97. Um when we did a budget last year I did budget it based on um like 9003 so pretty close to where they had us. Um and so when they reconcile us at the end of um or the in May that's the number they're going to be using. So that's where that difference of the 140 to the 170 came from as I was budgeting or figuring it out on 903 and they're saying that we were at 897. And then also you can see the 2526 number um that came in at 89431 which um I'll admit when it first came out I was really disappointed because I knew that we had an um you know a good amount of of kiddos that started after December and um you know our ADM for this report is through
026second period which is the end of December and so I didn't connect the dots fully. So when I saw that number count come out, I was really upset because I was expecting a much larger number and as you know when we do budget or do state school fund, you get funding based on the higher of the two numbers. So I was expecting that number to be higher than last year's number and so um I was a little bummed about that. The other number that changed um as you can see is the poverty rate. Um it went from about almost 80 kids to 50. Um that is a rate that comes from the federal government. um they calculate it um every year and it's the number that we use uh for the the following year. So
027this is 2425's numbers um and so we'll use that for the full year. Um and so it's it's a very complex calculation from what I understand. There's like a six pager on how they calculate it if you're interested. Um and so anyways that's another you know you can see that we lost you know seven weights um for that which is a good chunk of change for us. And I'll interject. There's been quite a bit of um conversation um with area superintendent specifically around that because that was true for most in Marian County. So there's just a lot of question around that specific calculation and how would it almost kind of have for so many people. So I'll just interject uh that little nugget of information. Sorry. >> No, you're good. >> And so on the
028right hand side that is um what they're doing our our funding for for 2627. And you can see that um right now they're taking the higher of the two which is what our current 2526 is based on um the state's numbers and 2627 which that number is based on our estimate of revenue and and membership that I submit every year that says this is what I think is going to happen in terms of our students. Um and then there's some other calculations that go in there as well. And so right now when they base our state school fund, they're basing it on the higher of the two numbers, which is the estimate for 2627. What I'm doing for budgeting for next school year or for next budget year is I'm going to be budgeting at
029903.9. And where that number comes from is if you add when they calculate the ADM that the 89521, what they do is they they take um or excuse me, I apologize. when they look at 2526 and they're looking at that 89431, they add a calculation to it um called the December to June ratio. And so what they do is they look at what our history has been between December and June and what usually happens. Do we lose kids? Do we gain kids? Right? And so last year we did we lost, you know, quite a few kids. And so when they um apply that ratio to this this number for us, it actually deducted nine kids um which was true for last year. and that would have been a great ratio to use, right? Because it
030was very accurate. This year, on the other hand, we know that um we aren't seeing that same decline. So, what I'm proposing that we do is that we budget based on the 903.9, which is basically adding those nine kids back in. So, like not taking into account into account that we would lose nine kids. And to put it in perspective, this is based on an ADMR of 673. Our current enrollment is 694. We know that you don't get the full weights for the kids that started after December. And so the 903 is just is more of a conservative number, but not as low as as the number that we know we're at. Does that make sense? So that's about $103,000 increase over OD estimate. So we're budgeting $103,000 more than what OD is going to
031essentially pay us out at the very beginning. um and then what happened this year in February of next year, they will go and they will do the ADM calculation again and then they will see that those numbers um have changed. So >> it's a good reminder that enrollment and budget it it last by about a year, right? And so >> so any questions on this one at all? No, that's a a lot of words. Okay. And so this is just kind of putting it in uh so you can see um in number form. So the state school fund based on on the 89521 or what they're telling us would be um a little over 8.8 million and then ADM or excuse me state school fund based on 903.9 ADM is a little over 8.9. So
032that's what we're going to um budget based off. Um, one thing that we're fortunate of being small district is um, we only spend what we get and we can appropriate things higher so that we have that spending authority. But because we can keep an eye on this so closely, if we don't get those funds or if we see a decline in kids this year, then we know we can make adjustments. We can course correct very easily versus um, you know, some another district that um, is is much larger. And then um looking at 2627, this is the initial projections for what we're looking at for um revenue. Um so 2627 state school fund increase. Um it's a little over 500,000 or 6% over our 2526 budget. So as you know, we budgeted um at 8.4.
033Um we're going to get probably closer to 8.5. And so that's where that difference is. It's about 8 457,000 or 5% over what we'll actually get um for 2526. Um general fund revenue increase overall is about 5% or 628,000 and that is um uh mostly coming from the school fund and then a little bit of an increase in taxes. Um we also saw a general fund um expenditure increase obviously because of cola and staff increases. So, this year we're looking at about a 9% increase in salaries, um 5% increase in supplies and materials, and then we still don't know our contracted services or um through our LSP or through the the ESD. Um last year it was about a 20% increase. So, we'll see those numbers um starting in in April and what that will
034look like. Um so, any questions at all on this one? >> I'm sorry, this is too hard of a question to answer right now. 20% last year was like average percentage increase is kind of on par with like 8 n% >> usually. Yeah. >> Thank you. >> Okay. And then lastly just the grants um our SIA allocation. Um oh so I should take a step back. I did confirm with OD that just because our ADM is lower um our allocations because our allocations last year were based on an ADM of like um which was what our uh calculation was for 2425 um before we lost those kids right and so that's why why we budgeted a scholar number um our these allocations uh should not change so our SI allocation is a little under 800,000
035it's an increase of 30 um our high school success allocation is um 225 is an increase of $8,000. Early literacy allocation um is an increase of $2,500 a little less than 64. And right now um we're projecting flat level funding for federal grants, which is good because last year we had, you know, some uncertainty there. I will say that, you know, the majority of our um our expenses in SIA and high school success are salaries and benefits. As you saw on the previous screen, you know, we're looking at a 9% increase in just salaries. So, we're only getting a $30,000 increase in SIA. So, there will have to be some adjustments made on what um is being taken out of that grant because it just it does it cannot sustain um the increases based on
036the increase that we're getting in the allocation. Any questions on any of that? >> All right. I appreciate the balance, right, of seeing that there are increases built in the grants and then increases in the state school fund and then you know at the same time saying okay what increases do we have for expenses to see kind of what's moving faster than the other and so I think it's really exciting to see that there will be a state school fund increase right at 450,000 and then when you see that it's 5% but the increase in cost will be more you're like okay right so I just I appre appreciate um just that whole perspective. Any questions? >> Director Marquez, any questions online? >> Um I think um Dr. Harland was kind of covering it right
037now, but do we have an idea of the um correlation between the increase in um grant funds and the increase in expenditures? like are there is there similar increase in both or is one significantly higher than the other? Overall >> the gr the the expenses will um be higher than the um than the the increase in the allocation unfortunately. >> Okay. think that >> so when our our grant funds um are largely people and when you look at just the 30,000 in order to have it cover the cost of the increase u it would need to be 9%. So it would have to be around you know 50 55 even 60 and we're getting about 30. So >> so not as dire but still not as good. >> No and >> so we got look
038at the positive right% but still like you got to make up that gap somehow. That's correct. And um and it is a lot more positive than than we feared that it might be both in terms of state grants and federal grants and state school funds. So um yes, >> great great job Christie. Really appreciate it. It's super easy to understand. >> Good. Thank you. >> Yes. >> All right. Dr. Harland, superintendent report. >> Okay. Well, there are two things. Um the first is a budget update and really you just had your budget update. Um but there's just one kind of overview slide in terms of like what does this actually mean then? All of the things that we just heard. So looking at the budget for next year, we're really looking at a status quo
039budget. Um and so we don't anticipate any um reductions in staff. We don't anticipate any additions to staff though either. Um, one of the things that has been really interesting is is we know that enrollment has declined. Christie mentioned this before around, you know, December, the first of the year um, kind of through June. We haven't experienced that this year. We've had less decline and actually in some instances we've had more enrollment um, from transfers in, which has been interesting to watch. So, um, we hope that that is a consistent trend and pattern, but we'll see. But that's certainly helped our um budget outlook or it will for the future. And then we'll really uh for next year's budget be looking at strengthening some of the reserves that we have using an ending fund balance.
040And I know we've talked about that before um but that we should anticipate a lower ending fund balance than we've had before. um and that we would want um in order to put some in reserve. Yeah. Um any any questions about just the what it looks like for a rollover budget, the status quo? Okay. And then the second um uh report out was our employee survey. So every year for the last three years, we've given an employee survey um that's consistent with the same items that happened um after winter break. We get the results and I wanted to share them with you and and kind of what that looks like in terms of process. So every year for three years there's 20 items. It's a liyker scale, right? So um from strongly disagree to strongly
041agree. Uh, strongly disagree would be one kind of point. Two, three, four, all the way up to five points would be strongly agree. And then there's an open section at the bottom for comments. And it's a pretty quick um I appreciate that it's a pretty quick survey to take so it doesn't seem so ownorous because we survey I feel like we survey ourselves and everybody um a lot. And so we we do it every year to both assess employee experience. How do employees feel about the place that they work, the job that they're doing, the support that they get? Also to make sure we have consistent feedback loops um around that for all um aspects of the organization and then to recognize success. One of the questions in the open comment field is like somebody
042you want to recognize for doing a great job and being able to take that information to then um kind of pass those positive al positives along to staff are really helpful. So um what did it look like? So uh these are 25 26 comparisons. Overall part participation is about the same. The overall average so remember a five across the board would mean that every person on every item said strongly agree. A one would be every person every item strongly disagree. So three is neutral. Um and so just the overall for all of that we saw an increase. And again 3B neutral it was positive before right um and it's uh 4.02 this year. Top box means the percentage of times the very top box strongly agree was chosen. So it kind of starts to give
043you an idea of how strongly people feel about something that's positive. Um and then the top two of course it's agree and strongly agree. So, as you can see there from all of the um survey items, about 82% of the time agree and strongly agree were chosen, which are great. Um those are great things to see. >> Lisa, can you remind me how many employees were offered to take the survey? >> All of our employees. >> And how many is that? >> That is a great question. The um in 2023 um when I looked at the number of people who took it, it was like 73. And so I would assume with both classified and certified 90 >> 90 to 100. >> Okay. Yeah. >> Okay. The items where we that that were the highest
044scoring items um were these three things. I believe that leaders in my immediate work environment are genuinely concerned for my welfare. I believe my work positively impacts those we serve and I have the support needed from leadership in my immediate work environment to accomplish my work objective. Um the the first and third there you can see that there were considerable um positive increases there. Um it's important to note that an increase of 0.2 or more on any item would be considered excellent growth in that item. So >> and then the lowest three, right? So what are our top three? What are our bottom three? There was a tie. So there were four and it was I feel district level resources are allocated to maximize effectiveness. That resources in my immediate work environment are allocated to
045maximize effectiveness. Progress is being made to create a culture of success for employees across the district. and that district level information is communicated in a timely manner. So those were the three bottom items and then again for reference um in parentheses are what those same items were last year as compared to this year. So while they are our lowest um there was growth in all of those which is exciting to see and um some questions around how we can do some of those things better. And so what we do with this information is first we rolled it out with administrators. We looked at it to ask those questions. What are things that are going well that we want to keep doing? And then where are their opportunities? I then rolled it out with the district
046office staff in the same way. And then building principles will do the same thing with their buildings so that when employees take a survey, they get the information back. they know, you know, what the results were and then they have some input into what should we keep doing, what do we need to do differently and what do we need to start doing. Um, and so we take all of that information then to say, okay, what are the two next things that we need to do that would impact these areas? So, I just think it's a really healthy process to if we're going to ask people what they think about things to tell them what the survey results say and then we also ask them what is it that we need to do differently to do
047better. Um, and I think once people see the follow-through and the the communication and then coming back to them to say and this is how we did, I think that's how you kind of build trust, you build effectiveness and efficiency and that's how I think um systems grow. And then just like overall takeaways, um there was improvement on nearly every single item from one year to the next. So the overall average on 18 out of 20 of those items. And then the top box one, so how strongly people felt um on 15 out of the 20. Our biggest improvement, the item that had the biggest jump was I feel supported with good processes and the appropriate resources to do my job. And so um that was really interesting and also exciting to see. And then
048I would tell you, you know, the comments around staff recognizing the excellent work of other staff were really powerful and amazing um to see and to hear. And so what we do is we'll take those and get those out to the staff that were named to say, "Oh, your colleagues and peers really recognize the fact that you go the extra mile or you seem to keep all of the things in this busy office and the kids and the parents that are coming in, you know, um, calm and, you know, well taken care of and um because I think that piece is also super important so that people know that their hard work is being recognized." And so with this, I I would want you to expect to see the results of this every year, that
049you should expect that it would be given um and that you would expect to know how it changed from one year to the next. I think it's just a healthy part of um how we know how we're doing for our employees. >> Any questions about either of those things? >> You say it's broken down. Well, it's it's presented to administrators. Is it broken down by school? Do you like so so like principal at this school gets to see and that's that's more of a private conversation or is that >> that's a great question. >> Is that a conversation amongst >> all administrators only in the hence of like let's collaborate together and like hey I've got a great idea on like I was low in that area at my school and this is what we
050did. >> Yep. Such a great question. So when we did it with the administrative team, the first thing we did is the whole district to say kind of what does this look like and then by school so they could see their own schools for sure and where that was at in relation to the whole right and so um both but we started with the bigger picture of the whole district and then drilled down into individual sites. Yeah, it's good. That's a great question to to be able to see what's strong, what all of those things um and honestly where there are patterns or trends. um in terms of a a lot of them it is like um district level resources that they're allocated right in a way that people feel like are the most effective
051like according to their level but yeah we do both great great powerful conversations >> else overall brief survey results yeah right thank you moving on to Any board member reports? No. All right. No, I'm seeing nobody in person. Jill, is there anybody online that'd like to address the board? Okay. Seeing that we have no action items. Um, we're move on to the district calendar. So, you received the draft calendar in your board packet. I would want you to know that this was the result of the calendar committee who met twice. Great group, lots of great insight. Um, when we met originally and started to come up with some of the possibilities, um, I appreciated their insight. Uh, for a few different reasons. One, they said, "Hey, we think um, we want to take this back
052to the whole staff. Can administrators take this back to staff to gather input? then can we bring it back and kind of um look at the input together as a team before deciding. So I loved that they were like here's the information. How do we bring this back to everybody um to make sure everybody got input? So I appreciated that essentially for the calendars and you'll see this for all of our neighboring districts. Everyone's kind of facing the same issue and that is Labor Day falls on the 7th this year. Um and so you have the choice of does school start before Labor Day or after Labor Day. a a thing that makes things a little bit different now than it did seven years ago because my first question is well what did we do
053seven years ago and at that point it was school didn't start that year until September 28th actually it was COVID and there were fires and so the issue was a point because we actually didn't start anywhere near Labor Day >> but we also have a national holiday in June where we can't have students attend classes and um where we can't have folks work and so any time that Labor falls late on the fifth, sixth or seventh, this is going to happen. And so there were lots of great conversations about the benefits of starting before, the benefits of starting after, all of those things. Um, and this is the draft that we came up with. We know that most of the districts in our area are starting uh before Labor Day. Um I think there might
054be one that I know of that's looking at after but the um the request or the suggestion by the committee would be just to make a a rule around that. So for instance if Labor Day fell on September 1st, 2nd, 3rd or 4th we would start after Labor Day. on the years where Labor Day fell on the 5th, 6th or 7th, we would start before um because we would always know that June 19th is always going to um yeah, it's always going to be kind of the back stop where coming back or having kids come back for a Monday or a Monday Tuesday is odd. So that would be the suggestion. Not only that this is the draft calendar for this year, but that's just the decision- makingaking rule we make so that everyone would
055know what to expect from here into the foreseeable future. >> I like that >> questions. You know, the other thing that's a little bit of a complicating factor or just it's a little bit of flavor for us here is the um is the Friday that's a nonwork day, non-school day for October Fest. I mean, we have a little bit of things that make us a little bit unique in some of the um and some of the just the the things for our district, but yeah, >> it's nice to get started before October 1st. It is nice to have a couple of weeks before that upheaval for sure. And it's a change. I know that it's it's a change um to start before Labor Day. >> Looks good to me. But what day would Looking at
056the calendar what day would start? >> I think right 31st 31st. >> Yeah, there it is. >> Purple. Very exciting. The Halloween is on a Saturday. >> There were some things that you looked through the calendar that you noticed. Oh, that fell nicely. Mhm. And other things just differently. But yeah, and if there are questions too, I know this comes back um before the board, but >> yeah. And if there's no further discussion, then what we'll do is we'll move it to the uh April um board meeting as far as putting in our consent items. Okay. >> Yeah. >> Good. Director Marquez, does that sound good to you? >> Yes, that sounds fine. >> Okay. Thank you very much. All right. We're going to move it to April consent items for the calendar. >> All
057right. Moving on to our final item of the evening, the superintendent evaluation summary. Uh the board met with dire uh Dr. Harland last month uh regarding her evaluation and we have uh come together and written this uh on uh her behalf. Dr. Harland, on behalf of the manage school board, we would like to extend our appreciation for your leadership and dedication to the students, staff, and community of our district. Over the course of this evaluation period, the board has observed several key strengths in your leadership that continue to move the district forward in meaningful ways. First and foremost, your commitment to students is evident in the way you prioritize relationships with them. You consistently demonstrate that students matter by taking the time to know their names, visiting classrooms, and showing up for school events in
058which they participate. These actions send a powerful message to students, families, and staff that district leadership is present, engaged, and invested in the daily experiences of our learners. The board also recognizes your intentional efforts to ensure that student voice informs the direction of the district. By organizing and participating in student focus groups across grades K through 12, you have created opportunities to gather valuable feedback directly from students about their experiences in our schools. These conversations provide important insight into student groups, systems, and instructional practices, and they help guide decisions about how to strengthen and build capacity around highquality, intentional instruction. Your commitment to listening to students and using their perspectives to improve instruction ultimately supports stronger student experiences and outcomes. In addition, the board appreciates the depth of knowledge you have developed regarding the district's
059bond work. Your ability to quickly understand the complexities surrounding the bond and remain informed about the ongoing work demonstrates strong leadership and a clear commitment to ensuring these projects continue to move forward responsibly and effectively for the benefit of our students and community. Your support of district staff is also evident. You consistently engage with staff members across departments and buildings, providing direction while demonstrating that you value the contributions of all employees. Your approach helps create a culture where staff feel supported and recognized for their work and serving students. At the same time, you thoughtfully challenge staff by asking important questions and encouraging them to expand their thinking. By pushing the capacity of teams and occasionally creating productive discomfort, you help ensure that the district continues to grow, reflect, and move forward rather than remain stagnant.
060This balance of support and challenge is an important component of effective leadership. Throughout all these efforts, a consistent theme in your leadership is your natural tendency towards inclusiveness. You intentionally seek out a variety of perspectives before making decisions and work to include voices from across the district community. This inclusive approach strengthens decision-m and builds trust among students, staff, families, and community members. The board appreciates your dedication, visibility, and thoughtful leadership. We look forward to continuing our work together to support the success and well-being of every student in the district. on behalf of the board. Thank you, Dr. Harley. Um, yeah, we look forward to what's going to happen in the next calendar year. >> I appreciate it so much. Um, it's a special place and we have amazing kids who deserve the very best of
061all of the adults and so um it really is um it is my greatest honor and joy to come um serve kids here every day. So, thank you. >> Thank you. >> All right. Before I join the meeting, anything All right. Thank you everyone. That was adjourned to