October 13th, 2025 School Board Business Meeting

001All right, I will call this meeting to order. We'll do a roll call. Kelsey >> here. >> Jenny >> here. >> Glenn >> here. >> Merl >> here. >> Robert, it'll be a few minutes late. Blake >> here. >> And we'll do pledge of allegiance. 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'd entertain a motion for an agenda consideration. >> Make a motion we approve the agenda as presented. >> Second. >> All those in any discussion? All those in favor say I. >> I. >> Sorry reading. All those opposed. Motion carries. Do we have any public comment? >> Anyone? >> I know. >> Next. Okay. Just double checking. And we

002have board communication. I will turn over the first thing to superintendent. >> Yeah. Well, I'm excited to honor our own Sarah Bailey as the National Art Honor Society Advisor of the Year. >> And here is what they are going to say about Sarah uh this weekend down in Eugene that for more than two decades, Sarah has built a thriving art program that empowers students to create, lead, and connect through art. As the founder adviser of her school's NAHHS chapter since 2014, she has guided students in developing their artistic voice and sense of purpose while linking classroom learning to real world community engagement. Under her mentorship, students have brought creativity to life across their school and community through murals, public art installations, and service projects that reflect the spirit of collaboration and care. And so, congratulations,

003Sarah. >> Thank you. Thank you. I did ask Sarah to share a few words about the art honors society and just kind of the work that it does and that she's done just so that we could learn a little bit of more about the arts community um and kind of the work that you've done here both here and with the the society itself. >> Okay. Uh I'll come >> Okay. Um, so it's the National Art Honor Society and we have a chapter here and um that's it's it's a lot that we get to do when we get to do it. So um uh yeah so for the past 24 years being the art teacher being able to um engage with the students in class and then take it to the next level with the art

004chapter and that next level looks like the three murals that are in Donald the first city flag ever for the city of Hubard. That's amazing. Yes, your our students did that. Um, and then it can even we even did things like with working with PTO and the kindness week stickers. Um, so it's it's a broad spectrum of things that we've done. Um, I do really appreciate how the students that I do get to engage with in the art classes. I I think one of the things that really is important to me is that they do actually have a voice and they learn how to communicate. um because in theory art is communication. Um and being able to articulate and understand that not everybody has the same opinion. Um but to be able to articulate your

005opinion and um to justify the choices that you've made. So um I'm super excited. Um but yeah, we we we've done a lot over the past 24 years. So um I am I am curious what this year will look like. Well, I can say in my short time, there's been a few times where I've asked Sarah to, you know, hey, there was the project that got started last summer. Uh, we had a few other things last year. And I just appreciate Sarah's always willing to say, yes, we can do that. And so, that's kind of just who I've gotten to know you as. And it looks like there might be some people here to maybe honor a fan. >> I don't know if you want to give her those. and >> these are actually a

006graduate. >> I love it. Love it. So, >> and I'll turn it over to the board. >> Yeah. Well, I just want to say I have been able to witness some of your projects with the city of Hubard and how wonderful it is and amazing it is. time. It's great that you have um the ability to teach the students to collaborate with government entities to have that drawing. And I know that one particular person is kind of opinionated and will ask for different things on it and so and you're able to make those adjustments to serve the whole project. And so I have really appreciated seeing all the artwork. Does anybody else congratulations? >> Congratulations, Sue. That's very, very cool. So, >> yeah, I I'll just say that I've always enjoyed talking with Sarah on

007the phone, my little business that go get meats and she would send students out to get advertising for the yearbook. And they didn't always know the answers, but I would call Sarah and just enjoyed that relationship over the phone. really. I didn't meet her till we walked through I don't know last year or the year before and got to see your classroom and all that. Anyway, enjoyed it. >> Yeah, thank you. No, it's it's cool. It's it's amazing the conversations I've had over the years. I have one particular student that called me and came over and had a conversation his junior year of college um because he really needed to battle through the idea of do I finish school or do I play with Dango de Montes? And I was like, how often is a

008globally recognized band >> Yeah. >> going to ask you to play with them, >> right? >> And how and when could you go back to school? You know what I'm saying? But my point in that is the connections that I've made with those students. Like here he is a junior in college still coming back to say, "Hey, can I talk and get some real feedback?" So um that's that's really important to me. So anyway, >> congratulations on your advisory award. you guys want to come down to Eugene 12:30 on Saturday we are doing the formal presentation of the awards. So yeah, I'm one of seven art teachers for the state of Oregon that's receiving any kind of award for NHS. So >> awesome. >> Yeah, thank you. Congratulations. >> Thank you for being here. >>

009And I'm gonna go be mom because my son has a court of honor tonight. >> So I'm gonna go be mom now. But yes. Yes. Thank you. >> Okay. High school ASB. >> Diane, do you know high school ASB? >> I thought they were coming. >> Okay. >> I let them know. >> Okay. >> All right. We'll see if they show. >> One of them was sitting there. >> Yeah. Okay. That's fine. We'll skip back if we need to. >> Okay. Okay, we're going to acknowledge our extended overnight field trip for the Key Club um at the district convention Portland, Oregon, March 6th through the 8th. And then we have the consent agenda. Do I hear a motion? If you've had a chance to overlook it, look it over. >> I make a motion we

010presented. >> Do I hear a second? Uh, I'll second. >> Any discussion? >> Hearing none, we'll move to a vote. All those in favor say I. >> I. >> All those opposed. Motion carries. Business and budget. We'll turn it over to business manager. >> Perfect. Well, thank you all. Um, just take a few minutes to walk through a couple pieces tonight. Um, and we'll have a couple slides to support that. uh reports were posted yesterday. I do apologize as it was later than my uh goal. Uh however, we've been working through some some uh workload issues and so those uh financial reports are up there. There's a couple things I wanted to be able to walk through tonight. Um so first thing is going to be we received some updates on integrated plan which is

011uh four different grants and I'm going to share some information on that. going to real quick talk about uh state school fund revenue and a transportation grant and then provide you the enrollment updates. So, first of all, the integrated plan is a uh braiding of four grants from the state of Oregon, the early literacy, the early intervention and indicator systems grant, high school success, which we call HSS, and then SIA student investment account. And we always receive allocations. they let us know they're preliminary, but they're usually, you know, historically, you know, you see a little bit of movement in there. Um, unfortunately, the movement was not little this year. And we have been uh notified that our allocations have been updated as shown for 2526, resulting in a $121,000 reduction uh from what um was

012originally uh advised. Um unfortunately the allocations for next year are always al also um at this point projected to be lower than those original allocations. I share this um one piece that I I realized as I was walking in here tonight I should have added to this slide. While this is a reduction in what we had been advised we would be receiving. Um those original allocations were received after you and our budget committee had approved a budget last year. So fortunately the approved budget hit is closer to 70 uh7578,000. Uh very very fortunately the high school success allocation um the current allocation is right on with what was budgeted literally only off by $144. uh but the SIA allocation is about 75,000 lower than was budgeted. So kind of talking a bunch of different pieces,

013but the reason I wanted to share that tonight is um as you may have seen in the financial report, there is a potential that we may have some budget lines uh where expenditures could exceed what was originally budgeted. And the reasoning on that is that um with these reductions in these grants and these grants covering primarily staff, those costs that may no longer fit within those grants will need to be absorbed by the general fund or we will need to potentially identify other areas that adjustments can be be made. Um we are really looking at that. We want to minimize the impact um on programs, students, that sort of thing. But um at this time, you know, we are we are moving figures around. I truly I I believe that we can continue to look

014at our expenditures and possibly find ways to stay within those budgeted allocations. Um however, right now just needing to report that um you know that our budget was spot on until uh you know until we had an unexpected revenue uh hit here. >> So these reductions come primarily the SIA reduction comes primarily from state revenue reductions. the corporate activity tax. You may hear about the CAT tax. That is the primary source of the student investment account. And as we've had all been hearing, there are some concerns in the in the uh you know economy. And so with those reductions uh proposed or potential reductions in those collections there there's some some concerns. So just wanted to put that on the on the radar. We are again reviewing every option to address these shortfalls and find

015ways to do that. If as the year continues on, it if it appears that we possibly will have expenditures in excess of of what was budgeted, we will have to come back to the board with a supplemental budget uh and identify how the that shortfall could be handled. >> What percentage does it have to be off to to do that? we cannot go over and our what are called appropriations. So on the on the financial reports in the expenditure section there's a section that talks about expenditures by function instruction support services community services those limits at at the function level those are appropriation limits and we must stay within those limits with or come back to you. So, uh, we definitely will be monitoring those, um, because you must, of course, uh, have a supplemental

016budget approved prior to exceeding those expenditures. Clearly, we're not there at this point, but should we not be able to find some other, um, adjustments, you know, we could have some concerns. There is there is a lot of massaging right now of of of the different funding sources and I I'm hopeful that we can find we can find solutions uh within our current current budgeted expenditures. So if we go on though, the other piece I want to point out tonight is on the positive side. The revenues section of the financial report is showing a very positive variance uh projected for our state school fund revenues. In fact, almost $400,000 more than uh we've budgeted. However, I urge us to proceed with caution. The primary driver of this on our next slide, the primary driver of

017this is due to what's called the transportation grant and that is part of our state school fund revenue. >> For a transportation grant, every district across the state is ranked on the amount they spend on what are known as reimburseable transportation costs. So those are going to be your home to school trips, your between educational uh facilities, educational field trips. It is not going to include athletics. It is not going to include um field trips that are do not have an educational nature. On the next slide, what happens after that ranking uh occurs? Then the state of Oregon uh comes through with the transportation grant and the districts that are ranked between 90 and 99 and in a sense that's a percentile. They get a 90% reimbursement of everything they spend on reimburseable transportation. The

018next band gets an 80% reimbursement and the next band gets a 70%. North Marian School District has always been at 70%. On the next slide, we found out this year we bumped up right onto the cliff. We are right, we are the second number 80, meaning we're the second um there's 197 school districts in the state. They rank them essentially there's two ranks for every numerical value 1 to 99. We are literally on the cliff. But because that's where we are right now, the state is funding us as if they're going to give us back 80% of everything we spend on transportation this next year. On the next slide, I want to show you an example of this is and these are available on OD's website. These are um our what they call estimates, but

019this is what makes up our payment uh every month we get when we get our state school fund. And on the right hand side there you can see that we have projected and this is a number that North Marian has provided to OD just like every other district has provided their estimated costs for 2526. We believe we're going to be about 2.675 million for transportation. So they're giving us a payment based on 80% reimbursement of that. On the next slide though, if we bump just one spot down, instead of giving us 2.14 million, we really should only would only be getting 1.872 million, a difference of 267,500, 10% of what we spent. The difficult piece with this is while we are receiving the money right now at an 80% reimbursement rate, the next slide explains

020the timeline that we are faced with. So in January of 2025, every school district submits what's called an estimate of membership and revenue. And you're providing figures and one of those figures is what do you think you're going to spend on transportation in the coming school year? So July through February of this school year, we are going to be paid using that estimate. And right now, based on our estimate, we are at 80%. In January of 2026, in just a few months, we're going to submit an US updated estimate of membership and revenue, updating our transportation anticipated costs for this school year as well as our 2627 estimates. and they're going to adjust our payments for the last three payments of this school year. The tricky part is that in September of 2026, almost a

021year from now, we'll submit transportation reports. In December of 2026, over a year from now, we'll submit our audit from this year's financials. And in May of 2027, we will find out if we get 80% or 70%. >> Oh my gosh. So while >> I tried to make this as >> Yeah. >> So we essentially are receiving money at the 80. That's fabulous, right? We may have to pay back that 10%. If we slip $1 below the second number 80. So, right now you're seeing revenue much higher than budgeted because we didn't budget for 80% reimbursement. So, the nice part is right now revenue projections um I've got on there that I'm expecting us to be about $390,000 above what we budgeted for um state school fund. Even if 275 of that is is potentially

022needs to be set aside for the just in case, we are still looking to be positive on our state school fund revenue right now. But I just you're we're going to hear this over and over this year that our revenues should be higher than budgeted due to this one little bump. Uh and uh fortunately this uh this is on the radar because if it wasn't on the radar, schools unfortunately have been caught very offg guard. You have schools that have been at 90% or 80% all along and then they drop. You've got a very significant budget um 10%. >> So stay tuned. More to come on that. >> Can you elaborate a little bit on what causes a drop? >> So >> a little more detail on >> exactly. So, our ranking right now is

023based on every district sending in their estimate. Here's what we think we're going to spend on transportation for the 2526 school year. When it's all said and done, it the ranking is based on our audit. So, if somebody underestimated, they may be down here, maybe they're down in the 70%, but when it actually comes out in the end, you know, they move ahead. So until every school district's audit is turned in a well over a year from now, no one knows where they really land. >> What keeps school districts transportation numbers in line knowing that? >> So that's an interesting it's a very interesting question because you know it's a gamble of boy if I spent another thousand dollars I would have got another 10% reimbursement. So you don't >> it's a slippery slope obviously.

024I just wonder like what details are involved there because it seems to uh >> be an interesting process for 10% gain on >> Yep. Fortunately your audit of course the audit process is to to validate um you know the accuracy of your information. I can tell you just over the past few weeks, one of the pieces that the auditors is looking are looking at is you know what is your contract for your your rate transportation rate increases say versus what are your books saying? So there is a independent if you will vetting but you're absolutely right that a a district who has a maybe a significant rate increase one year it may bump you up into that 80% reimbursement rate but then the next year if you're back down to a more cost of living

0253% 4% adjustment you might be back down. So this is not a a while it'd be great to get the higher reimbursement being on these cliffs is is very very difficult. Um, and my suggestion to the board is that we proceed with caution until we know whether that revenue is truly ours to keep. >> Yeah. Great. >> All right. Final enrollment report update. So pleased to share this. I wouldn't typically provide weekly updates, but I did it just this one time because I wanted you guys to see the swing week to week in our enrollments. Uh so we started the year 1583 was the number I shared with you at the last board meeting. I am thrilled after the 10day drop that I expla explained. We are still at 1581. I I am and I

026actually did a run as of Friday and we're still right there. So um very very happy that is our official October 1 enrollment date. That is a big measurement date statewide. Um that can be excellent news. Um, I can say that that is in excess of what we submitted in our estimate of membership and revenue. That EMR that was submitting our transportation numbers, we submit our student numbers, we submit our property tax collection estimates. We submit a lot of that. So, right now, that's a positive for us. I will state though that the uh the state did just what they call rebalance the state school fund because a lot of districts are reporting not as significant of a loss as that had been seen a little bit of a slowing of the line, right? We

027we know there's a a a downward trend in enrollment, but there seems to be a little bit of a slowing of that trend. So, in a way, while it might be great that maybe maybe our our uh decrease is slowing, a lot of other districts are too, so that the pot of course of state school fund dollars um gets spread. But we'll just continue to monitor and uh just thrilled to see families choosing to to be here and stay here and we're doing everything we can to make this a place everybody wants to be. So, I believe that is it tonight. And if there's any questions, happy to answer. >> Blake, >> I asked during the presentation myself. Thank you. >> Uh are the transportation charges based for students transported? >> So our contract has

028um some unique uh pieces. We have uh charges that are per So it depends on the type of route. So if it's a general education route, it we have one certain rate. If it's a special education route, we have a different type of rate. If it's more than a certain number of hours a day, there's an extra hourly charges put on it. If it's field trips, different rates, size of the bus determines the rate. Uh so there is there are a lot of complexities to how a um a route is charged. It is an incredibly intense spreadsheet um that comes through and we we vet it and ask questions, right? Because that's of course, you know, we're all we're all human. But um there's you know minimum mileage per day, there's excess miles, there's excess

029hours, there's large bus, small bus, the 90 passenger versus the 70 passenger versus special education buses versus Yeah, it's a >> it's a great u we we have that information at the office. If you were ever interested in looking at that, we'd be happy. >> It sounds like it's not really based on students, number of students. It's not it's the miles driven. How often do you renegotiate that? >> So this current is from 203 I think we have one more year in the current um >> and what's the rate increase each year on that do you know >> I do it it varies every year. Um >> all right that's all right there. Yes, it it has varied year to year and to avoid misspeaking I I don't want to quote it without pulling it

030up in front of me, but it does vary wildly, right? >> Yeah. Yeah. >> One, >> uh, two things. Given that we won't know until very late in the cycle, is it basically just going to be an EFB padding? >> Correct. I what my anticipation is is that when we get to the end of the year and we say, "Okay, transportation costs, we estimate 2.675. They came in at 2.69 or whatever." >> We have $269,000 in our ending fund balance. >> That while it won't be differentiated on the books, we all need to know it's earmarked as potentially a check back to OD right now. May if May comes next year then that is a great you know piece to to >> May of 2027 >> ex I'm sorry yes in May of 2027 when

031the final comes out uh it just it's incredible >> and in our monthly just to add to that as our labor management meeting with UNM yesterday we we or last week we told them about that because we know as we go into bargaining they look at that you know you're you're sitting on this amount of money kind of thing and we just said we're not going to be able to market, but there's $267,000 that we are not going to be able to spend until May of 2027. So, they appreciated that heads up. So, >> I was going to say it's it's good that they >> it's going to be on the the front side of that. So, the other question was is on the um attendance, it looks like >> K1 and two is beginning

032to stabilize. >> Um we're not getting the, >> you know, the marked drops. In fact, was it one looked like the lowest really average? And >> right now, second grade is kind of our our our lowest class at 89, but you know, we've got 92 in kinder, 93 in first, 89 in second. That's >> honestly I >> So if we reached our our little water point then >> I mean that's hard to say. >> I think the other thing to think about though uh with our primary school principal uh in here is that you know we've got the the sec the second grade classroom is the one grade level where we're short not we're down a teacher. >> Yeah. Absolutely. >> And so if we're and they're already at the kind of that like oh

033yeah >> that point of you know don't put any more in. And so now we've got classes that are about three students more. So we're gonna have to wrestle with that, you know, in the spring rebalancing and figuring that out. So >> Okay. Yeah, that's all I have. >> Okay, >> Jenny. >> Um, no questions. I appreciate your um eye looking at this and keeping track of everything for us. >> Elsie, no questions. Thank you for the thorough explanation. That really helped. You're doing a phenomenal job. I just want to go on the record and say that. Thank you. >> Yes. Appreciate the feedback and welcome. Any feedback, more, less, whatever you guys are are looking for. Appreciate it. >> Never bored, that's for sure. Okay, board action. So, we have a couple action items

034here. We'll just go through them one at a time. So, we have the if you see it in front of you, the 2025 2026 board operating agreement. We talked about this at the work session. I didn't know if you had any questions. They should have been given to Dan prior. I would entertain a motion. >> I'll make a motion that we um adopt those that operating agreement for 2526. >> Do I hear a second? >> A second. >> Any discussion? All those in favor say I. >> I. >> All those opposed. Motion carries. And then the next one is the OSBA um policies. We pulled out three of them that we had comments on and changes on, but I'll let Superintendent Bush speak to IIA. >> Yeah. So IA did not get pulled out. And

035if you remember, that's the instructional materials policy. And there was some discussion about, you know, uh questions about notification to parents on, you know, required materials that that some families may find some objections to or maybe content that might be that, you know, questions around notice to parent. And so, um, just to update you on that, we we there's no changes to the policy, but we did meet with UNM last week to share those concerns and and saying that we want to collaborate with teachers to develop some practices as to, you know, under what circumstances or how how should we be notifying parents if you're using required readings that some families may find objectionable. And so um so we met with UNM last week. We met with our middle and high school principles this morning

036to you know how do we want to get this conversation started. So Dez and the principles are going to be meeting with a group of teachers um and developing some some practices and policies that we can bring back to the board to insert into policy uh after we get some some you know input from the teachers on this. So, uh, as I talked to board leadership about this, my recommendation is to is to adopt the policy as it's written because it is tied to some previous legislation with me coming back to the board with updates on how we're doing and developing that and then bring some policy revisions hopefully before uh the end of by December. >> Okay. All right. So, um, Diane, how do you want us to read this one out? OSBA policies

037from the August 2025 folder. So, I don't see them all listed. >> Correct. Well, if you clicked on that link, it'll list them as your name. >> Uh, I mean, it's the the summary. Okay. >> So, what you could do, I apologize all my highlights and stuff. Those are notes to me. But um what you could do is make a motion to approve the August 7 quarterly as presented with the exception of the BHDF and and those and then we'll do those one at a time. Right. >> Right. Is that what you want? >> Yeah. Does that work? Does that make sense? >> Okay. Does anybody want to make that motion? >> Sure. I can make a motion that we um this would be second reading and adoption. Is that correct? >> Correct. That Okay.

038So, second reading and adoption. The list that was provided to us um with uh the exception of removing BHD, IKF, and JFC. >> And do I hear a second? >> A second. Hearing a first and a second. I'll just repeat this back so it's clear. We're doing a second reading and adoption of the OSBA policies August 2025 that were given to us in the list with the exception of BHD, IKF, and JFCEB. Okay. Any discussion? >> Well, I'll just say that I I'm not in agreement with the wording. It's in the statute. So, I don't know that there's anything that we can as this board do about it, but I just want to say that I I I don't like the ideology that's written into statute and policy, the endorsement or the the inability to

039eliminate any material if it has a perspective or story or study of any of these. these 15 protected classes just gives me some pause, but uh I have some confidence in our staff and our people to to work with that in a reasonable way that that fits with our community, but I just would say that for the record. >> All right. Thank you. Okay, moving to a vote. All those in favor say I. >> I. All those opposed. >> Motion carries. So for these other three I will at least uh address the changes to make sure for the purposes of uh the second reading we understood what they were. So the on BHD um we struck out any of the language related to the stipens um and but added the language that superintendent will establish

040and communicate procedures regarding submission for expenses of expenses for reimbursement because that was the change that was entered into that policy. So that was based on your feedback. >> Yeah. Is the talk title also supposed to have siphons? Did we want stipens left in that top title or out of the title or I wasn't sure since we struck out the siphons? I don't >> Yeah, I think we need to take it out if it's being struck out. >> So yeah, good catch because I didn't catch that. So, I think we can um we can change this policy to be back to probably board member and reimburse board member reimbursements. >> Okay. And we want individual motions on >> Yes, we want individual motions on these. >> Okay. I'll make a motion that we adopt BHD

041after amending the title of this policy. >> And do I hear a second? I'll second. >> Any discussion? All those in favor say I. I. >> Oh, sorry. Sorry. I'm kind of slow. >> That's okay. >> The wheels just turned kind of slow. I wanted to clarify. Are we uh keeping in the language that allows reimburseable expenses >> with superintendent approval? >> Right. >> Well, superintendent process. >> Process. I'm sorry. I just need to develop a process for you to go about that. >> And are we taking out the stipen? >> Yes. >> Okay. I in agreement with that. >> Okay. So, we'll go ahead and revote just so we're clear. All those in favor say I. >> I. >> Opposed. Motion carries. >> All right. The next policy, IKF graduation requirements. Uh Merl had

042suggested that we um include the language related to the definition of um looking for it here. Um is related to enrollment >> fulltime attendance. full-time attendance. And so our definition for full-time attendance is regular full-time attendance means not being absent for more than 10% of school days that the student is enrolled in a school year. It gives an o reference for definition of chronic abs absenteeism. But then it says excused absences will not be counted against the student. So we have a definition. >> Great. Excellent. All right. I would entertain a motion for this policy. Make a motion that we approve IKF. >> Can we add that to the adoption that we adopt IKF? Oh, sorry. Yes. that we adopt IKF. Okay. Do I hear a second? >> I'll second that. >> Okay. So, again,

043we're voting on adopting IKF. Any discussion? >> That that's the bracketed one on the footnote on right. >> All those in favor say I. I. I. All those opposed. Motion carries. And so the last one we pulled out so that if the board wanted to have a discussion and also to ease the uh uh the um motion process. So there's been no changes to this one. It's a second reading. So if there wants to be an individual discussion, an individual vote. >> Excellent. Thank you for respecting that. Um, do I hear a motion for JFCEB? I'll make a motion that we adopt JFCEB, personal electronic devices and social media as presented. Do I hear a second? >> I'll second that. >> Discussion. >> I have a discussion point. >> Yes. Go ahead, Gwen. >> I

044have a statement prepared. So, I continue to strongly offer my stringent opposition to the the adoption of policy JFC, also known as the personal electronic devices and social media policy. As a nine-year veteran of the North Korean school district board of directors, it is my opinion this policy and the executive order that directs it remains deeply flawed. I am further of the opinion that adoption of this policy will put the board and district at risk of serious litigation in the long term. adoption in its current form will box the board into an untenable position of either being able to uphold this policy or execute our oaths of office simultaneously. I apologize if my verbal arguments in opposition were not clear at the work session. I will try to be more succinct. Um I would begin

045by saying that I'm opposed to limiting cell phones or personal communication devices during class time. I'm not opposed to that. I very much believe limiting devices use during class time does foster a much improved classroom environment which is conducive to the best conditions for learning. This policy however does not limit its scope to classroom time unfortunately and that is where my reservations begin. Limiting what students do during their lunch and to a lesser extent their passing times causes me great discomfort from a policy standpoint. In my opinion, for some of our students, this very much borders on limiting free speech rights. Those specifically laid out in the First Amendment. For those students who have turned 18 and are still enrolled, these rights are guaranteed. Not maybe, not kind of, not grayish area. And I don't

046believe this body has any business or standing in limiting them. To the contrary, I believe the oath o oath of office each of us took when we assume these roles as directors means governance of the district must be guided by adherence to the US constitution and the constitution of the United or excuse me the constitution of the state of Oregon in in adopting policy both of which guarantee very robust and wide view of what freedom of expression and speech encompasses. I believe if even a modicum of wiggle room would have been acknowledged in the in the executive order given the unique nature of North Marian to other districts across the state. North Marian has a closed campus. It exists in a rural area. Our students do not have the option to go off campus as

047part of their normal instruction day. This policy as written makes no accommodation for our students needing to stay on campus all day long. This immediately sets up a situation where many neighboring districts who do have open campus during lunchtimes will not have their rights limited. But because our student body attends North Marion, they stand to lose rights. I would ask in this current climate of equity exuberance, how does penalizing our own students fulfill that obvious goal? You might ask why I'm what rights I'm referring to specifically elements of of the first amendment to the constitution including freedom of speech, freedom to assembly or to assemble and unencumbered access to free press. There are also certain certainly situations where freedom of religion could be cited from this proposed policy as usurping rights. This policy on top

048of limiting rights, which I believe the district has no business in doing, also fundamentally alters the relationship between students and parents, which has been the norm for over 20 years. This policy puts obvious limits on the communication that can and should exist between a student and a parent. Is this the kind of policy we want to be promoting? When there is a sickness, an accident, or death in the family, do we want our kids finding out from somebody else? Say maybe somebody who has an exemption that grandma or grandpa is in the hospital or worse. In heightened security situations, do we really want students to not have the ability to contact their parents directly in times of national emergency, natural disaster? Is it really best use of policy to limit the interaction between our students

049and their families? Additionally, we have incredible families of enormous variety, cultures, and socioeconomic backgrounds. This means that we have students who contribute financially to the well-being of their family. Limiting students ability to communicate with a job that helps the family have financial sta stability also makes no sense. Offering exemptions as prescribed by the policy, the proposed policy reeks of halves and have nots with regard to rights which should inherently bear be guaranteed not ruled out. Not to mention the obvious implications of navigating HIPPA laws as they relate to very specific privacy which in no way can be guaranteed under this proposal. Because this board also acts in a quisy judicial role, we can also have expect to have the final ar be the final arbiter of this deeply flawed policy. This policy as presented designates

050the board as the maker of the policy empowers us as board members to direct our superintendent to execute. Uh but that also creates a situation where we act as jur judge and jury overseeing the final implementation implementation. Just so I get this right, we as a district take away some students rights then we set up a system to punish these same students and then we if they try to exercise those rights and then we as a board are compelled to rule against our students on a policy that is clearly at odds with rights they are guaranteed. Damn, it sounds as though we are winning the lottery thrice. I would also remind this this board that as a body we have had to write wrongs with regard to fe free free speech in favor of students

051and against staff where free speech rights were violated. This board has had to remove the district noses from places it absolutely did not belong or face the very real possibility of litigation. Uh lastly I will say that um I've had it said to me this isn't a fight fight worth making. This is not a hill to die on because um there is not more opposition. We should just let it happen. Um the ease at which rights are disregarded in this executive order to me is breathtaking. And if not, if now is not the time to adhere to my oath of office, then when would be? >> Thank you, Glenn. Thank you, Glen. Do we have any other discussion? I uh appreciate you're taking time thought to work through that. I was trying to think today

052and that's not very much time to try to think through what all is constituted by free speech. There are times when you're not allowed to speak as free speech, but not many, but there are. And there are some things you bring up that uh I think are possibilities. I'm wondering if we could withdraw this policy from or continue it on its present status, first reading, not second in adoption, so we can debate and discuss it further among ourselves. Um because I I think you you have some valid a valid point that Could we adjust it to allow for lunchtime use? Does that get so cumbersome that we defeat the purpose of the policy altogether? >> I would say >> we are agreeing that there is a an academic detriment to having the cell phones at

053use in the classrooms. But my initial thought was students that are mature enough and responsible enough to leave them alone could carry them into the classroom. But that puts it and I'm still somewhat of that inclination that until they show that they can't do that. Uh, and I too disagree with the executive order knowing that the legislator legislature who who makes the laws and sets the uh for the state of Oregon considered this matter and said we aren't going to act on it yet. We we don't feel like we're ready to do that. And some said it's an overreach to to do what you've done, Governor. and yet it went ahead as an executive order and I'm not convinced that was the right way to move ahead with it. So >> it does say bell

054bell, but I just leave it with that. Just some thoughts. >> Right now there's a first and a second on the table to approve the policy. And I will add even though I hear what Glenn is saying and I agree with majority of it. Um the policy is directly tied like we knew before where a threat of funding could be taken as you and I both saw in masking. So we will go to a vote. Blake. >> Yes. >> We'll vote for I first. Sorry D. I >> Merl. >> Nay. >> Glenn. >> Nay. >> Jenny. Um, I I agree with Glenn. I don't think we um we have any business really putting this in policy, but it is tied to funding. It is an executive order and I'm vote yay. Kelsey man. Um, what

055happens if what happens if it doesn't if we don't adopt it? Then we'll be out of compliance with the RS because it has to be adopted by the 31st. Correct. I I agree with a lot of what Glenn said. I also believe that there's an issue in the school as well for cell phones and I'm going to vote yay to adopt it. Yay. Motion carries. JSCB is adopted and I will say thank you Glenn for reading that as duly noted. Okay, moving on to C. So, I sent the board an email uh kind of outlining, you know, why this is on the agenda. And so, um essentially, if somebody wants to be on the budget committee for the WAMA Educational Service District, uh they need to be nominated by the school board in which they

056reside. And so, uh Adalita Ruiz um has requested um has is seeking to be on the WSD budget committee. And so this motion is there before you. >> All right. Do I hear a motion? If you've had time to read the bio, >> make a motion that we um nominate Miss Ruiz as a candidate for the WD budget committee. >> Do I hear a second? I'll second. Um do you need us to read the different motion down at the bottom? I so move to designate or is what we did good enough. >> Okay. Hearing none, we'll move to a vote. All those in favor say I. >> I. >> Opposed. Motion carries. I apologize. I forgot discussion. Please call me out on it. >> Board of order on myself. Okay. District operations. >> All right.

057So, we have several operation reports today. So, we're going to start with Desiree and the Division 22 standards and asurances of compliance. >> Yeah. And could I ask before we do that real quick? >> Being new, not understanding the first reading, second reading, could it be explained to me the process and why we go through that and what that looks like just so I can understand it better. >> Yeah. So, in board policy that and I do want I was going to have a conversation with board leadership about that. I think I I don't have the policy, but I'll send it out in my next um weekly update >> if it's for another conversation. That's great. >> The the the last meeting made me think about it. >> Yeah. So, the purpose >> actually I'm

058going to call point of order. We'll have this discussion offline and he'll do it to the weekly. Is that okay? >> Oh, I'm great with what it was. Let's stick to the >> last week it Thank you. >> Okay. >> Yeah. >> No, he just sent it to me and I totally forgot to have the conversation to pass it along, but thank you. Hello. So, this is our annual division 22 report. Um, and so we're going to bring her up fast. It's an excellent one. So, division 22, um, especially for some of you guys that are new to the board is all of our Is it working? Not. That's weird. There you go. Yeah. Click on it. There we go. >> That's okay. You're good. >> Configuration. So, basically all the laws that govern schools

059are um fit in division 22. So, the chapter, the division, the rule, the title. Um division 22 are when the law has that 022 on it. And it's all the standards that the legislators have passed that school boards um and our school districts must meet to say that we're at a minimal compliance with the rules of the state. So this year they took all the same rules and put them in different categories for some reason. Um I think it's part of the new shift on accountability that the state is having. They're trying to reorganize things so it's easier to do. They didn't change the laws specifically though. There's still about 60 laws that we have to report on every year. And really, this report is about us signaling to the communities that we are working

060to make sure that we are in compliance with the standards. It's really a floor of what we have to meet, not the ceiling. we can go above and beyond um a lot of this work, but we are working to make sure that we are um hitting those requirements and meeting our obligations to the state of Oregon. So, we're always a year behind. So, basically, we say according to last year, how did we do? So this is the 2024 2025 compliance report and just some updates um that were in the division 22s for last year. So new laws um or um updates to certain laws. So as we've said the last few years the wa we are waving the um essential skills requirements. So that's coming from the state level. We still aren't reporting on that.

061Um there is going to be probably in the future some kindergarten readiness assessments that will be given and last year. Um there is reporting that happened. Um there were certain uh communities that were piloting different um things and so um eventually that will get put into place and we'll have to report on it and the law is passed but we do not have to report on it yet. And then we had our equity committee that was needed to be formed and it had to be ready by this year which we were working on all of last year. So those were some of the new ones. Um also, uh we needed to put into place a planned, um kind of approach to social emotional learning and the adoption of the personal finance rule, um classes and

062the higher education career path skills either classes or how we're um incorporating those standards into different courses at the high school. There was also some changes around modified extended diploma and certificate attendance. um mostly that we are reporting options for diplomas to especially our students experiencing disabilities. And then there was a refocus on substance use and prevention intervention plans that um went into place last year and we um it's about how we educate our students about opioid opioid addiction and to be um proactive around that. So we and for last year the other thing that happens within division 22 is if there was anything that we were out of compliance for for the year before then we also have to spend time ne last year um getting those problems fixed. So last year we did

063not have any corrective actions. We were in compliance and so we didn't have any plans that we had to put into place last year for the 23 24 school year. This year, however, we ca it came to our realization um that we were out of compliance with the substance use and prevention intervention plan. Um I will say that we are not the only ones. And I know this because the state sent out an email that essentially said, "No, this has been a rule all last year. We're sorry that you guys didn't realize it. Everyone needs to be on board. Here's what you have to do." Um and so we aren't the only ones that are out of compliance from last year. Um so we will be working um to get that plan written. Um Wes

064and Cheryl are working on it already. Um it will require us that we have a comprehensive plan um for substance use and prevention and intervention developed. There are some K12 education elements that are part of the health standards. So we're already meeting those. And then there is a course that OD is developing around opioid prevention that has to be given in sixth, seventh, and eighth grades and then once in high school. And so we'll be working with our um health teachers at the middle school and the high school to incorporate those into the health lessons. And it's basically like a a lesson plan that they will teach that's that OD provides. So we are going to be working on that. that I'm working with the high school um and middle school principles to address the

065required lessons and will be in compliance for this year by late fall. And so at this point um we will present all of we presenting it to you. We will put all this on the web in both English and Spanish letting our community know that we are in compliance except for that one law and what our um our corrective action is going to be. And then for next year, we're anticipating there'll be additional changes because we know that um the legislature is really looking at how do we report out and make sure that we are being held accountable for different things. And so division 22 is one of the primary ways they do that. >> Oh, and these are just some resources if you need them, including where to find um the different resources uh

066and the database of all the laws that we have been following. Thank you. >> Any quick questions, Earl? >> Well, Des covers a lot of territory and it makes for a lot of questions. Do you have any clue what the redesigned diplomas will look like? >> No, the the diplomas weren't redesigned. Um the the policy actually that you guys adopted shows what the diploma requirements are. The only piece of that law that changed is how we report to families what the different options are for extended versus modified versus certificate of attendance. >> When I looked related to that policy that we looked at the IF whatever one it is and I my note to myself afterwards this is confusing and I don't understand it and I wish someone would explain to me this certificate of

067attendance and modified and etc. uh different diplomas, all these possibilities that there are >> and how the different ones are earned and why. But maybe that's a subject for another time. >> Yeah, we could absolutely a future board meeting >> put that on a future agenda. >> Yep. >> Absolutely. And I will say the the state has been looking at in general about diploma requirements for a while now. It's part of the reason why essential skills keeps getting um waved because that used to be a diploma requirement and that's why it's in division 22 and now it as they redesigning. So in the future future it might um come back up. Usually when we see a redesign it's around credits right how many English credits do they have to earn versus math credits etc. Um

068they're usually nothing super substantial. Uh the other piece that was part of I guess I I'm gonna say I misspoke. Um the other part of the the diploma thing that was redesigned is that they are requiring to graduate that they do that financial literacy type class, the fin and the career pathways class. >> So and but they didn't change the number of credits. um they just basically uh took some of the elective credits that already existed within it and were required and reallocated those for those two half credits. >> And I noticed the state of Oregon requires 24 and North Marian 25s. Yeah. Is that right? Up a little bit. And I do appreciate the the information as to how to find things and read these. I won't promise I'll read 60 rules. >> Well,

069no. That's my job. That's what I hear. If I was a bed member, I bet you can. >> Yeah. It's the It's really interesting because the rules are written in such a way where you go through and you realize that it's an entire law that's four pages long that is for them to say like you have to have a policy that guarantees this. And it's like great, here's the policy. Like that's all it is. Um so it's really interesting actually uh reading through it. When I got this job, that was the first thing I did was learn about division 22. And that was reading all 60 laws. >> Mr. Lincoln that wrote once about a gentleman he knew. And he said that man can compress the most words into the smallest ideas of any man

070I ever met. >> Thank you so much. >> Yes. >> I think Can you um exit out? I'm pretty sure I'm next. >> Oh, you're next. >> Okay, great. >> We might have reordered this. They didn't have to play musical chairs. >> That's right. That's better actually. Yeah. >> I would just go through it and clump through it and all the things. So, it's better if she just does it this way. >> All right. The quickest, easiest report. There is a um trend happening for the last four years. So, this is again we're reporting for 2425. Um so last school year how many incidences of restraint or seclusion that we um did in the district and it continues to be zero. We did a lot of efforts to use all of our other strategies. Any

071questions? >> Good. >> All right. >> Thank you. Now see >> that was actually well played. Well played. >> So ironically uh Cheryl's report is one of our division 22s that we have to track as restraints and seclusion that we have to report out every year. So those are the kind of things that are in division 22. Um this is also in division 22 which is that every year OD puts out a report on kind of the state of the union for our English language learners and we share some of that information with you and give you some um analysis of what the state is doing versus what North Marian is doing. So um those are the main things that this report talks about the demographic of our language learners um who is participating in

072the different programs, the academic achievement of our language learners, attendance, progress towards graduation and beyond and how state revenue is used to support our language learners in our classrooms. So here is the demographic of eelss in Oregon. Right now we are seeing a continued increase in the number of students who are identified as language learners. Um this year we're at 11.5% overall. Um of that percentage 43 or 4.3% um are students who are classified as former language learners. So if you remember in Oregon we have uh a category called ever eel. So once you've been identified as a language learner, you have that kind of e category tied to your um ADM from that point forward. And then 3% of students are in what's called monitoring, which means they have exited out of our EL

073program. Um and we then track their academic progress for the next three to four years to make sure that they are still um continuing to grow. And then 81% of students in Oregon are English only speakers. How do you qualify or how do you uh to be an ELS speaker? What what's that process like? >> Sure. Um so when a student either comes to us as a kindergartener or moves into our district, the first thing we do is called the home language survey. Um families fill that out and indicate um a few basic questions. Do you speak Spanish at a foreign language other than English at home? What was the first language that your student was exposed to? And um Cheryl, you were just looking at these with kindergarteners. There's one more. Oh, it it's

074like what language do you speak as a family? What language is spoken to your student and what was their first language? >> Right. Um and so if one of those is anything other than English, then we do what is called the ELPA screener. So it's a language proficiency test. And if a student is identified as that as having uh low English abilities, then they are then classified as um ELEL's, language learners, and we would put them in our EL program, English language development program to get services. Thank you. >> And then we do an E alpha test every year and once they get scores of four or above in reading, writing, speaking, and listening, then they exit out of the program, >> but they keep that with them always. >> Yeah. Then they're ever eelss.

075>> Thank you. >> Yep. So again for um some trends overall student enrollment of our EELS has increased um the number of EELs has increased and recent arrivals so students who um have not been enrolled in a um American school and were not born in the United States has rised significantly. It's the highest number since 2018. Um in the state of Oregon there's over 247 unique home languages that are spoken and the majority of them are Spanish speaking and the majority of our EL students are in K through five. So, um in in North Marian it's split. It's we're about 50/50. All of our buildings have approximately the same number of students with the high school being slightly less than everyone else. So within North Marian approximately 387 students are um considered language learners 23%

076ever and English learners are approximately 41% of our student population. Um so 23 is are currently in the EL program and then that 41 is at any point they were considered language learners. Um again uh just like um within the state our while our overall student enrollment has decreased the number of eelss have increased within our district and the number of recent arrivals for North Marian has also increased. Um we have 11 unique home languages in uh North Marian and the majority of our students are um considered Latinx and majority of them are K5 but only marginally so. Um so this is our participation rate in our different targeted programs. Statewide about 18.8% of our language learners are also identified as um experiencing disabilities. about 9.9% of our um students in the state are considered

077migrant and only 2% are at North Marian. And currently at the state um 0.5% of our students are identified as talented and gifted whereas in um North Marian we have about 4% of our talented gifted students are um language learners and Latinx. >> Of the 11 other languages or total languages spoken, what other does North American offer any other services outside of Spanish for help? um for the students or for families >> for the students. So the um students the language development classes they're in are not actually lang they're English-based and so it they it's available for any other language um including Spanish though most of our teachers who teach it if they speak another language it is Spanish um the majority of our other languages are dialects of Spanish um and so Spanish is

078still fairly useful though we have some we have a Mandarin speaker. Um we have some other Pacific Island um like uh speakers. I think Mung is one of them. Um and Russian is the majority of the language. >> Those dialects in Spanish are so different than Spanish. Speaking Spanish when people speak to me in a dialect, it's completely different. >> Uhhuh. Yeah. >> Anyway, so that's what I just wanted. Thank you. >> Yeah. Yep. Why the disparity between um our tech students and statewide is are we better at identifying them? Yeah. I mean, >> yeah, we're working really hard. Yeah. Um in part because it it was really interesting. I was sharing this um uh conversation with Cheryl today. Uh and I'm I'll use it as an example. We have a student right now who

079is a language learner and we're trying to determine if they should qualify for TAG. and we do several different tests to determine if they qualify for TAG. We're noticing that the tests that we're giving them in English, they're scoring pretty high and above their peers. Um, but what we've heard from their parents is man in their home language though in their langu their first language, they're they're rock stars. And so we were discussing and it's actually Mandarin is the language. and we were discussing um man could we find an academic test in Mandarin so we can test their academic abilities in Mandarin um to make sure because we're seeing that they're really um exceeding in English but if their Mandarin's even higher that would really tell us and I contacted Portland public because they have

080a high population of Mandarin speakers and the Portland Chinese school and said what test do you use to support your TAG students? They're like, "We don't do anything like that." And uh and why would we? We're not servicing them in in Mandarin. It's like, "Right, but their L1 is we're trying to determine if their their first language is a language of excellence and shows how smart they are because we know that like learning two languages simultaneously >> is amazing, right?" And so, um, but I said to Cheryl, I was like, "I feel really proud that neither of them had good answers for me." Yeah. Um, like it wasn't helpful. I don't have a test for this this young lady, but it was great to know that we're thinking about that that we're trying to find

081those pockets of excellence no matter what language their home language is. So, >> kudos to you. >> Would we ever use AI to like translate or possibly what's really good >> seems like we could really leverage that? >> Possibly. So, one of the things that's hard though is that. >> So, the text we're looking to do is your reading ability. And the problem is is in these different languages, how people read is actually a very different process. That's especially true in Spanish is a good example and Chinese like the way the characters like how you read across the page. um the set of skills is so different that um what I know that from other tests we do, we actually have within our STAR assessment um a Spanish literacy test, but it is not a

082translation of the English test. It's its own test because we want to see do you have Spanish literacy skills which are different than English literacy skills. And so I don't know enough about other languages to know if there was a truth to that, but I'd want to make sure to eliminate that as a truth before using it as an assessment to determine if that's a good question though in general. >> Just be like maybe not for official reporting, but let's try it out. >> Yeah. Absolutely. And anything we can do to just like help. I think it's like there's a book called Recognizing Brilliance. It's that it's like how do we recognize brilliance? And we've been working really hard um in our program of like finding that um and often what's amazing is for Spanish

083speaking students or speak you know students who speak two languages how it manifests is like oh I'm learning English at an accelerated rate and I already know Spanish at a really accelerated rate and that tag brain is just like crackling with all the knowledge they have. Um so in terms of the academic abilities within um or academic outcomes for our students within the state of Oregon, um we see that our language proficiency decreases as students go through the school system. Um, so another way to put that, and this is a discussion we've been having a lot with our administrative team, is if students are still receiving language development services by the time they hit middle school or high school, it is unlikely they will ever exit out of the program. Um, there's a lot of

084different reasons for that. Part of it is that the test progressively gets harder every single year. And so if they hit kind of a plateau and they're really struggling to get over that plateau, we see that they become kind of like stuck. The other thing um that is a real issue that we have to we're really working to address at the middle school and high school is if a student gets stuck and they've been in EL since elementary, they get frustrated because they are literally one class of their day every day is taking lessons that they feel like they've taken a lot. And so we'll actually see our scores start to go down with those students. Students who prior um at the elementary levels were maybe scoring threes, some fours in some areas, just not

085quite getting out, and then they hit middle school and suddenly we're seeing them score ones and twos again. Um and so really thinking about how do we serve those students so that we can keep the energy going and the motivation to exit out of EL versus just kind of giving up and being like, I'm stuck here. Why try it anymore? So, that's something we're really working on. Um, that long-term English language learners where they've been in the program for more than five years is uh 21% of all of our the current learners and approximately 23% of English language learners re receive 20 or special education services. Um, and uh okay, so trying to see it. Um and then because of that the the likelihood it it takes on average 5 to seven years to exit

086out of the EL program if they have um they're experiencing disabilities on top of that that proficiency rate is even longer. Um, and so that is uh that long-term proficient like long-term not getting out of the program at the secondary level is just a significant problem at the state and as well for us in general. Um, we we kind of track the state but have some slightly higher areas um in some of those other pieces of section 4. So overall at the state regular attendance rates amongst our language learners are much lower. About uh 58% of our English language learners had regular attendance whereas the average for our district I don't know off the top of my head so I'm not going to make up a number. Um but it was it's lower than the

087average but not significantly lower. um our statewide graduation rate, similar graduation rates. Um if if kids exited out of the program, they had similar graduation rates to Englishonly students, but if they were currently in the EL program, their graduation rates were significantly lower. ours were kind of on par with our Englishonly students whether they were in the program or not at about 76 um and then 76% and then um in terms of our current our post-secary opportunities if they were currently enrolled uh in EL programs they were lower than our Englishonly students in terms of going off and going to college or seeking out other post-secary opportunities if they had graduated or exited the ELD program, they had similar rates as our English only students and that's a place where we're working to gather data.

088I don't have a direct comparison data, but my gut is that would be similar to what the state is experiencing. And then I will not read this, but this is the basic expenditure um from the state in terms of p per pupil funding for language learners. And then if you'd like to read the report yourself, you can click there. >> Thanks, Jess. Thank you. >> All right. >> Right. So, uh, come on up, Lori. >> So, I thought I was going to be the shortest, but I think Cheryl got me. I'll be second shortest, but boy, >> um, so Dan wanted to update and I think you guys had requested at the end of last year maybe getting some update on numbers. >> Um, so I put together um, of course the memo and then

089um, the worksheet, but um, I just wanted to show that um, we finished off really strong for our first year C. >> Um, and had great numbers. We served uh, almost 300,000 meals. So 294 938 breakfast and lunch. >> Um about 47,000 more than the previous year. >> So and that's with lower attendance um as well or enrollment, I'm sorry, as well. >> Um so super excited about that. And we're already seeing just in the first, you know, month and a half a huge increase. Um our high school is I mean they're flying out of there. It's there's so many kids that are eating. It's it's it it's amazing. So, I'm super happy about seeing the high school kids, especially over there. Um, so for our summer, we finished um in the parks, we served

090uh 19,557 meals and again that was uh 3,600 more than uh the previous summer and that was for the two sites. So, you can see the numbers um for that. And then we also provided meals on campus for summer school migrant program and jumpst start. Um and those are noted there for a total of the 24,319 summer meals. >> Great. So um that is that there is the worksheet that shows um total lunches total breakfast from 2324 being um in the paid free reduced paid program and then for the 2425 C. Uh, this is our second year for the four-year assigned contract right now. So, I have that and then I did include an email that I got that I was super excited about and I don't know if anybody took the time to read

091it, but about their kindergartenner and I just think that is so neat. Um, sometimes I hear parents talk about like their kids would never even touch broccoli and now they do. But to have the salad and I just, you know, when she sent that to me, I was like, "Wow, that is really cool." So, I wanted to share that with you guys. Thank you so much. Any questions? >> All right. Thank you. >> I just want to say I just appreciate how much ownership Lori takes over the program. She from just like that great example, you know, she definitely wants to make sure kids uh enjoy their lunch and works very hard to be responsive to that. She takes very good care of her employees. Um, and she's always communicating with the office on anything

092that she thinks we ought to be informed of. Her level of ownership is awesome. And I'm not just saying that because she's a Dodger fan. >> So, so, but that is a plus. But I really appreciate how hard you work and enjoy work. >> When did they revisit um the frame the because we're free, correct? >> Correct. The lunch grant. How often does that get? >> So, we can resubmit every year. Okay. Um, but right now we're already at the 90% which is >> we're we're at the max that we we can even get to for us. Um, we won't be at 100% like because we're just there's no way we would make it there. >> Sure. >> Um, so we have the 90%. So that's what they reimburse us at is the 90% and

093then we take the 10% it paid. However, last year the state of Oregon reimbursed that additional 10%. for all four quarters and gave us full funding at 100%. >> So, it's a matter of how much money do they have left over that they are going to be able to give to us. Um, we did get a letter that it's not guaranteed, but they're still going to, you know, go through their numbers for to see if they're still going to be able to provide the additional 10%. So, it it can be done every year. Like, if we had a huge increase, you know, and and it's all based off of direct certifications. Well, I know you were dedicating staff to when we when they weren't free, you were dedicating staff to collecting money and >> correct.

094Correct. >> You know, trying to trying to clear up balances and debts and and so >> and now those staff are working to get everybody fed. >> An incredible job. I I agree with Dan that that you know, Lori, kud you incredible. the numbers of meals that that team is putting out and having seen different operations. I am very grateful to have as partner and yeah very impressed by by the work of all of our food service team is incredible. >> I I will thank you. I will say that we do almost 200 kids in seven minutes and that's huge. Like that's like like come on guys, we got you know like let's go. Let's cool. Let's go. We got it. And it's it like to me that's the exciting stuff is because that gives

095the kids longer time to eat or to go have their recess or whatever it is. So the fact that we can get and if that's opening up, you know, two lines to get them out or is it, you know, two lines and a side person to do it, we're we're doing it to adjust for that. I came from a district where there were kids the last three minutes of the their service still waiting in lines to get their meals. And so I I thought I I never want to see that, you know, and this was just it's amazing to to have that. And to be able to say I can get almost 200 kids in seven minutes is is pretty good. >> So the state of Oregon doesn't cover that. The school's on the hook

096for the 10%. Is that accurate? >> The my department is the it's not under the food service fund is. >> So we have to generate our own or we have to go talk to general funds. But we we generate our goal is to make sure we meet that and generate. How do you generate that if you're not charging for the lunches? >> So, it's the 90% and then the 10% >> 10% is what I'm asking. >> Making sure that we're cutting cost and making, you know, our meals are efficient for pricing, supplies, staffing. >> Wow. >> It's a lot. Do you account for like snack shack um during like at the high school or anything like that or >> So the snack shack is is in the um the food service account but it's under

097a different um funding um all all expenditures and revenue from high school snacks shack must be recorded in the general fund. They cannot touch the food service fund. That's a federally um uh structured program. So she has a special coding. We have a in our account codes we have special account code. So that that is completely separated. Um however still fully and wonderfully run by and managed. So but yes funding must be kept very separate >> buckets. Yeah. >> I thought last year you had mentioned like a three-year free lunch for all. So it's four years. So last year was the first and now we have the three and we're on this one so we have two after that. Okay. >> So it's four years four years from our approval date. >> Okay. Yeah. >>

098Okay. >> Thank you. >> Okay. And good. >> Awesome. >> Thank you very much. >> All right. I'm gonna I'm not going to make you two minutes, but we're going to try. So, uh, so I on the June 23rd board meeting, I kind of I gave a kind of preview of where we would be over the first several months of the school year. And that's kind of what I've gone back to to kind of look to say, have I done what I said I was going to do uh as we've rolled out this school year. So, I'm just going to go through a quick list. So, one of the things we talked about was having a conversation around enrollment and transfer processes. And I've tabled that because based on kind of board feedback as far

099as transfer processes, I've kind of tabled that for the time being. Uh we did have a discussion about transfer processes but uh again tableabling that for for now. Uh I talked about the superintendent advisory work group. We had our first meeting. Our second meeting is is going to be scheduled hopefully before the end of this month and eventually we I'd like to have that uh group report to the board at some point this school year. Uh the board superintendent working agreement. Check that one off the list. Uh uh we said we would do a high school strengths and op uh opportunities report. We did that with uh principal Stanley here in August. Uh we said we'd do a school kickoff report. I had all the principles here in September. Um I did say that we'd

100have the principal report in the fall. I'm kind of tableabling that and maybe bringing them back up in January. It's been a pretty busy fall. I know it's going to continue to be busy. So probably bringing them back for the board. uh in January. Uh we talked about the strategic plan. We got your input. It's been a busy couple of weeks, but we were we are gearing up to get that work going. Um the North Marian Teacher Summit um was Friday. Um it was a little different structure this year in terms of not having our teachers, you know, have a menu of options and having the teachers teach the teachers. But I really really think it was a great balance of some district-led uh initiatives and then having the buildings go back and work with

101their teams on that. And the more the district when I say the district like us, the more that we can have that work live at the building level that really and having those principles be the instructional leaders within their buildings, the better outcomes we will see. So, I really like the direction it took this year in having those building leaders uh executing the work at their building level. Um, I told you that we were going to have a conversation around our evaluation system and how that ties to contract renewal. That had originally been scheduled for the fall, but we did that in August when you renewed everybody's contracts for two years. So, check that one off. Um, superintendent board goals. I had said that was going to be at tonight's meeting and I would like

102to have that take place at the October 27th work session in two weeks. So, we'll do superintendent board goals in two weeks. Um, and then superintendent preliminary evaluation. I talked to I at least have talked to board leadership about wanting more frequent check-ins on that. Um, and so not formal evaluation pieces, but really having those strategically planned before the final my final evaluation in March. And so either looking at the work session in two weeks or maybe the November 10th board meeting for that. So I'll talk to board leadership about that. Youth truth revisited. We haven't talked a lot about youth truth. We weren't sure whether we were going to be able last year was paid for the WSD. that wasn't the case this year. So, we kind of long story short is we are

103going to do it again. Dez did a great job of negotiating. Um, and so, um, we'll be bringing that back in November and December. So, more to come on that. Something that wasn't on your radar that I'd like to get on your radar is to bring NMA, North Marian, uh, youth athletics back to the board for a conversation. both. I think it's great for you to hear the work that they're doing with our youth just across the board. Uh but we really do need to revisit the middle school football and cheer conversation that we started with them last year. And if I can get them to the October work session in two weeks, I will do that. Uh if not, it'll be November. But I'm I'm willing to have them here in two weeks if

104I can get them here. And they're busy people. So, uh, that needs to get, um, brought up. Um Tucker called me today and said, "Hey, are you okay if we have a couple swimmers that we get into a either what's called a co-op, we know a little bit about that, um and or there's also another option called a collective where in individual sports you could go like if you're a wrestler and like let's say I'll just pick an example, Jervis, they wanted to have their kids be Jervis wrestlers, but then maybe they didn't have a coach and so they come play, they would practice with our team, but when they're wrestling, they're wearing a Jervis uniform. Their points and things go to Jervis. Um, that's called a collective. And so Tucker is exploring that. I'm

105only putting on your radar because whether it's a co-op or a collective, it will require board approval. So if Tucker can land on a district to have a couple swimmers swim for them, I'll bring that back to you. Lastly, doing pretty good. Um, I I I know I sent in my email about uh how amazing homecoming was last week. I think it was a lot of good things happening for our community. Um, I know it was a little crazy when we said when we started talking about having all of our all of our varsity sports compete on Thursday night. I know that was a big undertaking especially on Anita and other people's parts who had to going who's taking tickets where this that and the other and all these different things that had to had

106to be worked out. I do think when I told them and you could have the homecoming dance on Friday night versus Saturday I think that you can get this done. So um but it was I know I wasn't able to attend the bonfire. I saw great I shared pictures with you. I heard it was a great time. um our football team. I told you about the exciting come behind from behind finish. That was just amazing to watch. But I got to tell you a story and Blake was right there with me when this happened. But um right there towards the very end, Lucas Fowler took a major hit, caught a ball, and just got nailed. And it was just one of those plays. You know, the kid was flagged for a helmetto helmet contact, but

107it is kind of one of those nature of the games where you're running full steam, catching a ball, and someone's coming to hit you, and it happened right at the same time. And uh, you know, Lucas didn't move for a little bit there. And, you know, our players took a knee, the Regis players took a knee, and it was quiet. It was absolutely quiet. And uh you know eventually you know coaches got out there Tucker was right there you know finding out Lucas is going to be going to be fine gets up walks off the field that sort of thing. And what was really interesting and just really uh you know just speaks so highly of our players is that like how do you start getting lined up and in the trenches again when you

108just experienced something that was just like so like dramatic and scary because here this kid I mean it was so quiet you know and everything and you know like what are the feelings and emotions as these two as these kids are lining up against each other and ready to go basically back into war against each other again and you know are our players going to be like you know going to be too aggressive and two or three of our linemen came up and they said hey we know you guys didn't need to do that mean to do that on purpose no hard feelings they started shaking hands with our guys with their guys before the next play you know and it just really kind of broke the ice a little bit there and you know

109just created a sense of like it just felt so good and uh and and so I I looked over to Blake and I said I said I bet you coach Arnold told the players to go do that and so after the game I went and congratulated Coach Arnold on the win. I told him that. I said did you tell your guys to go do that just as a way to help them because they're teenagers. They need help. Yeah. >> And he goes, "No, but that's the culture we're trying to create here." And but he was amazed and he's glad I told him that story. But um that is really the kind of kids we have. I also think it's a real even though coach Arnold didn't tell him to do that, I think it's indicative

110of the culture he's created there. And I just thought you guys should know that story. It was pretty beautiful to watch. >> So good. >> That is my report. I guess it was 10 minutes. That's not too bad for me. >> So that's it. So before we adjourn, I do want to just echo I put a tall standing oneweek order out there um for to have a cashless system in place and it was met and received well. So I just I just want to thank you for um honoring that little tidbit I put in there. And then also um just to echo the admin team just from district level, high school level and all the school levels about how wonderful it is to see the collaboration across the district and to be in the sack

111shack and witness taking care of all the children. It wasn't like a separate individual like sports thing. It was like these are our students, like all of them. And to be able to see the elementary kids out playing at the same time, it really is our culture of family and caring that I love. And so I want to thank you for great leadership across it. And shout out to Tucker. You worked your tail off. >> So now I will adjourn the meeting. Okay. Adjourn at what time is it? 7:30. >> 7:38.