November 10th, 2025 School Board Business Meeting

001Good evening. We will call this meeting to order. I will do roll call. Robert, >> yeah. >> Blake >> present. >> Merl >> here. >> Glenn >> here. >> Jenny here. >> Kelsey >> here. >> Crystal chair here. Now, before we do the pledge of allegiance, I'm going to turn it over to Dale. >> Yeah. Thank you u for that. So, tomorrow is Veterans Day and uh uh it's one holiday where we pause in the middle of the week. It doesn't matter uh most of the time where it falls. If it's November 11th and it's the middle of the school, we we take the day off in honor of our veterans. And um as former uh history teacher, the I used I used to take kids to Washington DC and one of the most memorable

002uh memorials was the Korean War Memorial. And uh at the Korean War Memorial is the expression freedom is not free. Um because other people uh paid for that freedom. And so um we have uh some people uh working in our district that uh have served in the armed services. And so I'd like to read their names prior to the pledge of allegiance and then we'll we'll do that. So um our high school principal Nathan Stanley uh served in the Army National Guard. uh teacher at the high school. Lorie Bradley served in the Marines. Uh Bob Middleton serves at the high school as an instructional assistant. He served in the Air Force. And one of our football coaches, Bruce Bankhead, served in the Army. At the middle school, Dorinda Middleton, an instructional assistant, served in the

003Air Force. Uh Gary Pittz, a teacher at the middle school, served in the Army. And Jonathan Martinez, our community outreach advocate at the middle school, served in the Army National Guard. And I just think it is worthy of our time to recognize them for their service to our country. >> And I'll just add to that list that Jen Bankhead at the middle school also served in. >> Thank you. >> And on behalf of the board, thank you so much for your service. >> Congratulations. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> I open up the floor for an agenda considerations. Do I hear a motion? Make a motion we accept the

004agenda as presented. >> A second. >> Carries. Any discussion? Hearing none. We'll move to a vote. All those in favor say I. >> I. >> Opposed. Motion carries. >> Public comment. We're good. Uh board communication coming up. ASV. >> One of you get to comfy chair and one of you. Rock, >> paper, scissors. Sorry, >> this is our um overview of what we've been going through in the month of October. >> So, to start us off, good evening everyone. Um uh for a quick overview, our homecoming week, um we had multiple events planned out. Um the one to start us off was brute volleyball, which was October 8th, which was a Wednesday. And to follow that ride out, it was the bonfire that we did later uh that night, which was also the eighth. And

005then um the pep assembly was the night. Um that went really well. We did a class competition and we competed for spirits that whole entire week, which was something that we hadn't done previous years, so we brought that back. And then um something to boost like to bring out um more spirit was the backto-back sports that was um uh created by Tucker. He planned that out um which I think brought out a lot of more spirit. Um which was started off by the girls soccer team. Um they started us off at three I'm pretty sure. I don't remember. And then the varsity girls for volleyball played uh at 5:00 uh same time as the boys varsity for soccer. And then after that, we ended the night off with um the football game. And then um

006since we knew it was going to be too much, we decided to have the homecoming dance the day after since we had no school either, which was October 10th, which was the Friday. Um and then um so the spirit week days that we had that whole week we did Monday was biker versus surfers. Um Tuesday we oh Monday was dynamic duo. I'm sorry. Tuesday was biker versus surfers. Wednesday was your fox colors and uh Friday was that husky out to all show your spirit. I'm pretty sure we all got >> No, it Thursday was husky out and then >> um didn't we all get shirts to wear? Didn't we all >> Oh, yeah. For matching shirts was um for the for all student athletes. >> Um since we were having backto-back sports, we all got

007that. And then um we also for the homecoming spirit week since Al All Ali um mentioned that earlier, we introduced like the spirit points which a lot of a lot of like the the students did like cuz they're very competitive with each other. Um, and the pep assembly was also like kind of like a pep rally which um um allowed people to get like get more like spirit points and then at the end the juniors ended up winning. >> Yeah. And then the homecoming football game went really well. Uh, the Huskies went against well, I was gonna say that really bad. Reges. >> Oh, Reges. Really? >> Oh, okay. I did that really bad. Anyways, >> um, well, yeah, they ended up winning, which was really good. Everybody >> Yeah. from the program. >> Uh

008which actually like a lot of students showed up to that >> and um for the halftime performance, we decided to do like the Hokco presentation with uh something that we brought back from a long time ago, which was the cars on the track and which everybody liked. They like seeing like the cars and stuff. It was pretty cool. Um, and we ended up like crowning the queen and the princess, which Maddie Becky ended up winning queen and Kendra Bailey got crowned princess. And then um the homecoming dance. I I don't know if you guys knew, but the theme of uh homecoming this year was sunset paradise, which that's why we went with like those themes for home for the for the spirit week. Um, it went from 7 to 10 p.m. and we had about

009like 200 tickets sold, which was a lot. Um, and the DJ was pretty good and overall it felt really it felt like a really good success cuz a lot of people had fun and you could just like feel like everybody like actually like coming in and like take like having fun. >> Yeah. I want to give credit to all uh the people like I think ASB was really um thrown together last minute and that wasn't anyone's fault really because last year I don't think it was properly put together. So I think we did a really good job with what we had and how much time we had to do it. >> Mhm. >> Yeah. Having uh Cranny and Bailey on there really like helps a lot since they're both really creative and they both like

010are really like on time with stuff and like they're really like, "Okay, we're going to do this and then they actually like say stuff and they like they keep it going." And honestly, that's what helped us like with homecoming cuz it was really rushed. like it was like a month like jammed with planning in such a little bit of time. >> Yeah. >> So, um do you guys have any questions for us so far about >> it sounds like a it was a great success. >> So, thank you for coming and sharing. >> Yeah. You have anything else? >> Oh, we do. We want to mention something. Um >> Okay. So, for winter formal, since we're already starting to like look forward into that, we decided to uh not go with a winter formal this

011year, but like maybe like turn that around and go with a Valentine's Day dance since um looking years past, we've seen that like not many people go to winter formal and we feel like it's just like a waste of money. And like I feel like um a Valentine's Day dance uh just seems like something that people would actually would want to go to and look forward to cuz like I don't think we've ever done that, right? I don't think so. And I feel like more people would be willing to show up but we wouldn't be doing it on Valentine's Day. We would be doing it like a weekend before that. So, I would say this is probably um outside of our realm, but you would follow up with your principal and the rest of the

012student body to decide which ways to go forward best. >> But sounds like you guys have amazing ideas. So, thank you so much. >> Thank you. >> Have a great one. We'll see you next month. >> Thank you. >> Bye. Thank you. >> All right, moving on to consent agenda. I'd entertain a motion if you've had a chance to look at that. Do >> I hear a motion? I'll make a motion that we accept the consent agenda as presented. Do I hear a second? >> I'll second. >> Any discussion? I have one question. >> Mhm. >> Um on the age card report and high school varsity assistant basketball coach, boys or girls? the >> Oh, that is girls, but it's listed. I do see it's listed as boys, but that is girls. >> Okay, >>

013thank you. >> Good catch on that. >> Do you need us to redo anything or you got I don't think it specifies the which team. >> BBX is boys basketball. >> Oh, I thought it was basketball. Yeah, >> cuz down below is girls BBX. >> Oh, I think it girls BBX. >> Okay. Yeah, I am super. >> I I don't think >> Yeah, I thought it was basketball, but >> we're good, Diane. >> Yes. >> Okay. Thank you, Merl. >> Hearing no other discussion, we'll go to a vote. All those in favor say I. >> I. >> Opposed. Motion carries. Okay. District operations report. >> All right. Well, our high school principal, Nathan Stanley, is here. and to give a report last month while he's coming up here. I gave I presented on my goals

014and so over the next few months at board meetings uh the principles that uh whose work aligns most closely to those goals will be presenting uh the work that they're doing in the schools uh to support those goals. So with that, turn it over to Nathan. >> Right. Thank you everyone. Um so uh what we've done here so the high school we have uh two major um pieces of of the goals. The first is ninth grade on track. >> Um and that's been the it's been called a couple of different things over the years but uh ninth grade on track and then the second is on time graduation. Uh and so if we want to go to the first um slide there. Um so as you can see last year our ninth grade on track

015uh percentage went up um as did the rest of the state. So and you can also see that um our uh focal groups um also uh had an increase in ninth grade on track. What's interesting about this is that with our our grad rate um dropping, usually at high schools, you see the the inverse of that that typically schools have a lower uh ninth grade on track and then over the course of time they're able to get uh grad grad rates up. And so it's a little interesting that this is in invert inverted uh for this year. But um I think that a couple of the different things that uh 9th grade on track is a major part of every high school. Uh and u we can if we want to go to the next

016slide we can talk a little bit about uh what that consists of. So this year our ninth grade on track team uh is roughly 13 members and it consists of teachers who are uh freshman uh core teachers, teachers who have freshman advisory uh and then counselors and administrators are a part of that and they meet twice a month. Uh the state uh suggests uh at least once a month and we are meeting twice a month. uh to do that. So to set it up because Lindsay and I are both new at the high school, not knowing everything that had been going on before, we consulted with uh some specialists from the WAMA ESD and they came in and did some training um for our uh for our staff and then we kind of built our

017agenda together and implemented that. Um, so so far this year, uh, we've reviewed eighth grade data, trained on the Oregon data suite, which I'll talk about here in a little bit, as well as we continue to kind of expand, um, that that platform's role in how we're um, uh, responding to student needs. Um, we implemented student talk protocols, reviewed conference feedback. Um we've been uh discussing general concerns for the nth grade class in terms of uh some uh some uh areas where we could improve and then possible inter interventions that we could implement. Um and then identifying uh focus skill strategies along with that and uh the specific um we we started to boil it down into specific students of concern. um some of those um implement or excuse me interventions. Um uh there's something

018called uh nth grade or nth grade amnesty which is that period of time after grades have been posted where uh teachers can determine students are close to passing and come up with contract grade. And so uh that's been a practice that the high school has had in the past. It wasn't really called amnesty uh per se. Um but teachers would give students incomplete grades uh which led to a little bit of confusion. So we're trying to gain some clarity around what that process is. Uh and we'll be sharing that with the uh staff uh at our staff meeting uh next week. Um and then we are meeting with the math team about interventions specifically um around uh 9th grade uh algebra 1 since that's where most nth graders are taking their math. Uh and so

019we're working with that ninth grade team um or excuse me the math team to come up with some ways to uh creatively use uh our advisory uh to create some uh interventions for students. um uh related to math. All right. Any questions about ninth grade on track? >> Yeah, Glenn. >> Um on the amnesty, how are you involving the parents so they know also that new process if they're changing? >> It's a good question. So um so what we want the teachers to do is when they identify the student is eligible to um for a contract rate. So basically the idea is and the general rule of thumb and we could get into the weeds on this but if if I'm within 10% of passing my teacher says Nathan is eligible to um within the

020next two to three weeks be able to do AB and C whether it's retake a test uh resubmit a project you know do something like that or do a couple other um uh assignments or make up make up assignments. ments um that would then go with the student and then we'd want a communication at home just about exactly what what the student and the uh uh what the student is required to do. So >> yeah, >> no I I totally buy into what you're doing. I just didn't know how we were communicating >> parents be through parent square. And so hopefully we we come up with a very formal like this is what the student needs to do and it's like check boxes and when they do it then they pass the class. >> Yeah.

021>> So and I know you've been in education a long time but given those numbers of on track >> on the graph uh are you comfortable with with the results that we'll get uh you know a four-year cohort? Um, yeah. I mean, it's until we get to see more of it, um, it's hard to say, but that's a solid number, I think. You know, it's a little bit below the state average, but, you know, I worked at a high school with a 94 95% grad rate the last four years. Um, and they're on track on track number was below that two years ago. So, it's there's a lot of work that you can do from the time that they're ninth graders. what you know, we we know that if they are on track at the

022end of their ninth grade year that they're more than twice they're twice as likely to complete um high school in four years. And so that's really been a focus of uh Lindsay and uh me getting the year started is to make sure we had a real strong base there and we're real kind of happy with where they're at uh as a team and and hopefully we'll just get better from there. So, >> how long did you say then? Two to three weeks after the >> Yeah, two to three weeks. Um, I I said three in our instructional leader meeting the other day and the the teacher said that it has been two weeks, but we're going to go over that and the it's it's really up to teachers discretion. It's the way it's been handled

023in the past. But like I said, uh there's some So an incomplete to me is when something has happened outside of the control of the student that's led to them not receiving the the grade that the teacher thinks that is um what they what they are capable of earning. So that could be medical, that could be um you know the kid got sick, it could be a number of different things. And so that's we like to be very specific about what an incomplete is because then the um the registar has to go back in and change all those grades. It was really funny when it was explained to me originally the teachers go yeah it automatically happens and poor Laura's like doesn't automatically happen she has to go through and change all of those grades.

024So, we're really just trying to gain some clarity around that. If we can give it a different like uh name other than amnesty, which means that we're just letting the kids know that they have an opportunity to recover that credit before we get too far down the road and they have to either retake the class or take a credit recovery class. And is that communication because you allude to some of the confusion is the fact that incompletes are not going to be issued if if they're in this amnesty pass so that people don't get a false sense of >> of my grade is actually okay that >> that you're ear currently earning this grade. >> Yes. >> If you don't complete your amnesty >> right >> it's going to stay there right >> or complete

025it and it'll move up. So that's the the communication piece you're working to improve. >> Yeah. What does the report card say? It comes home and it says amnesty. >> It'll say an F. >> It'll say Yeah. But there'll be a communication to the student and the parent from the teacher that the student's eligible to improve that grade. >> Got it. I wish that if you know if as we kind of get through it if there was something else that we could do and you know typically the teachers can in a report card and not being intimately familiar with how our report cards look uh not familiar at all because I haven't looked at one other than I've looked at transcripts but typically the teacher can put comments in the in the report card and

026so that's part of the instruction. My understanding from our instructional leaders is that they should be able to put on the report card that the the grade is eligible for being changed as well. I forgot to mention that earlier. >> I do have a question. Um curious on what is the expectation of grading of homework and the use of P school? Does the grades accurately represent completed homework and tests? Um, so yeah, we'll and I actually have an example. Could you um go to >> We can hold on it till later. >> Okay. Okay. Yeah, >> that's fine. >> Okay, no worries. Um, but yeah, uh, the expectation is that grades should be updated every two weeks. So, okay. >> Yeah. >> All right. So on time graduation um as we can see there was

027a um a drop uh from 81% in the 2324 school year to 73% in the 2425 and from uh 81% to 71% so 10% drop in the focal group. And so what we've spent some time doing is looking at uh the data. And so I've kind of prepared a few different um uh visuals for you to kind of get a little bit more of a complete picture. If you go to the next one, if you look at our um gender distribution, it's fairly equal uh between uh male and female. And then in terms of race ethnicity of non-completers, uh it's fairly proportionate to the demographics of the student body um without major uh differences between those two. If you go to the next one, um this is something we just completed today. So we went

028student by student to determine um when they left school. So the data that we had was a little bit incomplete. We don't have longitudinal data in terms of um the student entered uh as a ninth grader the first day of school their freshman year and exited like month three of their their junior year. Uh what we have is it shows the year that they exited school, what their first day of enrollment was, which is the first day of school in many cases. And then um we have the last day that they were a student at North Marian. And so uh so it's a little bit of an incomplete picture because one of the things that we really wanted to know how many of these students uh were grew up here and were our students how

029many of them may have been on interd district transfer how many of them were moveins and that's uh at this point we don't have real clear pictures although we have a better picture right now of that. So what we did was we went through Power School and looked at all of the notes that we had for um each one of the students that did not complete. And so we had 22 different students. Um and so uh of those we believe that there about six or seven that's the 30% transferred, moved or completed elsewhere. So we have notes in our system that they actually transferred to Blanchet Catholic. I think Holy Trinity was another school. We had another student that transferred to Canvi. Um, and we had a couple of others that uh we believe we

030had records requests for. So, we're not quite sure um exactly why they're sharing as non-completers um because they should at the very least if they didn't graduate from high school, they would be on somebody else's uh roles. Um, so we're looking into seeing if maybe something was done by the school that was filled out or completed incorrectly that went to the state that led to that in what we think is an inaccuracy and we could be wrong on that. For the rest of them, we know that we had students that were uh had an unverified move. So, we had a mom that uh called in and said um a student was moving in with dad in Salem. uh was unenrolled and then we never got uh a records request for that student. So, it's um

031more than likely what happened was that the student did move, but then they never enrolled and dropped out. Um unfortunately, in situations like that, we're still on the hook for that that that student responsible for that student's uh four-year completion. We also had a number of uh students that did enroll in a GED program um but then were 10 day dropped from that GED uh program and did not reenroll uh at North Marian High School. And then the final uh group is uh 26% or you know about a quarter of the students were 10day dropped here at North Marian. So they were our students and were dropped due be for lack of um enrollment. So are there any questions about that? I think it's kind of interesting to know that um to notice that we

032have a couple other more subsets um you can see that the the distribution over the course of the year um of when students uh withdrew the vast majority withdrew at the end of the school year. So that's at, you know, at the end of their junior year, they finished the year and then they enrolled in a GED program or they transferred to a different school. So most of the students um make it to the end of the year and then don't return the next school year is what what we found in the data. um be because we had a pretty substantial drop in that year. These kids would have been seventh graders during co >> they would have so our first first year full-time in person they were ninth graders. So >> yeah and you

033know I I think uh you know anecdotally and of course the learning loss is pretty well documented. Yeah. Um what we found um just anecdotally is that that those two years that they didn't have in middle school was really detrimental in terms of a lot of uh executive functioning and social emotional um perspectives and uh you know uh as a high school person my whole career um it was one of those things where you're like oh those middle school teachers are pretty good at teaching how to do school and all the other things and when they didn't have that it was kind of kind of a rude awakening for us. That's for sure. >> So, would it would it be a a stretch to say that that number will probably recover >> on its own?

034Well, >> um with the kids being, you know, having access to full I >> and not having that that pause in the middle of their learning. Yeah, I definitely think um that we're see in in terms of like behavior uh we've seen uh at least in over the past four years I've seen like a return to normaly in terms of the behavior that we're seeing in students we're still seeing that there's a lag in terms of academic skills and I think that that's um been pretty well documented and it's been reported on and studied. Um, we'll show I'll kind of show you what some of the things some of the moves that we're putting into place. Uh, some of which are in place and some are that we're planning on or studying and some other

035things like that. Um, but we have, you know, like some concerns around uh credit deficiency with our 12th graders this year as well. And so hopefully we'll be able to put some things in place to address that um in quick order. Um this this slide just shows you that the the majority of the students or the largest group of students um unenrolled their last year was their 11th grade year. So if you want to go to the next slide um and then distribution of instructional days we did Could we go I don't know um could we go to the next one because I think that this is sort of interesting. um you can see the instructional days versus um exit month um uh a chart that we put together. And then one of the questions

036that we had was around how many of these students did we really get a lot of time with? Like I I think I said earlier, there's not we don't have a real complete picture on how many of these students spent three full years with us and then dropped out. um or spent two full years and then decided to try to transfer someplace else. Um but we did have a couple midyear uh uh enroles and if you want to go to the next slide, we had a couple students who were only in the district for a handful of days and then um 10day dropped. We had one student uh who's not even on here who wasn't a midyear but started the beginning of the year um enrolled uh went to one or two days of classes

037and then uh was 10day dropped. So um and that was a a new student to us. But some of these students are you know kind of interesting. we didn't really have that much time to work with them or to try to um uh find what what it was that would would uh help them. So there are some things that we can do in terms of um uh doing a better job of when students there are early warning systems and not being intimately familiar with power school um uh there in with our the other student information system I'm familiar with there was a way to have an automatic report generated when we got to 5 days of unexcused uh absences. Sometimes we get to five days and then we find out that students are on vacation

038or they're in the hospital. And you know, those typically are always um denoted in the system uh as being excused absences or pre-arranged absences. And so what we're trying to do is put in some early warning systems so we can get phone calls home, try to diagnose exactly why the student isn't attending. And then once we get to that point where we're right at the 10day mark, you know, we're doing all the things communicating uh and if they continue to be unresponsive, doing home visits and some other things like that. And so I don't know how much of that was in place in the past, but that's something that we're working toward now. So um so on time graduation, so we broke this down into a couple of different um areas. So, one is the

039data monitoring systems. And so, what I've started to do is uh a weekly grade pull. Um, so I'm I'm pulling the entire student body, any D or F. Uh, we'll go on a report and then we we sort that by grade and then by teacher. Um, on that report, it says uh to your question earlier, it says exactly the last time that the grade book was updated. So, that's very public. what we measure, we motivate. Um, and so it was interesting because when I first started doing it, what happened was I we had gone through a review uh with the OD around um the uh high school success our high school success eligibility which is related to measure 98 money. And with some feedback that they gave us, I started reaching out to other high

040schools that are same size as us and relatively same uh student body. And so to uh do this very regularly and so I started doing it not really knowing exactly how we wanted to use this and what we wanted what our expectations were for teachers. What was interesting just by sharing the data with the teachers, I was getting questions from teachers about this student and that student and uh and just generating some conversations. I had one teacher who met with every single kid that was on that list during her Tuesday advisory to talk about like where they were at. And so we've continued to iterate that and develop it with the expectation that our advisory teachers are checking in with kids. And then we're hoping to um uh have it so that that we have

041one communication from the school going to parents of the students who are getting D's or Fs um so that they're aware exactly through an email. And so, um, we're trying to figure out how to do that in a way that's not a big lift. Um, where I got the idea for this was from Pyale. Um, and, uh, they have 100 students and it's one person that's putting together 25 uh, emails that go home roughly speaking. Um >> obviously to scale that it would take four people to do about the same amount of work and it'd be um we have to kind of figure out we think if we spread it out using um our advisory teachers that that'll work but I haven't told anyone that that's what we're doing yet. So I don't want to

042promise anything. U >> yeah so so we're working we're working on putting that system in place. Um and again this is the second week we're working with uh the Oregon data suite and I'll show you u this what's cool about that is that power school then um P power school talks to Oregon data suite and then it's a very easy low kind of um low lift low-level lift for the teacher the advisory teacher to go in look at their students that are on the um opportunity for improvement list and be able to communicate with those kids. So, we're just the the parent uh the parent communication piece is what I'm trying to figure out how to make it as frictionless as possible. Um individualized graduating graduation planning and I shared some of the documents that

043I created. We don't really have any documents that I inherited uh from um from the past. And so typically what uh what what's done at other schools is that in July or in June, excuse me, with the students that are rising seniors that are credit deficient, we will send a letter home that lets parents know that right now this is the picture of where your student is along with a transcript and along with a very familyfriendly um view of the grad picture. Then we turn around and we meet with those students and parents and map out a graduation plan kind of showing them exactly what their options are. And uh as Bnee Brown says, clear as kind. Um and so because that didn't happen last June, at the end of the trimester, we're going to

044run that same list, send letters home to everyone, and then schedule those grad meetings. And then for the students who are um have those grad plans, we're going to do weekly check-ins. More than likely, we'll leverage that with uh advisors. Um but uh we'll probably also include administrators and counselors in that as well. So um the other uh tiered team structure. So, one of the things that we're doing, uh, we're taking that 9th grade success model or 9th grade on track model and we're expanding that to our 10th, 11th, and 12th grades. Um, I put together, again, this is something that teachers are aware is coming, but we haven't exactly communicated um, exactly how it's going to happen, but what they'll do is they'll meet once a month um, for the 10th, 11th, and 12th

045grade. 9th grade, they're meeting twice a month. We're going to meet once a month with the the rest. and we'll go ahead and look at data surrounding uh the students that are in their advisories. And I tried to assign them based on both advisory as well as core content if we could. Doesn't always um uh end up really neat. Um but then those uh those groups will try to uh uh will be responsible for coming up with interventions what we call like 1.5 to two. So basically teachers don't need any additional time to support resources anything like that. It's just what they can do as a classroom teacher with the students that we've identified that need that extra little shove uh push nudge whatever it is cajoling. Uh and if the student needs more than

046that then they get referred to a student support team that we're we're building right now. Uh and then academic recovery and credit options we're working on that. One of the things that we discovered is that there there's been some past practices around credit recovery. And so, um, we don't really have any written guidance around what our decision rules are when it comes to credit recovery. And so, what I've been doing is reaching out to all of our neighboring school districts and asking them specifically what are their guide what's what are their decision rules around um, credit recovery. There is a certain fear with some people that if you make it easy to take credit recovery, there's a moral hazard sort of like with the subprime uh mortgage crisis. Um but that all of a sudden

047people are going to tank uh their grades just so that it's easier for them to take uh another class. Um, and so what we're trying to do is be very intentional, not um, put up roadblocks for students to be able to access um, credit recovery options, but at the same time make sure that it's very intentional about the way that we set it up. So, we're kind of working on that. that's sort of a work in progress, but um we also want to expand our credit by proficiency and we're looking at some different options such as the work keys assessment through uh ACT which is kind of a workplace readiness um assessment which is normed and students can earn college credit for that and it's a different way to earn both uh a language arts

048credit as well as a math credit that's uh more work workbased learning uh than maybe more of an academic uh context. text. And then the final thing is we're working on uh getting some student uh feedback and voice. We're currently doing um empathy interviews with um students who are struggling with their attendance to try to find out root cause. Um, and then I plan on doing a couple focus groups with some students who are in uh, credit recovery classes to see um, as we reimagine some ways to um, provide them with some options to um, be successful academically, what what what would they like? So anyway, the last um slide just shows you um, this week's OFI list. Um, and as you can see, it shows, you know, I blanked out the student names, but

049you can see um the year in school, what teacher they have, what class it's for, what their current percentage is, um, uh, the name of the teacher, the class, and then the last time the uh, grade book was updated. So, I'm concerned that the grade book on P school isn't being updated as frequent as maybe a time stamp. >> Mhm. >> So, how have we processed and verified that it's translating over? Because this is like students who have an F that maybe say somebody has logged into their gradebook and made an edit for one student. Mhm. >> How are those students who are active in sports, how are we validating that that grade is accurate? >> So, for students that are in sports, and uh Tucker can probably provide a little bit more context than

050I can because Anita's doing that once they end up on the list, then the students uh bring their grades to Anita and she physically vets those. So, okay. Hm. >> So, I have two other questions, but I'm not gonna hoard all this time. Rob, are you done? I'm sorry. >> Yeah, >> go ahead. Continue. Are you good? Are you this last slide? Okay. I was going to go around the table, but then I thought, oh no, did I cut you off because that would be rude of me. I'm sorry. >> Okay, Robert, any questions? >> Uh, no. I'm okay. Thanks, >> Blake. >> Good. Thank you, >> Merl. I can't see it real well from here, but are quite a few of these on the list uh between two teachers. >> Uh I mean it's

051a it's a it's not No. So I mean the list is a couple hundred grades if that makes sense. >> Snapchat. >> So it's just I just this is just alphabetical. So >> Okay. >> Yeah. Yeah. No question. >> One. >> I'm good. Thanks. >> Kelsey, >> I'm good. Thank you. >> Yeah, >> Jenny. >> Yeah. Well, I had a question about the students going to the GED program. When they enroll into a GED program, does that school then ask for their records or >> it so good qu it's a great question. So we contract through the ESD um uh their GED program that's run out of Woodburn. So technically they're still our students that we are putting in that program. It's like the WAMIT um career academy. We pay the WAMIT career academy for

052so many slots that we then provide. Um, with the credit recovery, we pay um a a a set amount per students up to a certain number and then over a certain number, we pay a different set amount. We get a a discount, I guess, is how you look at it. I I guess I'm just kind of also wondering like could a student take a you know six month not going to school or anything and then decide oh I I need to go get my GED and and is there a way that we're tracking that or after after the end of the year we're like well we can't we don't know anymore. We we should be continuing to until they get through their fifth year. We should be trying to engage them uh to uh access

053their education. So, yeah. >> Okay. Thank you. >> So, I do have a couple more questions and I know you're in process. You you these are just off the cuffs, so feel free to not answer them and just get information to Dan. Yeah. >> Whatever. But how many students are currently not on track to graduate >> by grade level? by grade level. I I could look that up. >> Okay. Excellent. Um and then if we are waiting till their senior year and say they're behind more than a year, then they have no opportunity really for success. So should we have interventions before then? Or maybe you're planning to have interventions before that? >> No, absolutely we should have interventions before that. Um, and that's part of part of the feedback that we got from the

054OD is like we had some things put in place for nth graders and we have some things put in place for seniors and obviously um you know seniors there's a lot of stir and wrong about graduation and caps and gowns and all the rest of it. So uh there tends to be a lot of uh attention place there. what we're trying to do with our uh our 1.5 to2 teams, we're calling them yellow teams like green, yellow, and red. Um the yellow teams are really trying to do those early interventions for students um and identifying students before they get too far behind. Then in terms of students that are I can give you some examples. I don't know how much time you want to take, but I I could give you some examples specific to

055how once a student gets behind, the way that we do credit recovery um perpetuates them being behind. >> And so that's part of what we're trying to do right now is to be able to um leverage that. So again, we're not creating moral hazard, but that we are giving kids an opportunity that they can get ahead. I'll give you an example we found. So, we found a student who was enrolled who failed 10th grade English last year >> and is retaking that currently while he is also concurrently enrolled in an 11th grade English class at the exact same time. Um, and so my first thought would be that we wouldn't have students retaking classes that they failed in person with the exception of math. and that would be a conversation with the math teacher. Um,

056that's not written down anywhere. Uh, and so I don't know how that student got forecasted or enrolled in that, but we're working on. Again, just because I have this thought doesn't mean that we're just going to by fiat tell everyone this is what we're going to do. So, I'm trying to be very um step uh in a step-wise fashion. be very intentional about how we address that issue, if that makes sense. And then um and then how do we especially with a trimester system um because we have fewer credit opportunities, >> that presents itself a challenge as well. How are we giving students all the opportunities that they need to be able to earn the credit that they need? So, um so we're we're working on that. I I'm I can't say that we'll have

057it fixed by the end of the trimester, but um knowing that it's an issue and identifying it, I think goes a long way toward being able to address it effectively. >> Excellent. Um, the only other comment I have, and I will actually give this to Dan because you're the one who takes care of my business, um, is, is it possible for us to have a follow-up at the end of each trimester to kind of say like this is how many students are on track versus not on track? Kind of like an update sort of thing. >> I appreciate all the data that you've brought forward. I love data. I think most of us do, but um it's really great if to see like the steps that you're starting to get put in place and everything.

058>> Yeah. >> And um Yeah. >> Yeah. Go ahead. >> Yeah. No, I'm more than uh I we we ran a report at the beginning of the year when I became aware of some things um to see where at the 10th, 11th and 12th grades um how many students were um credit deficient, you know, um or not on track, you know, we use basic >> the University of Chicago has basic measures that they use for that. Um and so um that's one of the things at the end of the trimester I want to see if we've seen growth there or has it remained the same and if not what are we going to do differently uh in trimesters two and three to address that >> thank you so much >> I did have one >>

059good what other forms of do you only email or do you also reach out by phone to parents it just the reason I asked is if someone said oh we post it on Facebook and I social media. If someone's not used to the email correspondence, I think it could be we're checking the box that we're sending it, but there's not that. >> Yeah. Noity to it. >> That's that's a really good question. Um, you know, I think uh it's uh our we we encourage our the teachers to call home. >> Um there are some some people that are hesitant to do that for one reason or another. Uh and so but we are trying to when especially when when people aren't um I had a teacher earlier in the year who had emailed a parent

060about an issue a couple times and the parent hadn't really responded at all and so I ended up making a phone call for the teacher and so especially um you know when we'd made multiple attempts through you know parent square or through um emails um doing that helps. I think sometimes a teacher >> has the parent received that correspondence or have they not seen it? >> Uh they have they just were nonresponsive for one reason or another. >> Yeah. >> Um sometimes the teachers are uh hesitant because of um language home language. They're afraid that they have to get an interpreter to call home. And the nice thing about Paris square is that it interp it translates into like a billion different languages. Um, and so that's kind of an easy first lift, but you're

061right, the phone call home means more to families, I think, than anything. >> I just think it's one of the cool things here at North Mar and I love hearing the data conversation, but how you're talking names and individuals and it's a smaller environment where you really can track per person versus such a big area where it's a number and we're just hoping to get a percentage versus a name to to face. >> Yeah. And we're I appreciate you saying that. You know, Lindsay and I have been uh talking a lot about this lately and and she is really a believer that um you leveraging advisory in a way that we may not have been able to do in the past. >> Um to have teachers >> build relationships with their students and therefore with

062the families is >> something that uh I think we're going to continue continue to want to build on. Great. >> I appreciate that partnership with parents. They really are our community. All right. Excellent. Thank you so much. Thanks for sharing. >> All right. Well, thank you for coming, Ashley. You're up. So, yeah, you're you're up next. So, good timing. >> Oh, that's not fine. Okay. >> Oh, financial financial. Okay. Yeah, >> there we go. >> Hi. >> Um, >> so just real quick, just so I just really appreciate Ashley and the NMA team. You know, one of the things that I quickly realized in getting to know NMY a little bit is, you know, we serve the same kids. The the kids that they serve are our kids. And so I think just having this

063partnership with them is really important. Uh because their success just is going to be the indicator of our success in athletics, activities, all the things. So, uh, I appreciate you coming here again tonight and giving kind of a state of the union report that will, uh, uh, dubtail nicely into, uh, talking a little bit more about, uh, middle school football. So, take it away. >> Thank you. Um, yes. So, I am the newly elected president of, um, NMA. I've moved up in the world. So, I'm here just to kind of give you guys the and connect NMA to you guys at the district and let you know what it is we do because we do work within the school district. Um, like you said, we have the same kids and our entire mission for NMYA

064is to support youth sports, but more specifically to support our high school varsity sports. Um, so we kind of use that in everything that we do. And if the high school has the sport, we want the sport. We can't do all the ones that the high school does, but we're open to it. Um, so that's kind of the main driver and how we look the lens that we look at everything through is how is this going to translate to the high school and what does this do for the district as a whole. Um, so with that, we currently offer um, flag football. This is the third Oh gosh, now I'm going to mess mess up. Third year, is it our third year? >> Austin's not here. Um, football. Um, and so it's going pretty well.

065The the league that we're in is actually with the Salem um, Boys and Girls Club, and it only goes through fifth grade, so that's why we cap off at fifth grade. They let us sneak in a few sixth graders on our team um, this year since we're so brand new, and they knew they weren't going to be trouncing everybody. Um, but we're looking to grow that um, especially as they continue to age through the program. Um, and then we offer soccer preK through six. Um, we do cut off where the middle school or the district picks it up. So that's why, um, we only go through sixth grade at soccer because the middle school does offer seventh and eighth grade. Um, so we're not looking to take over any of your sports. We want to

066get kids up to what the district handles. Um, which is continually our biggest sport, highest participation. And then in the winter, we offer basketball, um, boys, girls all the way through sixth grade. And then cheerleading goes K through 8th because there is no middle school. Um and then T-ball, softball, baseball, they go all the way through um those grades. And softball actually, yes, that's eight, 14. They go to 14U. Um so, yep. And then wrestling we don't touch because that's generally been offered through a different program. I don't know if they have one this here. Um they do not. Yeah, I think. So then um this is our total participation by this year. A couple things happened last year. You can see that there's a huge spike. Um one uh last year we actually had

067a pilot volleyball program and we had like we had about 25 kids and we thought we were moving forward and then uh we just didn't have the volunteers to support it this year. Um so unfortunately that did not happen this fall. So that's a huge piece of um that. And then kind of across the board this year, all of our numbers so far are down by maybe 5 to 10 kids per sport, which cumulatively looks like that. Um, and I have projected 20 the finish of 2025 to 2026, those spring sports, because clearly we haven't had those yet. That's just the average of the previous three years. And I plugged that in to kind of give a better snapshot of what it looks like. But if you take out the outlier, we are continuing to

068grow most um every year um which is awesome. I think it also kind of mimics enrollment at the school. I believe enrollment is down a little bit across the district I think is what my husband belie um so it kind of makes sense that maybe our sports would be down a little bit in the district as well. Um and then guessing it could also be a financial thing that um people it's tough here. uh our we try not to raise our rates unnecessarily, but things do go up by 1015 dollars here and there. Um so that could also be a factor, but we're pretty happy with our participation. Um snapshot of kind of where those numbers fall. Like I said, soccer continues to be our biggest participation, which probably doesn't come as a surprise to

069anybody who's in this district. Um and then cheer keeps inching up there. Um, football is growing incrementally and we want to continue to grow that. Everything else kind of has remained steady over the last three years that I have data to look at, but I just gave you this year. Um, again, that's I projected all of those spring numbers with an average um to give you kind of just a different view so you can see how much higher soccer is and over the years. um from 2023 that's when we switch to our current registration system. So that's all the data that I have um and just kind of how we are we're growing and then it's a give and a take but overall our numbers are pretty decent um considering our district size. Um, we

070like would love to see them all continue to go up, but unfortunately with an increased participation, we need increased volunteerism, which is what we can't get. Um, so since I was here last year giving this kind of state of ana, um, we fundraised and were able to donate two new adjustable basketball hoops at the middle school. So, they used the middle school end hoops were fixed. Um, so our younger grades couldn't use them because they were set at 10 feet and most of our basketball kids need an eight foot hoop. Um, so and we were pretty much stuck to gym three and that was really really difficult. Um, so we fundraised and were able to donate those hoops. So now the middle school adjusts. We worked together with the district. We provided the hoops. You

071guys provided the labor and all whatever insurance is needed to install said hoops safely. Um, and so they're using them. So, like tonight there was the third graders are in there practice practicing. Um, and it should open it up for us to be able to have more home games and just keep basketball in North Marion and not be relying on going traveling more away games versus home games, which is what we really want. Um, one of those fundraisers for those new hoops was the new spring free spring fling fundraiser, which was a community dance. um we put on here at the middle school. So we had kind of uh in the in the cafeteria we had food and games and a 360 photo booth and face painting and um all of those kind of things.

072And then we had a DJ in the gym. Um and sold tickets for that. I got a lot of sponsors. Most of our funds came from sponsors of that. Um but we were able to collectively raise about $4,000 with that night. um which was really good and it split amongst all of the sports. So the way that one was set up because it's hard um when you have one person doing a bunch of stuff um to to split it up between the people who maybe aren't helping as much. Um so we had 10 coordinators um amongst all of our sports. So there were 10 jobs, 10 spots available that the coordinators could sign up for and that represented 10% of the pot basically of the net proceeds. So, if a soccer wanted to fill a

073spot, then they could get 10%. If soccer didn't want to participate in the spring flame, soccer didn't get any funds directly into their little bucket. Um, so it worked really, really well. We had some people fill multiple spots as there were holes and we're going to do year two. Hopefully, it just continues to grow. Um, I know PTO brought back the fall carnival last year and it's just kind of it was a really good success and then again this year. So, hopefully we can kind of do that. Um, I work with the PTO on that because they're another organization that works within our district um to make sure that we aren't overlapping dates or um they know what but that that's a big fundraiser we're trying to do. So, they're not going to plan a

074dance as a PTO. We don't plan a carnival or a bingo night or anything like that. That's what PTO does to raise funds and just kind of working because it is a small district and we do have to share all of the love and all of the funds. Um, this year we uh added dirt and worked up field three for softball. That's what I call it. Is that what you used to call it? >> Not the varsity, not J. The other one. Um, we had someone donate um quite a bit of dirt, I believe, and just really work that over um to get that back in shape to hopefully help bring back and we're working um with them to hopefully bring back tournaments and the more summer play for softball. um that is a good

075fundraiser for the school and for um us when we can help facilitate those. So that was kind of those are three big things we did this year. Um current initiatives are expanding flag football to fifth six. Um and there we're talking a lot about transitioning it to tackle. Um we have several kids at Boston were here. This is where he would take over. Um he has been talking with all of his kids. He has about five or six who want to play tackle and have expressed explicitly if tackle is not offered next year they will go out of outside of NMA there's a lot that are close that they can go to which hopefully they would come back to us is always what we think but we don't want to push them out that way

076so we're looking at all of the funds needed for that it's expensive um and going within Valley Youth Football League um >> which has a whole set of requirements and basically you need a whole football board. He's working through all that. He has a few people already have raised their hand that they would serve on that like micro board of football for NMYA. Um we just need the numbers and um we have to start now for next year um because we have to be in the league by like almost the end of next school year. So that's what we're working on and um kind of the next presentation I think. Um, and then my big one is coaches clinics. Um, I know they've been done in the past, but I feel like we I at

077NYA were constantly begging for our parent volunteers. We need coaches. We need this. We need this. And then they just get ragged on and people are like, well, they don't know what they're doing. And this was a horrible season. And um, so we're begging for volunteers to run something, but then we don't have enough support and education to make it a quality program to keep people in NMIA. Um, and I really feel like we can work with the high school and the head coaches there and get some coaches clinics um, by sport and just, hey, here's what if it's first and second grade, here's what they should know by the end of the season, here's maybe five or six drills and then, you know, um, the internet's wonderful thing for looking up drills, but just

078giving that framework and guidance so that way our younger coaches know that they're going in the right direction with their practices and it's going to again feed into our high school program the right way. I always say cheerleading is my jam. So, I want to make sure I'm doing the same counts as a load in for a stunt as the high school program. So, when they they don't do six years of doing it one way and then transition to a completely different way or a completely different offense um when they get to high school because that's just starting from scratch for all of your varsity sports or high school sports. So, working on that. I just hosted um the first cheerleading clinic yesterday. So, it was a three-hour clinic. I had 15 of my 16

079coaches there, so it was really well attended. I'm very excited about that. Um, got some good feedback. They all seem to really like it. So, we'll see if that translates into really good seasons this year. Um, so I'm trying to lead by example with that and not tell people to do it and then not do it myself. Um, and then my other big one personally is youth nights. I know they used to be a huge thing and anybody who's been in the district for a while has a lot of nostalgia about youth nights and being able to go on the court um at a varsity game and your uniform and just be with the varsity athletes. It's so inspiring for the younger kids. Um we kind of do them here, but it pretty much is

080left up to each coordinator, but um it's one of my first things that I'm coming in like, "Hey, no, we're going to make this happen." And so I've been talking with Tucker and like for football, Tucker and I just picked a date and I said, "Hey, football, this is happening. Like this is your date. You work out the details now, but like I'm I scheduled it for you." So I'm going to try that like, "Hey, I've got this date. The school's on board now. Let's get everybody there." Um, so I've been talking about basketball and then we'll do for cheerleading. But for all of that, just to help connect Ny, the district, keep everything cohesive. Um, I think it's really important. And then a more practical one, storage solutions for baseball. Um Shirley, our baseball

081coordinator, has been um raising funds and talking with maintenance and Tucker about where we can put some sheds um over on the middle school field and stuff to store um our baseball chalk and turface and all the stuff that you don't want to be make our volunteer coaches either store at home or lugg around everywhere. So I think that's almost ready to to go. um it just haven't been done yet. >> That's the end. This is our uh executive board. Our secretary position is open because that's the one I just had. Um so we're hoping to fill that. But um those are information and Tucker has all of this and our coordinators and I have it in a nice spreadsheet if you guys are interested in that so you would know how to who to

082reach out to. How many how many uh uh how many participate in cheer at the middle school level currently? >> This year I have 15 on that team. Last year was 18 and the year before that was 22. And last year when you we met, we were having this conversation around the law. You you were hoping that that cheer could be a school uh sponsored sport again. Is that still >> uh yes. Um so I wanted to like kind of decouple football and cheerleading. Sure. It everybody puts them together, but there's also basketball cheer which is what we're doing um or I'm doing currently. One because there's no football to cheer for, but if that became a thing, we would do that. Um, but yes, I think it would be really beneficial to move the

083middle school cheerleading program to a school sponsored program. Um, one, we can have attendance accountability. We can have all the grade checks. You can have all of the things that normal school sports have on these student athletes that right now there's a disconnect. I don't know if they went to school today and then showed up to practice. I don't know any of that or if they're failing all of their classes. And so there's no accountability on that end. Um it also anything anytime it's sponsored by the school it just gives a little bit more visibility I think to parents and students um that it's even a thing. Uh so hopefully participation would go up in that way. It's also probably one of the lowest cost sports as far as um there's no referees, there's no

084travel, anything like that. It would be relatively low cost. you're looking at your coach's stipend and whatever. If there would be an increase in your school insurance cost to cover it um at the at that level, it's not really governed by any outside organization. So, there wouldn't be any um extra certification or anything that I'm aware of that the school would need to do or coaches would need to do. Um I just I feel like it would be a really good thing to have on the school's roster as offered by them. And then yes, if there's a football program, it would parlay into like there could be two different seasons just like the high school level does. Again, trying to build and high school does. >> Appreciate you bringing out that distinction and the fact

085that it, you know, if we had a football team, it'd be two separate seasons that >> it's largely maybe the same participants, but yeah, >> two kind of different seasons. Yeah, >> that's all the questions I had. Sorry, I just want to No, you're good. Why not? Anyway, >> anything else? >> Um, do you have anything else? >> Any questions down here? >> No. Good job, J. >> Job that doesn't get a lot of thank yous. Thank you. It's impressive what you've done. >> You work hard. >> Okay. I missed the reason for the high 690 number. I know you told us and I missed that. Um, it's pure speculation on my end when I looked at those numbers. One, last year we had a volleyball program, like a pilot volleyball program that had a

086about 25 kids in it. And then across the board so far, all of the sports just had slightly higher registrations last year. I don't really have an answer as to why that is. >> I'm good. Thanks, >> Jenny. Thank you. Thanks, Ashley. All right. I did have a quick question. >> So, sorry, Dan. I had coffee that day. So, >> I was curious about the football and volleyball like what are the funds to get sort of a football off of like a top for middle school? because I know we've heard about a bunch of numbers being bounced around and so I was curious >> for middle school or for us at NMY >> and NMYA specifically before >> to get like a fifth and sixth grade team. Um I think they were looking at it

087was going to be anywhere from $5 to $8,000 because we have zero equipment. Um so we would have to buy all everything. Um and there is we're they're still looking at the pricing and um if we would need to do anything with the scoreboard. it's in talks whether or not what the what we could use at the district as far as facilities, scoreboards, that kind of stuff if any of that would be usable for us. Um if that would alleviate any of the costs, but I think they said they're at somewhere between five to 5 to 8,000. >> Okay. I was just curious. Yeah. Oh, and also, thank you so much. >> I appreciate it. I know how many countless hours go into volunteering to keep all of that afloat, and I appreciate it. >>

088Yeah. >> All right. Thanks, Ashley. >> Thank you. >> All right, so Coach Arnold and athletic director Barack, if you kind of want to bring a chair up there with you. Um, >> in January, I in the board memo that I sent you, um, I I wrote that the future success of North Marian High School football program is uncertain. I said without a proper middle school program whether run by the school or the community we cannot expect our high school students to compete effectively against schools whose players have s significantly more years of experience. And so um I think that was a true statement uh however many months ago that was uh that you know the the future success of the high school program was uncertain. Um, and I'm really happy to have coach Arnold

089here uh today to talk to you a little bit about his vision for North Mary High School football and uh some of the successes they had this year and then to bridge that gap uh talking have Tucker talk a little bit about middle school. So, Coach Arnold, >> floor is yours. >> Well, thanks for letting me be here and speak on football. Um, as far as vision goes, you know, we're already moving. And so for me, it's it's not so much the vision, it's it's what can you do when you put the right things in place and go in the right order of operations. And so for us, you know, no different than other topics that have been spoke on here today, it's about connection. It's about access to something that you can clearly, you

090know, pursue and be supported and nurtured as you, you know, pursue that. And we talk a lot about, you know, our job as coaches and then, you know, essentially as a program is to give these young people a very clear and sweet carrot to chase through football and that we can be there for them when the bumps happen because that's why football is such a great um teacher and uh a great tool for young people is it's an all-inclusive sport. And when it's done right, you know, at the community level and really built that way as a truly inclusive hub for growth and and opportunity and for, you know, support when things, you know, don't go well and then to be celebrated when things are going well. It gives kids, you know, a root and

091so an anchor. And that has proved, you know, this year to be the key is something that they know is there. Something they know isn't going to change based on how their day went or, you know, the shortcomings that they might feel they have. That there's a place for you to be, you know, guided through life with this amazing brotherhood around you that's built as a very wholesome, you know, family that is built at the level. And then it's celebrated at the team level. So, you know, I asked these guys after our numbers grew, it took a bit. You know, I I believe that if we start with love, you know, number one, that these kids know it doesn't matter what you do or do not know up until now is, you know, irrelevant to

092what we're doing now together. And how do we get these kids here? How do we get them to this this hub? And you know I told them there were no deal breakers because a lot of these kids you know when you talk about you know you don't want to say deficient but when you lack opportunity to grow in something there is a deficiency there and for the young person to navigate that you know it can be very you know hard. So to get these kids essentially to trust you know football to trust this new space it took time but then our numbers progressively grew to where we were you know at one point we had 48 49 kids out and then just by the normal you know just things that happened we're down to about

09343 44 when we ended the year you know but the cool thing the kids that aren't in that number of finish they know they're not um disqualified from this football family, they know that there's no deal breakers. Just like we said going in, there's no deal breakers going out. So unless a, you know, a kid in a family says formally, we want to withdraw ourselves from your football program because it doesn't work for us, you know, if that conversation's not happening, then these people have a place and these kids have a place. So we've saw, you know, that work when you take care of these young people on multiple levels. you know, even like nutrition. We have a a place these kids can come supplement, you know, their their food intake over the course of

094the day, you know, to make sure they're sustained and ready for practice and the things that come after, you know, because we have a very unique, you know, layout of our our learning community. Once you're here, you're here. So, when you're here, you got to sustain these kids and sustain them, right? So, number one, it was, you know, love them. Show them that through the hard stuff that there's no deal breakers and then you know how do you get them through a season for success where the outcomes are, you know, tangible and measurable. So one example of that, you know, of those 40, you know, four kids, we have a a young person. He's a junior and he's been, you know, someone that he's been very predictable with what his football season looks like. he

095starts out, there's a disconnect academically, you know, and I see the why in that. But this, you know, new version of Husky football, the foundation of academic, you know, priority is is there. It's constant. And so, we've seen, you know, the outcome of staying the course. You may not get to participate in the game, but you never get told you can't participate in family and the connection that football is. So this young person essentially got into the third year in a row of this same pattern. But this year was different to where when the first grade check and it happened and it starts to do this and then the second one then by number three he's you know disqualified from competition. It wasn't guilt shame get away. It was when it's hard get closer. When

096there's bumps we reach. You don't have to be lost to be found. We want to be the group that you know you can gravitate to. So this kid in our last game of the year, you talked about growth of community football. A lot of times you want to measure these successes with the scoreboard. You know, that makes sense. And then you want to measure that also with the amount of kids playing, but then you want to see the quality of what you're doing grow. So this young kid gets to where he stays the course. He gets to where he can finally play again. Last game of the year, and he's a JB kid. And so he was one of 16 kids we took to Kennedy to play their JV team for the second time, which

097with the elevated numbers, we were able to get a JB team and enough time to plan a season. So they had six games. The first three were very rough. the last three things got better and the sixth game was really that benchmark and really I told them you want to talk about a true measurable you know growth of a football program this one was the one because that same group went to Kennedy and this this kid I'm talking about he was one of we had five linemen on the bus he's one of five offensive linemen to even let us play the game within the rules so if this young person doesn't finish and stay the course. He not only doesn't give us a chance to play, we maybe would have had to look at some

098very rough situations to make it work. But he gave us a chance to win and he stepped up and he was a leader on that field that day. He was a new version of himself, empowered, and he didn't leave the field. He played every snap of that game and even gave a speech at halftime. It caught us all off guard. it was the best kind of caught off guard. And so, you know, that's just one, you know, just true testimonial of what you can gain from something when there's a clear connection with support and just a a a family approach to it that elevates the ones that are involved with it, you know? So, that's that's that's how I do football. >> Thanks, coach. >> Yeah. But Tucker. >> Yeah. I mean, kind of going

099off coach and and Ashley talking about stuff. I think um when we're our best, we're all working together. Um I'll do my best to make sure I say NMA and not revert to the old days and call it pride. Um so I'll get it out right now. So I won't do that. And um but when when we all worked together and Ashley and I have talked many times and I went to a couple meetings and um you know we set up the football youth night that she talked about and those kids ran on the field with our varsity team. Uh we had cheerleading that same night and the cheer team was out there at halftime and performed together and we introduced every kid that played flag football over the PA system at halftime. They stood

100on the sideline with our football team. That's the stuff that makes kids want to keep doing things. And I know we're right now we've talked about the academic side. We're I know we're focusing right now a little bit on athletics. Um but the the momentum that that Ashley's talking about and what coach has started here only can go so far if if we don't provide a couple extra things. Um you know had six JB games. I don't think we've had a win in JB football and we don't measure everything by wins since before the pandemic. I don't think we've played six games since before the pandemic. Um for a while there we're only playing quarters and we play like two of them a half and that would be it. Um the stuff that coach has

101brought with his enthusiasm, positivity, accountability um that goes along with that and um what he has created from finishing the year with I think 18 17 guys the year before to having 44. um and having the success that we've had. Um we need to keep building on that and we needed to to keep going on the momentum and that's why uh I'd like for next fall for us to bring back middle school football. Um and my proposal is a seventh and eighth grade combo to start with. Most middle schools around, even within our league, uh that we play in the middle school have that. Um there's other schools close by um that play a seventh and eighth grade combo team um and we can find games with within that if not everybody in our league

102does the same thing if they have a seventh grade and eighth grade team. Obviously those aren't going to be the teams that we play. Uh but but we play the teams that have the have the combo. Um and that's what I propose because there there's going to be a ceiling if we don't have it. If we don't bring back middle school football and with NI talking about stuff in fifth and sixth grade as we build together with that, that's when we have big success. I mean, it's really hard um in a lot of sports and we're very lucky that the first time you put on pads, you're a freshman in high school. That's tough because it hurts a little bit to get hit. And you know, when you're a little bit younger, you go, "Okay,

103that hurt. Oh, that wasn't so bad. I can I'm all right. I learned that I can kind of push myself through those things. Um, and but it's tough when you're a freshman or a sophomore, the first time doing it. Um, and it becomes a challenge. Um, so but if we bring that back, I think it's just going to really escalate a lot of things. Um, again, specifically talk about football, but going off of what Ashley said, we're building together. Um and when we have been at our best in our history, uh again talking just sports is we all work together. Um and one just flowed right into the next. And my flowed into middle school, middle school flowed into the high school programs and it helps our numbers. It keeps kids doing stuff and you

104know Ashley made a great point about cheerleading come back into the middle school. We can kept keep these kids accountable. We can check in on them. Where they at school today? If we're going talking about the graduation rate, okay, we're getting them to under be in school. All of it works together even though we're specifically talking about athletics now, but we're giving them those those things that they need to be successful. Um, not only in school, but athletically too and specifically for football. Seventh and eighth grade would be the way to go and is my strong recommendation that we start it next fall. Um, and we can make that happen. So, one of the things I've been in conversation with Tucker about, and I think I said it, you know, in January when we first

105had NMA here, is this is this is not just a school district issue. It's a community issue as to what how much does the community want to step up to support bringing back uh um bringing back middle school football. It where we're at budgetarily, we cannot shoulder the entire responsibility. And so I'm'll be working with Tucker here really soon to figure out what are you know you have some costs uh you know some estimated costs LA that was shared with you in January. We're going to really dial that into what we think it'll take to just launch a seventh and eighth grade uh football program and can the community come together to get us to a that place and then what are the ongoing sustained costs that that typically districts have to assume with coaches

106stipens transportation officials you know over the next several months we're going to be having and we're going to have budget update here right after this you know can the district take on those costs, those more ongoing costs next year or is are we going to need to ask the community to take those on? At some point, whether it's in the 2627 school year or the future, the school district will have to start incorporating those costs into our budget of of of coaching, stipens, busing, you know, officials, all of those things. When I'm not sure, but we really need to get uh this off the ground to get middle school football back because I mean NMA has brought is has got us to that point. We've got the numbers at the high school. We have to

107bridge that gap. So, we'll all be working closely with Tucker and coming back with you to you with what what's it going to take to get us ready to be able to bring it back and then what are those ongoing costs look like? Robert questions. >> No, but the one cool thing is from some of these school districts that do have like lots of huge numbers like you know like Lake like Lake like Lake like Lake like Lake like Lakeos the Westlands they're always dominating. They do lots of huge things with the high schoolers coming down. They like the biggest thing that I know of that participate is the signing days. They have the seventh day graders go to the elementary. They have the high schoolers come to the sixth graders and they do sign

108day for middle school. And I mean that's like huge for these kids. They they love that just like you're when you have learning on the field and then they go to the games and then they see these guys on the field. Having those high schoolers become refs at the lower level so they're constantly in with them. Um you know just being engaging with them. That's the biggest thing for these kids. Get them excited. Plus, dude, when you have them sign in front of a bunch of people, it keeps them accountable where they're like, "Well, I just said I'm gonna do this." And and so that keeps them going and gets excited because from the signing day at the end of the school year through summer, a lot of things happen. And so, but if you

109want to keep them excited, football, that's I think that's a cool way to do that. That's the biggest thing I've seen. and just doing uh dude these those schools generate a lot of income but they're in a better zip code but uh but simple things just to raise money to get people excited dude you got a huge Hispanic community man um during halftime you know or or maybe during the flag football you can be bringing substitutes you can generate a lot of you know easy money that way um to I mean at least I know they're do thing and even a whack at a piñata and there's big cash prizes in there and but everybody you know it's $10 and take a whack at it those they generate you know you can generate $1,000 just

110off one thing out it's pretty cool so just simple things like that to get to 8,000 I don't know how much for middle school football win >> so you're volunteering to be on >> bro you wish >> yeah but that you know I mean I think the partnership that we've we've brought up with NMA Um, and again, I'm old enough to remember, um, some of the the coolest things ever was when you watch the team on a Friday night as a little kid in elementary school and the next day you were at a camp. >> Yeah. >> You know, and that's what what Ashley's talking about with getting the coaches and she came to one of our coaches meetings that we had and spoke to all of our head coaches. And you're exactly right. That

111gets kids excited. I mean, I still remember it today and I'm older than than I was then, but you know, going to a basketball camp the day after I watched these guys play Friday Night Basketball and I just even though it was for an hour, >> it was one of the coolest things I ever saw. So, I mean, you're right. That's how we connect and that's why we were building this partnership again. Um, because it just makes everything better. So, 100% correct. Not really a question, but more of a thank you to Coach Arnold and to Tucker and both their work, their vision, their execution. It's been impressive to see there's a paradigm shift from last year to this year and to see that environment change and the hope that's now there for people to

112uh to experience. It's impressive. I I do think sometimes we can set our vision. U we can be a little myopic in not allowing uh we're like, "Oh, we're a school district with a zip code that might not be as cool as what you're talking about." We think these all the things that we can't do and we need to remember that there are opportunities. There's businesses that want to participate. And so it's important that we think of the ways that we can do something versus and have a budget and a goal set there versus telling us all the reasons that maybe we can't or haven't done in the past. So it's cool to see kudos to both of you. >> Yeah, I don't really have questions, but I would just second. I think u I've

113seen it in the past and I feel confident it would happen again that our community has the resources to to fund middle school football and I think we will. >> What? >> Yeah, not really a question. Just thank you for the volunteer for the hours especially North Marine youth and the weathering weathering storms and keeping on that's that's really really impressive. Absolutely. >> Jenny, I want to echo what Blake said and just like thank you for turning around even even beyond sports. I mean, you can see that there's definitely a shift in community support. >> So, I I don't doubt that the community would not support. It's just a matter of like tell us where and when, you know. So, thank you, Kelsey. Yeah, I echo everyone too and I think the community would support

114too is just knowing that there's a need and how to fill it. And also huge thanks to both of you. It just the way that you've turned the program around is incredible. And >> it's a blessing to be here. It truly is. And I mean when you want to talk about to me it's community cultivates more community. And when you talk about football and what it can be in a community, it can be this lightning rod of of all the good stuff. And that's my goal for this community is to give you and us the football program that we're supposed to have and to be something that binds these young people early and keeps them hooked because the biggest conversations we have really are how do we get kids back to care? How do we

115get them to reconnect? So if they never disconnect, you don't have to have that reconnect. And so that's the goal is have this hook that's dynamic and it's clear and it's there, you know, and the hardest conversations I have now when I'm in the classroom with these middle school kids, all they want to do is talk about football and they ask me and I tell them, "We're working on it. We're working on it. We're going to do our best to get you guys football." You know, because I don't want to have any other conversations beyond that. So, I know there's a want there and I will do everything in my power to keep this going and to incorporate as many of people as we can into our football family. >> One request I have for

116the district office is kind of echoing back to what Nathan said with clear is kind and I really like that if there's clear numbers or goals that can be set. So it's not just in generalities, but saying like this is what the community would need to raise. This is what the school will take. And I know that's your goal to get there, but just as sometimes we try to keep those things kind of I don't want to say hidden away, but maybe not sharing it, but I think as it can be something that as that goal is met, it can be celebrated and continue to work towards. >> Well, thank you both for your love and passion that you're bringing to our children and our community. I think that is completely true. The love and

117connection and the relational piece is very very important. And uh we just thank you for being here tonight. Anything else you want to say before? >> All right. >> Thank you so much. >> Thank you guys. I think this has been a as Kim gets ready to to present, you know, we spend a lot of time on policies and we're getting ready to talk about budget and those are obviously very important parts of your work and our work, but I really uh you know appreciate the fact that I think a majority of tonight's meeting has really uh connected us to uh closer to the classroom, closer to where our kids are at. you know, from from Nathan's report to having NMA show us the numbers of kids that they are those are our kids and

118that. So, I just really appreciate the reminder uh having so many reports here tonight that connect us to our kids. >> So, with that, I'll turn it over to Kim to walk us through a financial update. >> Thank you very much. So tonight's update is uh going to be a a little shorter as the reports are available online, but I wanted to walk through a couple of things. So on my first slide here, I wanted to just take a moment to talk about our these uh reports that are are being provided. Um particularly this month, it really uh came came to light how a November 10th board meeting is is very uh short turnaround time to pro to close a calendar month. So we had five business days last week. By the time a bank

119statement shows up on Thursday, you know, you're trying to you're going through. So I just wanted to, you know, kind of uh explain. I have changed some of the language on the report where it uh previously had said for the period ending I'm now saying as of because I will say that there are going to be uh some items that are not posted on these reports. However, my focus to provide the information to you are the the pieces that are most critical as in capturing all those expenses uh of course is critical. Um I will be perfectly clear that there is one bank statement we still don't have. So there is some revenue that is not in this. So that's a good thing, right? I in a weird kind of way in that that you're

120getting maybe something that may not be finalized, but those movements are going to be somewhat immaterial. Um but I just wanted to let you know that you know when depending upon the calendar and how our board meetings actually fall um at times this will be a full monthend close report and at times it will be a a snapshot at at a point in time. Um the other piece that timelines don't always allow for and this is absolutely true this month is sufficient time to analyze the output that comes out of that month end close. So while you close out a month and you record all your transactions, you're then looking at the data and when there's data that you yeah might not be where you thought it was going to going to land. That analysis

121does need some time. So I'm going to be sharing some information tonight what the data is showing. I don't have every answer as far as all the analysis uh at this point and that was uh part of of the delay. I I unfortunately had to bother Dan on a Sunday and said I just I got the month closed and wow. Yeah. So, uh, so going to be walking through some of that, but I just kind of want to explain that we are always looking and analyzing, but sometimes that, you know, that timing is is very difficult and that may be something that we continue to look at moving forward and that timely information is absolutely critical. Um, but however, sometimes the analysis data may be coming a little bit after some of the reporting. So

122there there could be some some timing things on that. And then the other piece I'm just going to touch on briefly tonight um is upcoming state revenue forecast and legislative session. So the g the uh general fund financial report that's available online. If we can go to the next slide um is showing as we discussed last month that our state school fund revenue is definitely trending well above budgeted values. And this ties back into the uh very technical explanation of the transportation grant excess revenues that I'm projecting where or that we will be receiving throughout this entire year. However, uh we'll not know if we have to hand back those revenues until May of 2027. However, even with that amount, um, uh, the transportation grant excess revenues we're receiving right now really only make up,

123I should say only, make up about 270,000 of the excess 397,000. So, we are trending actually uh, above our budgeted revenues, even without that transportation grant anomaly that's in there. And that is due to our enrollment numbers are uh better than projected than they were projected to be at this point in time. We'll talk about that a little bit. >> On the expenditure side, I wanted to highlight this next slide. Um there's a couple different parts on the expenditure slide, but um down in the section that talks about what our money is being spent on right now, the the system is showing us that we are showing that we are overbudget on our salaries, but that we are under budget a very similar amount on our benefits. So in essence, our personnel costs are somewhat

124washing out. That's not exactly a wash. Um this could be due to budgeting variances. uh we're continuing to analyze that but that people cost what we're seeing right now is that we are in line with our budgeted figures for our personnel which is absolutely critical. The next slide though I wanted to point out this is the part that um is is concerning to me. uh purchased services as a category and um we have a key that um I realize I forgot to add page two to my uh financial report. I will add that again, but it is available on last month's financial report. Um purchase services reflects expenditures for things that we hire others to do for us. Substitute services, maybe repairs and maintenance of our facilities, but primarily the big the big piece in

125there is transportation. And when I when I saw this um I my gut went to um I I'm concerned it's transportation because there's another section of the report that talks about what function of our operations are over budget and it's showing that the function called support services is also over budget. So that combination our big ticket item and those are the transportation numbers. So between publishing the report and being here now and being at a couple other things, I have have done some further analysis and I just want to share a little bit briefly with with the board here tonight and our our public. Our our budget our approved budget for transportation for this year unfortunately is 5% below what we actually spent last year on transportation. And that is can often happen due to

126timing. Those budgets get prepared and approved midyear and sometimes those costs fluctuate throughout the year. So with a budget for transportation 5% below last year's actuals, but a contract with our transportation company that went up 13%. We have a variance that right now we have spent $60,000 more on transportation year to date than we did last year. So extrapolating that out times roughly 10 months of buses running is about $600,000. So right now I am reviewing my information um to determine uh reviewing our routes. We have reduced a route. Um, so reviewing our contracts, reviewing all that information to determine what other options we may have to look at that cost. Um, but we we are 21% higher year to date on our transportation costs this year than we were last year at the same

127time. So we must get our kids to school. Is this is a non-negotiable cost, right? But are there ways we can look at our routes? Are there ways we can we can look at at things? Our our square miles in this district don't change when our enrollment changes, right? And that can be a very very difficult piece. Um, one interesting way to look at this is well, if our costs are going to be higher even than we projected, maybe we are getting the right 80% reimbursement on the transportation grant. So, there is a lot of analysis that must be done right now. Um, but I did want to share that this this variance and this is my projection right now of where I think we could end the year on this line item. Um, but

128it is using what had we spent last year as of October 31st versus what were our year-end total costs? What have we spent this year through October 31st? If I use that same spending rate, right, that our school year essentially runs pretty similar, our our processes run very similar. if I use that analysis and apply that rate, um, we we have a we have a concern. Um, I'm going to continue to be, uh, digging deeper and deeper and deeper to determine, uh, what options we may have. There is a very strong possibility, there are some timing issues. If last year a bill was paid on November 2nd and this year I paid it on October 31st, >> that right there when I'm taking a snapshot at a date in time can skew projections greatly. >>

129So I did verify the transportation bill wasn't one of those. I was hoping that was the answer because we are talking hundreds of thousands of dollars a month. Uh one one route is about $100,000 a year. So, it's transportation is the key to our students success. They if they can't get here safely and securely, then then we can't serve them. But we also must make sure that we're we're looking at every everywhere we can. So while I would love to be showing you roses, I will, you know, say that this will continue to be our primary focus to identify if the projection is um off or if we are going to need to take a look at our expenditures and and need to consider some adjustments on that. >> So with that, um I apologize.

130It's it's a very difficult message um to share, but I also think it's absolutely critical to get in front of these discussions as early as possible um so that we can be looking looking at at our options and what we might need. >> So, is it best to wait until the end ask questions or if we're on a topic or what's the >> I'm moving on to enrollment. I if there are specific questions on the financial report, I think that might be enrollment. There's there's very little updates other than I just wanted to share I'm extremely pleased with where we are on enrollment. We ended June of with 1574 kids enrolled to be at 1579 right now with a graduating class of 126 but an incoming kinder of 92. We have seen growth. I naturally

131we should be down those 30 students >> but we are not. So I am feeling positive and that also is potentially going to be reflected in some revenue unanticipated revenues. However, student enrollment fluctuates greatly throughout the year. So it is too early to to adjust revenue projections, but this is a very positive sign that students and families want to be here. We are offering programs that people feel can can attract them. This is a all part of the exact conversation that we're having right here is is building the culture of of North Marion and making this the place people want to be and want to stay. >> So, >> are you ready? >> Yes. Well, >> I'll start us off really quickly and then I'll hand it over to you. So, first of all, I

132want to thank you for being transparent and forthright. I mean, those two things I really believe our community especially appreciates and I would rather have somebody who's upfront and transparent and even brings like this realistic situation that we're dealing with um to the board. And so I just want to give you kudos on that. like maybe that's not the easiest message to bring to us, but the fact that you're willing to bring that information forward and not us asking the right questions to find it is huge. And so, thank you so much for that. And then we'll go ahead and start questions. >> So, just a couple things just when you're going through numbers. So, you said 5% last year was under Could you explain the 5% then the 15% increase? >> So, yeah. What

133what I was referring to is last year our expenditures for transportation were roughly 2.45 million. >> Okay. >> This year's budget is 2.33. >> Got it. >> Our contract went up 13%. >> And the third >> So I you know right there we have you know it it it is it is apparent that the hope was by reducing a route. Um, you know, the goal is to obviously maximize your efficiencies and and do that. But unfortunately, when we had a actuals of last school year, 5% uh below what we budgeted, excuse me, 5% above what we even budgeted this year, and then we tack on a 13% increase. One route didn't quite >> Sure. So with the 18% swing, is each month treated the same? December, half of June, March with spring break, are there

134months that might not cost us in? >> You are absolutely correct. We are uh charged on a per school day. Um and per route that runs. >> Um so um for example, being new to the school district, I got our bill for the month of September. I said, "Hey, wait, time out. We didn't have school on the first day after uh uh Labor Day." Mhm. >> Uh it was a day for certain students and all routes ran >> and it was like boom. >> Yeah. So you know little things like that. So it is a per day charge per route per bus size per route type. So home to school general education is one price. Home to school special education is one price. The big bus is one. The small bus is one. The medium.

135So our our cost I extrapolated out on a per school day to get my projections. >> Got it. >> Yeah. >> And so you said it was $60,000 more or was it 30? >> To date this year we have spent $336,000 whereas last year we spent $277,000. So that $60,000 swing is 21%. >> You know we have we are spending 21% more. So this is where my analysis is really coming in. Then where's the 18, you know? >> Yeah. Where's the 18 and where's the 13? And then why was the 13? What I I get when you're negotiating through those processes, it's there can be reasons cost and increase in pay and but how do they 13%'s a pretty big swing. >> I I um I I do have some questions about you know the

136contract. It was a multi-year contract and there were different uh increases projected for every year. Um this year's was 13%, next year's unfortunately is also 10%. >> Oh, so 23 and next year's 10 on top of 10% higher than this year's 13. >> One variance I have noticed this year is that we have a larger number of what are called excess hours. Our contract uh for one route includes a certain number of hours. we have a number of routes that are exceeding that number of hours. So you have route charge plus excess hours. That is another piece that is going to be looked at to determine um what what has changed because it is greater than the 18% swing >> and that is where I found the excess hours of that question. So we could

137essentially eliminate a route but it lengthens the others and we have >> excess hours. >> Does um so in the on a school day there's the bigger kids and the younger kids route. Do we get charged on each >> each >> and then the afternoon the go home on both both schools or you know what I'm saying? >> Correct. So our contract is very um elaborate and it's it you know it it's uh very very complex. We have um for example we have 16 general education home to school routes. We have six special education routes. We have some specialized routes for other programs, students that may be attending programs outside of the district um that are required to be um so it gets um very complex the multi-tab spreadsheet that does not even fit on

138tabloid size paper to review. Um but yes, there's there's some routes are charged on a minimum mileage basis, some are based on a per day basis. And so yeah, there's just a lot of complexities to it, but but looking at our entire routing would be would be something to look at, but there is concern about time on a bus and you know that's there's students cannot Yes, a lot of us may 90minute bus rides, but that just is not uh you know the norm anymore. So, if we have a problem at 13% this year, which probably is lower than what we think, and we're adding 10% on top of it next year, if I'm understanding correctly, we're talking about a pinch this year, but next year we're not. We've got a problem on there. >>

139We our budget our budgeted figure this year will probably increase more in the >> Oh, sure. I you'll be able to work in the budget, but that's still a big number. still a hit to our operating funds. That is, you are 100% correct. >> The one again >> piece and this becomes this strange game with the transportation grant is okay if our cost went up that much. We truly are going to get 80 cents a lot. But $270,000 is still not covered. Yeah, >> you are correct. >> Sorry. >> No, you are absolutely correct. >> You're absolutely correct. it it may minimize but it will >> so additional analysis I am sharing a point in time a snapshot additional analysis is needed. I I absolutely will continue to dig into this um or substitute cost

140is another piece I need to look at and see if maybe those are trending a little faster than maybe um in prior years. you know, you could have an more than your typical staff out at the beginning of the year and have more long-term subs now, whereas maybe last year they were at the end of the year. And so, you know, trying to to plan, you know, uh project those types of pieces. And and I will say, um I this is I do not feel that this is any any um any omission or misses or anything budget-wise. I think um there are just I I don't have the historical look back as well. So that is where the analysis pieces I'm really relying on on accounting trends and mathematical equations where um there could I

141am hopeful that there are things that that will come to light in the coming coming weeks on this and that it I am hopeful this is a worst case scenario is I guess where what I'm trying to to share with you. Are there are there transportation alternatives? And then and who negotiates these these contracts? >> They are negotiated by the district and it's usually a multi-year contract. This contract has been in place for two I believe we're in year three, two or three of of a multi-year. >> So someone in this room negotiates that the district, >> correct? The the your business manager and your superintendent negotiate with your >> Oh, yeah. That was two years ago. >> And are there alternatives to this transportation we have? >> Absolutely. Yeah. Absolutely. Um there is there

142are a number of different processes in board policy for um you know >> so you can do a request for proposal to say you know we want to shop around and see what other what other vendors might be able to offer. So I've sat in I've I've sat in on those and led those processes before and and transportation for that. actually done that with Kim before. Um, and so where you can go out and see who else is interested in providing services and can we get a more competitive option. So, >> anyone else? >> I just I have a comment. You you said that you don't have the the historical and the trends, but I would say that's actually maybe a benefit because you're a fresh set of eyes on this. I appreciate um you

143know that you're you're willing to get to dig into the data. I I'm a data nerd so I know you are. Yeah. But I appreciate that. I appreciate you bringing it to us and and giving us um you know some not great news, not tough, but having this information early and often I think prepares the district and the board to make more better informed decisions. So, thank you. >> Thank you. As it relates to transportation, are we still having issues >> with having a full staff? >> My understanding is they are not having >> they're not having any while. >> They're not having any issues with staffing that they send me a weekly report and they're not having any issues there. um because that's that represents a pretty significant I believe increase in the in

144the contract because they were >> some of our drivers were being cherrypicked to other districts um because >> it's a very competitive industry. um that our transportation providers have done everything they can to strike the balance between um making transportation feasible financially for districts but having to do what it takes to have people to drive these buses and drive them safely and serve our students. So this is not um this is not unique to North Marian um they honestly while those increases feel maybe >> 3% it seems in a business setting in the two-year window when I it would just be interesting to see like how can you where can they draw the data that a 23% increase would be required to operate get their business. Seems like a lot to me. >> It does

145seem like a lot. Um >> almost a quarter. That's It's a lot. >> It is a lot. We have fuel costs. We have vehicle costs. So I I Yeah, I you know I believe um that it's important to make sure we are we are um evaluating all of our contracts uh when they come up for renewal. Um, I think it's it's it's a a service to our taxpayers to make sure that um we are are getting the best service we can for our students, but also making sure that our pencils are sharp. We all have to do it in the private sector. So, you know, to make sure we retain our >> customer we have to wait if there's going to be there's going to be 10% again next year, right? Do you have to

146you have to wait till you have to absorb that, too? >> I would need to review the contract, but I do believe it's a it's a multi-year contract. it I my experience is they are they are >> you don't want said Monday morning quarterback what's been done so that's not the the goal >> I do think a review of the existing contract is definitely necessary >> and and we have a good relationship with the local um folks so we want to we want to maintain that um but I do think that a conversation on the questions that were raised are definitely warranted >> yeah I mean just for sake of time. If there isn't any more questions, we'll move on. But um Kim, again, thank you for bringing that to the board. Thank you for

147pulling out information even when it's not popular and bringing it forward. And just for clarity among the board um in leadership we did have a discussion around the tight time frame of the financials and I think it's pretty fair like having a child that's in finance that and at my place of business rarely will we get the reports before the 15th to the 17th. So I think like having a snapshot up front during a board meeting, but then having, you know, a full analysis later at possibly a work session is something that I express with Dan would be a realistic because I don't personally want our business manager to work every weekend before the board meeting to get us a financial snapshot. That's just me thinking. So as we're going into this, just be prepared.

148you may see a little bit of movement on what our expectations. >> Okay, moving on. >> Yeah, thank you. And I just, you know, you know, Kim pulled some of those numbers out between, you know, when she got back to the office this afternoon and and and literally as some of this was happening to say to pull those numbers out to already start the analysis. I mean, >> um, I was finding out some of that just flying right along with you. Um, and that's kind of just how how good she is. And also just want to recognize, you know, in my weekly email, I talked to you about some changing in state accounting. Um, and Kim's one of 14 >> 14, >> one of 14 business managers out of 197 school districts in the state

149of Oregon. and she's one of 14 business managers selected by this within the state to serve on how is the state going to manage those accounting changes. So uh and you know kind of representing the districts of our size in that group. So uh >> you know kudos to you selected to to be on that. So >> yeah. >> All right. So moving on we have a couple action items. So, you can go ahead and lead through the first one. >> The first one is for OSBA elections. Um, if you've had a chance, Jenny, I'm going to have to borrow some of your stuff. >> Uh, so do I hear a motion for board of director position 11 Marian region? >> Yes. I would like to make the motion that we cast our vote to

150Sacha Shanderi for position board position 11. >> And do I hear a second? >> Second. >> Do I hear any discussion? We'll move to a vote. All those in favor say I. >> I. Opposed. >> Diane, do you need anything else for that? >> Not for that one. >> Okay, >> keep going. >> And then um Do I hear any motion for board of directors position 12? Do we do we have to we have to vote? I don't think so. >> You guys don't have to vote, but I linked in all of the candidate stuff if you wanted to rave about their >> submission and why they want to be on the board. >> Okay, I'm going to give it three more seconds, then we're moving on. >> Typically, we uh uh cast the votes

151for the for this body for Alonzo Oliver for position 12. Do I hear a second? >> Was that you Jamie? >> Any discussion? Move to a vote. All those in favor say I. I. I. >> Okay. Legislative Policy Committee. Do I hear a motion >> at 8:00 and try and get you guys out of here by 9? >> I'll make a motion that we vote for no four to position 11 for the legislative policy committee. >> Oh yeah. >> Do I hear a second? Okay, >> I got you. >> Any discussion? All those in favor say I. I. >> Uh, legislation legis legislative policy committee position 12. Oh, did I say 12 last? I'm not sure. >> So, I hear a motion. >> I didn't say it. We'll make a motion. >> Yeah. Go on,

152Robert. got me to this. I'll make a motion for legislative policy committee division 12. Please release a harish for second. >> I'd like to second. >> Yeah, I got you. >> Any discussion? All those in favor say I. >> I. >> Excellent. Moving forward. Um, we do have one more board action item for OSAA collective agreement. Did you want to state anything to that? I'll just say that I appreciate Tucker looking to find an opportunity for at least one uh uh North Marian athlete to be able to swim. There might be a second. Um so this is a collective agreement versus a co-op agreement. So the swimmer will represent North Marian in the water um just practice travel all all that's involved with Malala. And so we do need board approval to submit that to

153OSA. is the do we financially offset anything with >> there? No, there's no there's no financial uh obligation on our apartment. >> So, transportation to get to Okay. >> Yeah. >> Cool. >> All right. Do I hear a motion? >> I'll make a motion that we um accept as presented OSA collective agreement uh binding us with uh for swimming for Malala. Do I hear a second? >> Oh, >> and any discussion? >> Good luck. >> All those in favor say I. >> I. >> All right, moving on to superintendent report. All right. As I mentioned last month, uh that um I'm going to present some of the work that I'll be doing uh to you in executive session in preparation for my evaluation at the end of the in the spring. So, um just want

154the public to know that that's why we're entering into executive session so you can give me some feedback on what I hope to do in alignment to my goals and evaluation. >> Okay. So before we adjurnn, I'm actually going to read this into the record and then we'll adjourn. We'll take a five minute break and then we'll go right into executive session. Well, okay, fine. Three minutes. >> I was going to say, >> okay, so just long enough for me to clear the room. Okay. >> All right. So, executive session OS192.6602i. The board will now meet in executive session according to or OS192-6602I to review and evaluate the performance of the chief executive officer the superintendent. Content discussed in executive session is confidential except as provided by law. Do I need to read this whole

155entire thing or I'm good? >> You're almost done. >> Okay. Just just clarify. No. Board members and the media are instructed not to disclose information obtained in an executive session except when specifically authorized to do so or as required by law. Members of the media may attend executive sessions except in those specific instances, deliberations with persons conducting labor negotiations, expulsion hearings, or those pertaining to confidential student medical records and litigation involving the news media policy BDC-executive sessions. The board will not be taking any action on the content discussed tonight and will adjourn following the executive session. All right. Now you can hit >> Oh, adjourn. >> Okay. >> So, you can hit stop recording. Sure you want to give up?