001Thank you. Um, so we will do a roll call. >> Blake >> present. >> Merl >> here. >> Robert. Glenn >> here. >> Jenny >> here. >> Kelsey >> here. >> Crystal chair here. All right. And then if you will join me in the pledge of allegiance. I aliance 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. Thank you. >> And then we will give the new board member oath of office. Does it show? Okay. Here. Do you want to come here? >> Or would you like one? Do you want >> Can you see? Okay. On the screen. Does anybody know you good? >> Yeah. Okay. >> I Blake Nelson >> do solemnly swear or affirm
002that I will support the Constitution of the United States. Do you solemnly swear >> or affirm >> That I will support the Constitution of the >> the United States, >> the Constitution of the State of Oregon >> and the laws thereof >> and the policies of the North Marian School District >> and the policies of the North Marian School District. During my term, I will faithfully >> During my term, I will faithfully >> and impartially discharge the responsibilities >> and impartially discharge the responsibilities >> of the office of the school board member >> to the best of my ability. >> Congratulations. >> Thank you. >> Welcome aboard. >> Okay, I will open it for agenda consideration. I hear a motion. >> Uh, so moved. >> Second. >> All those in favor say I. >> I.
003>> All those opposed. Motion carries. Do we have any public comment? >> None. All right. And then we'll go to board action item. Uh, the first one is board election designations and meeting schedule. Open your so I can see it. Oh yeah. >> Thank you. >> And we will start with our annual procedures. So, I printed off this little quick tip sheet on um how that based on the Robert's rules of orders and I'd sent an email for information only about what the OSBA says and stuff. And so, I just printed this off and I've asked it to be included since it's a printed document in a public reading into the U minutes. But, um so we'll call it to order. So the meeting is called to order to designate the chair and the vice
004chair. Um so first off I will call for nominations of the chair. Are there any nominations? >> I nominate you Christian director. >> Thank you. And any other nominations? All right. Um so after the nominations are closed last call. Any other nominations? Okay, nominations are closed. Crystal Rosttoil is nominated and um if there is one nomination then we will proceed by a voice vote only. And do I hear any um move to bring the nominee to a vote? I would like a motion that we accept you as our chair. Right. >> Yeah. Okay. So, it says we use ballot or ro roll call and then we would move to bring me to a vote as Crystal Ross still vote for chair. >> Okay. Uh so everybody would vote I right or nay. Yeah. Whatever they
005choose. >> Okay. >> So, um we'll go ahead and do a roll call. So Blake, >> hi >> Merl. >> Hi. >> Robert is not here. >> Glenn, >> hi. >> Jenny, >> hi. >> Kelsey, >> hi. >> Crystal, >> hi. >> All right, that piece is closed. So, we will vote for um we'll call for nominations of the vice chair. Are there any nominations for vice chair? I would nominate Jenny. >> Makes sense. >> Is there any other nominations for vice chair? >> Hearing no further nominations. The nominations are closed. Do I hear um a motion to bring the nominee to a vote? I'll make a motion we bring uh Jenny to a vote for vice chair for 2526 school year. >> Thank you. So we'll vote by roll call. Blake. >> Hi >>
006Merl. >> Hi. >> Robert, it's not here yet. Blenn >> hi. >> Jenny. >> Yeah. Hi. >> Kelsey. Hi. >> Crystal votes four. So, we still have um Crystal Rosell as chair and Jenny Scott as vice chair. All right, moving on. Uh we have the annual Well, >> let me pause really quick. We good, Diane, or do you need anything else regarding that? >> I think we have So, we got that that fidelity bonds. Do we need to do each one of these separately? No, you don't because if you look on this page here, you can you can do them all. One A, B, C, D, and E. You want to go through the calendar dates and Okay. So, we'll move to point C, B, and E. Since we already took care of A and
007B, Robert entered the meeting at 6:09 p.m. Yes. Um, so determine the amount of fidelity bonds, principal sum. Do you want to speak to any of this? So the fidelity bonds are a uh bond a bonding against those that work with the financials and the the $100,000 bond is the is the traditional and typical bonding for for those. So um this is a a new item I've seen. and seen it listed exactly as to determine the amount, but that that is the standard for North American School District for the bonding. >> Okay. >> Is is that a minimum or is that like OS um set? >> I actually cannot speak to that. I have never seen a number other than $100,000 um on that um on that funding. So, I cannot speak to whether that's
008a minimum. I can speak to that. It appears to be industry standard. Yeah, it is >> for districts. How many people are bonded? How many people are in that situation where >> So, typically it would be three. It would be your superintendent, it would be your uh business manager and then also your payroll specialist. Uh right now due to a transition of having Linda Murray in a support role, there is a short period of time where we do have a fourth because of her access uh to systems that is um you know slowly being being removed as we've continued through the transitions. >> So that who we're authorizing are those four one of them for a shorter time and what I remember from last year. >> Any other questions? I would entertain a motion. >>
009I'll make a motion that we approve the fidelity bonds with the principal sum of 100,000 for the 2025 2026 year. >> A second. >> Hearing a first and a second. All those in favor say I. I. >> Opposed. Motion carries. Then we'll go to um the budget calendar for fiscal year 2026 2027 and there was links below. Do you want to speak to that? >> Absolutely. So thank you both. We uh after discussing this as a team decided to present two options for the board's consideration for the budget calendar for the development of the 202627 budget which seems a little odd that we're already even talking about that. Um, however, due to Oregon budget law publication timelines, we always have to in essence build our calendar backwards. So, we the goal of course being that
010the June board meetings when the budget is adopted, you then backwards map your calendar. Um due to how the May board meeting falls, the publication deadlines with the required newspapers and Memorial Day holiday. Uh we have two options. We could uh use option one which is presented which uh allows us to meet the budget law timelines with our budget committee meetings being held on May 14th and then a second budget committee meeting if needed on May 18th. With that option, it would present a um uh a situation in which the board could would be asked to attend two board meetings within one calendar week. Not ideal, but does provide for uh the most preparation time for that budget and allowing us to obtain as much information as possible for our funding for that upcoming year.
011>> So, a lot of pros to that. The con to that would be two meetings in one calendar week. The second option does prevent two meetings within one week. However, does require the budget to be finalized and uh the proposed budget to be finalized and presented in advance of knowing some of our funding for for the upcoming year. So, while there are definite benefits to not holding two meetings within one calendar week, there are potential barriers to obtaining the most up-to-date information for that budget. So, neither are perfect and both have, you know, great opportunities, both have some potential barriers. Uh, we wanted to present that uh those to you. Um, you know, it it literally came down to uh if we uh held our first budget committee meeting the week after the May board
012meeting, the second meeting, if needed, would have to be the very next evening. >> And it just that would not allow time for us to take the feedback from the budget committee, make the required adjustments, and come back to a second meeting. Historically, a second meeting has not been needed in North Marian school district. So, this essentially was a lot of discussion back and forth for something that had not been a need in the past. However, we do need to make sure that we have a a calendar that complies with local budget law and publication timelines since the uh uh statutes currently still require a newspaper publication and with only once a week uh publications. Uh we are we are on their timeline with a holiday in there that backs the timeline up even more.
013>> So, what's your recommendation? I recommend option number one. While I know it's not ideal to have a Monday board meeting and a Thursday budget committee meeting, um I do believe it's going to result in the most accurate information for the 26 27 budget that is available at that time. To back that timeline up, essentially it's a week and a half. I know that doesn't sound like much, but the movement in early May in budget allocations for the next year and not to say that it will be done by miday the budget movements uh just the the more time you give yourself the more knowns and less assumptions that are in that budget. M >> we also will be uh negotiating this spring >> and giving us a little extra time to hopefully know where
014those figures could potentially land um or possibly uh even you know in a great year B have it have some numbers finalized that would it all plays into into this. So, while I would love to say let's just do it the next week and hope we only have one meeting, we have to be able to have a schedule that works for the budget committee and the board's um determination on that. >> Any questions? Blake Mor not so much question. Can I just make a comment? I had looked at these schedules and drawn an arrow toward number two because I liked having more time selfishly, but him has sold me and so I'm leaning to number one. I haven't thought about how they drag their feet letting us know how much funds are available. So that
015makes sense to me. We had talked about that too as being a pro of the option too of just the the time between the workshop and the first meeting would give a lot of digestion time for the budget committee to be able to look at all that. So there's there's another there's another pro there to that one. But the the data that you'll be getting will be probably more up to date with option one. All right. Any questions? No. >> No, I'm good. I'd entertain a motion. >> I'll make a motion that we approve option one for the budget schedule. >> Second. >> Hearing a first and a second. We'll move to a vote. All those in favor say I. >> I. >> Motion carries. Okay. So then we have the regular business board meeting
016dates. And isn't that just normally second Monday of >> Is there any questions on that or otherwise I entertain a motion. These are just regular business meetings. And then if we want a workshop that's separate and it just needs to be posted like >> Yeah, we can add a session. >> Okay. I just don't see any on there. I don't know if that's normal or not. >> Well, I think it's the second line. >> Oh, is it? >> Like August 11th, 27th, 13th. Yeah, >> I see it now. >> And then we have We typically don't schedule in November, December, and March, but if we need it, we can. >> Okay. that everybody's feeling overzealous. I'm gonna have to make a motion that we approve the um board of director meeting schedule for 2025 2026.
017>> Do I hear a second for accepting the approving the established regular business board meeting dates of 2025 2026? >> I'll second. >> Okay. All those in Oh, I should ask if there's any discussion. Sorry. Okay, we'll move to a vote. All those in favor say I. >> I. I. >> Motion carries. >> Um, this point of amending the superintendent contract. Jenny, can you give us a little bit? >> Yeah. So, um, I sent out an email with it linked and it's in the agenda. Um, we're just we're amending Dan's contract to be more specific on the holidays on the holiday and vacation days. It's basically just protecting his vacation to where he doesn't have to take PTO when um district was closed. >> Yeah, I appreciate the consideration. the at the time that I
018negotiated my contract, I wasn't familiar with the with the different um you know work schedules, the work calendars, who you know the original was tied to administrative, which is not uncommon. So this is just to provide better specificity around the days that the district is closed. Not only closed because kids aren't here, but nobody else is working. And so which is really just what I'm trying to align to. So, >> I'd entertain a motion. >> I'll make a motion. We meant superintendent contract language um if agreeable with um the employee to the language that was provided. >> Do I hear a second? >> A second. >> Any second. >> Blake, >> any discussion? And may I remind you that particular discussion needs to be done in an executive session. around our employees, but I'm open
019to discussion. Anything? >> Yeah, I don't have any questions on that. >> I'll move to a vote. All those in favor say I. >> I. >> Opposed. Motion carries. >> Thank you. >> And then we have uh item C is the superintendent advisory work group for equitable experiences and outcomes. So, um, these are individuals that I've, uh, met with. Um, and this is in accordance with Senate Bill 732, which the state refers to as every district required to have an equity committee. Um, I chose to have a longer title for my committee. Um, but I was able to meet with each of these parents and staff members. I think we have a wide diversity of thought. We've got grade levels covered. Uh we have folks that want to see some of our students who are
020uh not performing to their potential uh be we can be more responsive and hear where some areas where we're missing. But these are also people that have a very also big picture perspective on the district and don't want just to singularly focus on one group of students. They want the work to also benefit all students. So, I think we have a really uh a good group of people here that really want to get to work to make the student experience better and have our outcomes reflect kids' potential. >> I have a question. Yeah, if that's okay. Yeah. >> Um I'm just wondering is this just for this year or is it perpetual? >> It's a two-year commitment that we're asking people to make so that we can really kind of get some mileage on that
021and so >> and then we'll update things or whatever as people drop and fall. Okay. >> Correct. Yeah. And so we might expand this to get some more return, you know, expand it for the second year so we don't just get 10 people leaving and things like that. But we'll we'll see how it goes. But we are asking people to make a two-year commitment so that we can get some traction in the work and not having to restart the group every year. >> Blake, you had a question. >> Yeah. How often will you meet? What will the duration of that meeting look like? >> Um, I think they all asked that question. Uh uh I'm thinking monthly, but probably uh I could see us doing, you know, maybe two meetings a month early to get
022some things going. Then you kind of hit the holidays probably once a month and then probably monthly thereafter. I really want this group to focus on, you know, what's one thing that we what's a quick fix that we could do this year? What's something that we could have a sense of accomplishment and what's a longer term maybe? Um, and I would say probably we're looking at an hour to 90 minutes >> with six parents, two students, and the rest employees. What do you see the students roles? >> You know, I think that hearing from the students as to what they're experiencing and maybe some, you know, really boots on the ground, like here's something every day that I think, >> you know, we could get better at. Sure. Um, I think also trying to with
023both the parents and the students is how how they can be ambassadors into their communities to say what they're hearing from their peers. So, um, so I think that that's an a way to get students involved. >> Any other questions? >> Are are all four schools represented in this? >> I believe so. I'm trying to think of where I have a might have a gap, but I'm pretty sure I've got every school covered. It's been a few months since I met with them, but I'm almost certain I was pretty short on the secondary, but uh a couple of the staff members are in that secondary group, and I know I have at least one parent in the middle school that's a middle school parent who also has kids in the intermediate and primary, too. So,
024I think we're pretty covered. >> Robert, anything? Oh, did you have another one? >> I don't even speak to one. Who who shares the group? >> I do. Yeah, it's definitely my group to work towards improving again for the outcomes of students and being responsive to what we're hearing about their experiences. So, >> and I could see us bringing this. I think it's even in my kind of list of things to update you on in early fall is to have some of these folks come and and here's the here's like the project for the year that we're going to work on. >> So, >> Robert, no matter this is a not a standing committee. It's just a advisory group. So, there's no form requirements. Correct. And public meeting. >> Correct. Okay. >> Correct. And even
025in response to that, um I don't know if this the governor or legislature did kind of carve this out of all of that stuff because there was concerns that these would be have to be publicly noticed and videoed and all these things and districts were like, >> you know, and then depending on the context, this could be a group that could be crit critical of the district and they want to make that testimony on video. No thank you. So all of that is uh yeah this is just a stand uh superintendent board group >> Jenny >> none further. Thank you Kelsey. >> All right I would entertain Is this a board action item? >> Yes. >> Okay. I would entertain a motion. >> We're making a motion to approve the people. >> Yes. >> Okay.
026Make a motion that we approve the superintendent's advisory work group for equal experiences and outcomes as posted. >> Do I hear a second? >> I'll second. >> Any discussion? >> Yes. >> One other question. Are there any nominated who don't have direct ties to the school per se? >> No. not just a community person. That's >> there. Um I believe um Kelly Carter may her children may be just coming into primary, but she's a North Mary graduate and coming back to the area and has kids coming into school, but she may already have a kiddo at primary. So, >> does the motion give you enough latitude to draw people in and out? Um, I if I had to bring people in, I'd bring it back to the board. Okay. >> Anything else? >> Okay. We'll
027move to a vote. All those in favor say I. >> I. Opposed. Motion carries. >> Okay. I'd entertain a motion for the consent agenda. If you've got an opportunity, >> I'll make a motion by approving consent agenda. Feel like I'm talking a lot today. Do I hear a second? >> I'll second. And I had a question. Okay. >> Um the school psychologist, have we had one before >> or is that new? Yeah. >> Yeah. replacing somebody that >> and then the basketball coach resignations. Have we hired? >> We have a boys basketball coach. We're currently in the process of screening and interviewing girls basketball. >> Anything else hearing? None. We'll move to a vote. All those in favor say I. >> I. Oppose. Motion carries. So board communication I would like Do you wanna >>
028No, go ahead or I can. >> Go ahead. Yeah. >> So really um you know honor and recognize that first of all that you know our our folks went out and uh secured a grant to have essentially a a a food pantry available from the North Marian Services team. Um, and so just I'm not going to read the whole thing there, but just really appreciate um Elena at the school and then Craig and his group with North North Services team for making this possible. >> Thank you. And the board would thank you for again the generous grants. Um, and then moving on to the superintendent report. >> All right. So, um, the presentation that I have here on transfers is really I'll I'll speed my way through some of the data to really get to
029the last slide here. Um, and you know, with declining enrollment, I think it's it's time to revisit our transfer process and and and have a a more thorough process by which we determine whether we're going to allow students to exit our district. Um, and so the numbers on the first few slides are these came from an inter an internal document or internal tracker that we we've used over the years. And so um, you know, going back, this was not me going back and looking at every single one of these. These was me this was me looking at a spreadsheet with lots of different names and information and trying to kind of notice some trends. And so we had, according to this internal document, we had 31 students request to transfer into North Marian. Uh you
030can see a majority of them from Woodburn. A lot of them are in kindergarten or possibly new students to the area. Um and we had one denied from Westland Wilsonville that uh uh wanted to transfer to Woodburn. So that was just a little bit of data trends that I looked on this year of those coming in. Those going out. You can see that uh we had 48 students request to transfer out of North Marian. The largest number on online charters. We're seeing a lot of increases school districts oper, you know, starting up charters under kind of their umbrella. And so that is something Kim and I have had off sidebar conversations on of like what does that take? Uh is that something we need to look into? That would be a year-long if not more
031process to look at what would it what would it take to to launch something like that. Uh our largest number was to Woodburn with the reason being their dual language or Russian heritage program. Um and then to Cami, Westland, Wilsonville with child care being uh the biggest indicator. Um you know, and I think the child care one becomes a difficult one because what and I think when we get to the end of this is really kind of what defines that hardship piece and is that going to be is child care going to be is that the the only thing you have to say to get it to a hardship ruling. So I think that that's something that where you know I want some direction on but then also um you know if I do develop
032a process in a committee is what does that that's going to probably be our toughest question to wrestle with when we get these um and we did deny one student because of a lack of hardship. Um the year prior we had 71 students request to come into North Marion 48 were from Woodburn. And there was one revocation. Um, and transferring out, we had 57 students request to transfer out. Again, a majority of the Woodburn uh for those reasons. Um, we did have two denials and four were denied coming to be able to leave Woodburn. So there's some data, but really I wanted to get to the last slide and really talk about some questions about um some of these are just more almost even rhetorical is, you know, I think to ask ourselves what are
033we doing to have parents want to keep their students in in North Marian is probably one of the bigger questions that we need to ask ourselves is to how do we keep how do we make North Marion a place where people want to come into and certainly if they're here have them stay. So, I think that's something for our team as administrators to really um how do we champion the things that we're good at and show people that we're responsive to things where we have areas of improvement. So, that's just more of a general question. Um I think the biggest question is also what is the evaluation process by which transfers are reviewed and the criteria for approval or denial. I don't really think we have a real clear-cut way of doing that. Um I
034think that um child care has been one where it's just been if that becomes the reason that becomes the approval and I think we do need to examine that maybe a little closer. Um and I guess the question for you is what would the board like to see if a process or a committee is developed to review transfer requests? So, this is really your place to um if I were to bring something back in a few weeks or a month to say this is the process now, what would you want to see included in that or what kind of discussion around this issue would you like to have? >> Blake, you want to go first? >> Could you explain first of all what the current process is looks like so we can understand that and
035then we can maybe elaborate on it a little bit more. >> Well, Diane receives them. and she analyzes them and and looks at them and and again I think and I'll you know most of them are childcare related. Uh there are some that come across where there's been a lot of movement within the family or there's there may be some trauma going on to where you know where when you look at the statute around a hardship it definitely meets it and we approve those. Um and so but beyond that it really has by and large been whatever comes in gets approved. >> So there isn't a lot of of teeth being you know netted or whatever you want to say to say that we're going to we're going to deny these or at least try
036to dig in deeper as to what's the barrier beyond child care. >> I've heard other school districts are starting to evaluate that more. Could you expound a little bit upon that? >> Yeah, so you know, I've had conversations with Cami in particular and and they get they're have similar experiences being bound to a lot of districts of wanting to leave and so I think within enrollment you're seeing they're saying they're starting to say no to just about as many as they can. >> Sure. So, I think that this is timely in terms of if other districts are going to start saying no to transfers that we ought to probably follow soon. >> Anything else? You good? >> Yeah, I just like to hear what folks think maybe it >> is hard to get hold of.
037I we use the term revocation or we use the term denial. You mentioned hardship as though if there's a hardship, it's preapproved pretty much. I get that impression. >> And if there's no hardship, however that's defined, then we can say no, which is very few of the times. I think we need to be consistent and more objective probably. I don't feel like I have a good handle on what's actually happening and what the dynamic is here. Generally, I like parents to have something to say about where their children are educated. Um, generally and I realize we we want students too. And I think there are several things we I agree with you that administration and we as a board are interested in creating an atmosphere or a persona in the community that causes people to
038say, "Oh, North Marian's a good school. I want my children to go to that school." and >> our uh it's a youth truth survey or some of the other things we've done scores as high on student relations within the school that they feel accepted, they feel nurtured here, but academics is a challenge to us and to some extent sports programs and those all feed in I think to people wanting to be part of the community. good observations. Um I do think Merl's right on with the only just because my child, you know, we transferred out along before my kids were even able to come in, but it was all based on better opportunities at another school and sports and all that good stuff. So, um I do think parents should have a free choice on
039where their children should go. Even though it's hard for maybe a school like North Marian that maybe struggling, I think all schools are, but I think that just puts it more on us to make our school that much better. We should make it once if people want to be here. >> What >> um I'll just comment like moral. Um I worry about perception of unequal treatment >> and potential liability that that could bring down the road if we're not being consistent on doing this. I would just say consistency on, you know, having it as transparent a pos, you know, as possible for all. >> Um, yeah. I I wonder about a committee like what what does that look like to you? you not looking at them or >> No, I think it really is uh
040probably a smaller team >> and that's why you know kind of hearing some of this feedback around I heard consistent and objective worried about perception of unequal treatment. So if I was to bring something back to the board that didn't make those fears necessarily go away but alleviated some of those fears to what that would look like. But I see like a team of three. I don't see this as being a very big committee but you know did the hardship check all the boxes that say yes this is and it's kind of that look and go yes that is one so because otherwise I think you you know if it's just me or Diane and it's just a yes no how does it what does your gut tell you sort of thing then that opens
041it up to kind of the the you very much for a lack of consistency and not that that's happened or anything but it's there's not a a group of people that are evaluating it against a preset criteria. Okay. >> Um and um >> I would echo what everybody else has said. Um having a a process that's consistent, that's predictable to where as a parent I can go in and say, "Okay, what is the criteria?" >> And if I know I can't meet that, >> then either I'm not asking or, you know, we're having a conversation. I you know I think transparency is a big a big key too but >> do we currently still wait keeping families together >> what >> like wait we provide a higher weight for keeping families together so if we
042have somebody from one school we make >> those are not denied >> so they're not yeah okay >> if they have a sibling >> yeah that that's I I should know that was already >> so in other words so like if if we have a family that we've historically allowed to go to, let's say, Cami and they had another kindergartenner come in, we wouldn't deny there because we have a new practice when we have a whole family going to camp. Is that is that >> that's sort of what I've understood we've done in the past. >> Sure. And >> we have >> probably some clarification or some, you know, language around that. >> I'm all in agreement with keeping families as together as possible. So, I get the waiting of that and the, you know
043what I mean? um not split. I mean, I would hate to see >> Yeah. >> the district be the reason why you're splitting them as going to the same school. So, >> Chelsea, >> um do do transfers have to come in before school starts? Like, are they all throughout the year? >> It's all throughout the year. I mean, obviously, there's the that this is a busier time or like the end of the last school year, but there are some that are that come in the middle of the year. And then um do they state the reason and where they want to go on their paper? Did they >> do they have to reapply each year? >> No. >> Once it's done, you're done. >> Yeah. >> And there's no way to reopen the door. Sorry.
044>> Transfer laws don't require them to specify a reason to transfer out. Some will write it in if it's on their form and some don't. >> How come the specification of hardship's in there then? >> How come you specify hardship if there's no reason? >> My form to transfer out does say this is optional. >> Yeah. >> And so most of the time I'm able to get that information. It's not always provided. Do do they uh when when students choose to do online or home school that's not a transfer is it or just another different process school? >> Yeah. So obviously homeschool that they we can't stop that. They they can elect to do that. They're expected to enroll with the local ESD as a homeschool student. Not always does that happen. Um, and then
045the online there is a certain margin that you have to let out and and then beyond that you could start limiting it. But we just have not ever attempted. We've just approved all the online requests and treat it essentially like a home school. >> And if a homeschool student wants to go to somewhere else, do they have to come back here request to transfer out or once you're homeschooled then you go you can bounce somewhere? >> They would have to get permission to leave from their home school. Yeah. And I just want to make sure Blake's question was accurate when we said if once they're out then they're they don't have to reapply every year. >> That is correct. >> Is that North Marian's protocol or is that statewide? >> It's it's statewide. I have
046seen like for instance Tiger Talon will allow them out until fifth grade make them reapply again. So for like you know transition from elementary to middle to high but we had never done that. >> So at this point is there any way that you could recall everyone that's been already granted permission to leave to say hey we're forming a new process or is that not how it works? >> I don't think so. Yeah. Just wondering what that is for >> most of my letters that say you're approved out says you're approved out until graduation. >> Well there you go. And then when a district accepts them, their approval will say you are approved until graduation. >> I I wonder what state law is, you know, specifically what it says. I wonder what neighboring districts do
047because that's where usually transfers go. >> Um, you know, what what's appropriate to ask what's, you know, none of our business. Um, but I think there's a bigger conversation. we have a, you know, looking at this spreadsheet, there's there's a lot of kids in in online school. Like, what's what's that going to take? What's is that something that, you know, with some years of planning and saving, is that something that we'd be interested in doing? Or even even the dual dual language? I mean, it seems like there might be some opportunities that can make um North Marian, you know, as great as it was when everybody was like trying to get into the district. >> Well, it would be ambitious. >> Yes, for sure. >> But especially with the dual language, having been a principal
048in a dual language school before, >> I've seen how powerful it can be. It does take a lot of planning. I mean, I was at a middle school and I had the fortune of >> the district office telling me the incoming kindergarteners are in a dual language program. They will be in your school in six years. Start planning now. And you know, they also gave me the green light to hire some people, some bilingual staff before the kids even got there, >> which was huge. So, but I do think that we are we've got some great models next to us in Woodburn and in Cami um to say what what are the key things that you have to do to build a dual language program. >> I think it would be great. >> Yeah, we
049uh cut one of their dual language programs budget cut. Um, and my last thought was I don't do we still have daycare at the primary? We do. Okay. So, >> yeah. >> One other comment. I'll either >> I and with my limited experience in the last couple years of being around North Mary, my kids go here, but I don't spend a lot of time in the school. I had the opportunity about six months ago to six months ago to receive a tour to go through the high school. And even though I drive by it daily, I was amazed at how nice it was at what was offered. And I think so many times uh in education, we can maybe not market things in a way that that we're trying to sell people because you start
050treating school like a business to some. It sounds kind of it it can feel uncomfortable because we're talking about kids and education, but I think there's so many great things we have. For example, over Father's Day weekend, we had the 4A uh baseball tournament. You think all these folks from all over the state come here because there's a beautiful baseball field. And so, you start looking at all the positive things that are happening and then you look at a new superintendent, a new direction, and all these uh opportunities that are out there. I think we need to do a better job. And I don't know if that part of it is, okay, you want, you're requesting to leave. Have you came and had a tour at North Marion to see what opportunities there are, have
051someone that's uh a dynamic individual that has time to go and loves North Marion to have them take them on a quick school tour and see what that looks like and and talk about it. or maybe it's something that they could pop in and uh just in our own business for example we have tour we probably do three or 4 hundred tours a year all over from the country all over from the United States and Canada that come to visit our business >> and either my uncle or myself as owners try to step out and meet each one of them so if they it it matters to them just like if someone could come in pop in and meet someone a principal or a superintendent to just say hey great to meet you so they
052feel like there's more of a connection there It's easy for me to say that sitting here in this chair, but I think there in a smaller district, there are ways that we can market ourselves and try to draw the community in and use this as an opportunity to keep people in the district if possible. >> Thank you. >> Yeah, I agree. And I think, you know, you had, if you remember back a few months ago, we had a public testimony over that power of those relationships. And I think that that's exactly kind of what we need to to be doing to to market ourselves um better. Couple things I just want to um Jenny, you talked about state law, so I'll make sure that that's part of the when I come back to you. Also
053neighboring districts process. So, I've been in regular conversations with the Cami superintendent and her and I talked about maybe getting networking with this little circle of of districts to kind of look at what we are what do we have similar in our processes and trying to actually champion each other's districts and not get into poaching and things like that to say, you know, you know, have Cami say, "Hey, North Marian's got a great school district. You need to stay in North Mar." And that kind of vice versa sort of thing. so that we're not competing or have a sense that we're competing for kids. So, I will I will look to that. Total side note has nothing to do with this topic, but it's something Blake said. I just want to plant your seed that
054on October 9th is going to be home homecoming >> and it's Thursday and we're planning to have all of our athletic events starting at like four o'clock ending with a football game at 7:30. It's it the statewide teacher inservice day is on the Friday, but we are planning to have husky extravaganza. We're going to come up with a better title than that, but I'm calling it. >> Yeah. So, and you know, with barbecues and different things, but it's an opportunity to really um get people in our schools and showing. So, I don't know how we can incorporate some tours into that or making sure alumni that come back for all of those things. Um, get a chance to see and feel a part of something because I mean literally we're going to have girls soccer,
055boys soccer, volleyball, football on that Thursday night. So, um, >> it's going to be awesome. All of them. >> Now, people tell me logistically I haven't come up with all the details, but I I come up with the ideas and hopefully other people have the logistics. People love the ideas. >> Like, got to get some volunteers. So, >> um I'll just chime in on this one piece and say, um transparency, clear criteria, and process so everybody is held to the same expectation. Um, and then also I would love to hear more information about what it looks like for us to have our own online school >> because I think that's just going to be here to stay, >> right? >> So, I know that in my June board meeting, I kind of gave an outline
056of what could be expected for the next few months. I'm and I also right before this meeting I started jotting a bunch of things down that are going to be in our next board meeting which is two weeks from tonight. I'm not sure if I'm going to have the transfer one done two weeks from tonight. Just so just letting you know. >> All right. All right. So, next one is the governor's executive order 259. >> So, as people request right now, will it be how it was previously done? Yes. Yes. Um, so the Belltobell cell phone ban, I I just linked a couple of documents in there for the public and for you. Um, it's really similar to the last topic and just kind of want to get some of your thoughts, hear some of
057your concerns. I can uh we I had Diane reach out to OSDA to figure out when we might get a sample policy and it's two weeks away. Um, I've also had some conversations with board leadership around policy adoption and we have a really good system here over the last year of having policies reviewed at work sessions, some discussions, revisions and adoption. So if you think about that that there's no way this is happening in two weeks, you know, to have to get this policy from OSBA, bring it before you, got the, you know, opportunity for public comment, those sorts of things. So I don't foresee us having a policy in place until September, maybe even the first board meeting in October. the deadline for the for you to adopt policy is October 31st. So, I'm
058not concerned about not getting a policy adopted by that deadline. >> I think the the piece that uh school principles are thinking about is making a change mid school year. And and so I'm meeting with our principles tomorrow. uh they just started back today. And what I'm going to be asking them for is based on the FAQ and the resources that are out there, what changes and practices do they see happening within their schools in order to be compliant, let's say by the start of school. Um, so that in two weeks I could come back to you and say this is what it would look like to be different at the elementary, the intermediate, the middle, the high school. What what changes and practices would have to occur to be in compliance without a policy
059to say um and get a kind of a feel from you, you know, should these restrictions go into place uh before the start of the school year. So puts us in an awkward place where we'd have practices in place before policy. So >> we do have this policy correct on regarding cell phones. >> I was looking. >> Yeah, there was something. >> There's something in the handbook, you know. >> Well, we have things in handbooks. >> Middle school >> and and I think we have, you know, I think schools historically have attempted to make restrictions and whatnot to access. So, and I don't think that for certainly for the primary and intermediate, I don't think we're talking about big changes. I'm not sure how much of a change in middle school we'd have to have.
060The high school will need to have significant changes. Um, so I don't think it's we have to have a policy to have something in a handbook. I think that when you know you guys are the adjudicators of policy and things of when complaints come, I just want to make sure that what we put our schools put in paper in their for their handbooks to start the year are are are not so far from what's been done that we get a lot of backlash. but also realizing we do have an executive order that we need to follow and uh needs to be enforced effective January 1. So you have to adopt a policy by October 31st. It has to be in effect by January 1. So >> all right unfortunately you were sitting at the end
061today but Robert switched you spots. So, um, do you want to get us started? Any questions, comments? >> I do. I just, as I read it before the meeting, it talked a little bit about discipline and not being able to take away from student, uh, time in school for Could you kind of give an example of what discipline looks like for something like that? Just to educate. >> Well, that is not uncommon with with some of these policies. And basically what they don't want is what you call exclusionary practices where a kid would be you know suspended in school or out of school suspension or expulsion for an infraction like this. I think the big question becomes between you know when someone is insubordinate over the issue where making sure the discipline uh would be
062for insubordination versus cell phone possession >> if that makes sense. >> Sure. you know, um, and I think that, you know, we deal with that with a lot of issues. >> Uh, when, you know, it's kind of when you're determining between the can't or the won't. >> Sure. >> When someone you want to make sure that they understand the rule, they can follow the rule. But when a student is demonstrating that I'm just not going to follow the rule, then the the consequences do probably need to look different. So that's what they're intending to say there is they don't want students excluded from their education over this issue. >> Anything else? >> That'll be interesting to see what's put together on it. >> Yeah. >> Question. I I would be much interested to hear from
063parents on this subject. It it strikes me as somewhat the same genre as as CO and masking that some are against it and some overwhelmingly for it. Each having their own reasons and not bad reasons necessarily. >> I would lean toward later rather than early. I think it's not too detrimental to start after an extended break over Christmas. And I say that partly because these things have a tendency to change. They've just come out. Parents haven't gotten the impact of it yet. Young people are ingenious about circumventing. I'm not for making it any more authoritarian than it needs to be. I know cell phones are a detriment. Screen time is a detriment, but Well, I'm very opinionated. >> Oh, sorry. You good? >> I'm pretty opinionated on this one, I think. But in my business
064alone, I I can't stand my I see my staff like this and they see me come, they do this. I just can't I hate it. So, and it's a huge distraction for just for my patients coming through. you know, so I I think the faster we can get rid of that, the better for the teachers. I think they'll have a little more control of their class. Um, kids can be in a better education. Um, I I just think overall I think myself, I would want to start earlier, but I also want to know what what's it look like for the teachers? What are they is it the same policy for them or because I think that's a I mean, they're just as they offend that just as much. I don't know about here, but Is
065that is that policy for the teachers as well or just students? >> Well, we definitely uh I think we have an employee handbook coming out and it does talk about making sure that we are you know being engaged and doing work in you know in the classroom. So is it going to be the same for students? No. Or for staff? No. But what's the expect expectation around performance and being engaged in the work of educating kids? Um, definitely has to happen. >> Anything else, >> Len? >> Um, solidly with moral. This is just ripe with all kinds of pitfalls. If we're first out of the gate on this, we're going to get sued from the feds. If we're last out of the gate on this, the state of Oregon comes down on us. It reminds
066me of retire um you know making employees get faxed and then the district gets left holding a financial burden when there's a liability at the end. Um I just see all kinds of problems with this. I'm I'm again I agree with you Merl. I think it's a problem. But when grandma or grandpa dies and you can't get a hold of your child in a timely matter and they hear about it from somebody who did um I've seen that happen in my own family. It's I mean that's just a situation that you know that's one situation. Kids are enormously innovative. Um I to me that we're applying a solution that is isn't even close to keeping up with this technology that that's out there. So sorry that's just my opinion. But I think if we're I
067think we'd be very careful about implementing this until it goes through the court system because I think this has all kinds of appeals on it. Jenny, >> I I don't really have anything new to add to what everybody has said. Um, yeah, I don't want to make our teachers the police people of it. I don't think that's fair. I would want to make sure that it's it's spelled out for everybody. I want to make sure that there's yeah there's enough there's enough teeth in it that teachers are are able to do their job without a lot of intervention but yeah it's been touched on kids are getting around the the firewalls and through security and I back in my day we were writing notes that was our distraction kids are always going to find a
068way to be distracting I think the question is is how do we minimize it I If parents know that it's a problem, hey, let's tell you about downtime your phone or, you know, doing the parent controls on Google. There's there's ways that you can as a parent help mitigate the distraction that you know your child has. You know, I've I think for me personally, I have one child who would definitely be very distracted in school with a cell phone and another one, it wasn't a problem. So yeah, I I agree. I think it's going to be I'm I'm going wait and see see what everybody else does first to identify the gaps and problems, but Kelsey, >> I think everybody's addicted to their symptoms. I think we would have uh more success uh and greater
069scores and if we weren't so distracted by our cell phones, but I hear everybody's thoughts and comments. And yeah, I mean, I have three kids in the high school and some struggle with it and some don't. And some are on it all the time and I know as a parent I can downtime, but I don't know. It's I don't know. It It's a tricky one for sure. >> What do you think? >> Well, I would agree that cell phones are probably the number one distraction. Um, I myself love my distracted cell phone. Uh, number two, I do think that it impacts our children's ability to learn, but also I'm not sure that this has our best interest in mind from the governor. I mean, I think of a type 1 diabetic who has their alarm
070on their phone and you can easily not know. And I know that's written in here, but then I wonder like if we're outing everybody's medical HIPPA components >> of like you shouldn't have to have the discussion on why you have your phone. So, um I'd be interested to hear what Nathan has to say as the new high school principal. I think that's where you're going to see the biggest impact. I'm also gunshy with being the first out the gate and having a beginning. I I don't think we have enough time for success and I want to know what success looks like at the high school level. Um because my biggest concern is inconsistency and then it becomes an issue with teacher performance or which teachers are popular and it becomes a popularity contest and I
071do not want that to happen. Um, so those are like my big big concerns, but I do think we would benefit with the children having uh phone restrictions, but we definitely need a parental partnership where it's not going to be us vs them like in the masking. >> So that's my thought. >> Yes. Yes. Do you guys know which schools are implementing it as right? Because I I have patients that are coming in their kids and they're they're saying from day one they their school's implementing it. So, and they're having to put their phone in some type of bag. >> Yeah. So, you you there's a few districts that have been out there in front of this issue a little bit more that have, you know, purchased, you know, and spent a lot of money
072to provide different stoages and do different things there. So, I think those districts have already placed tighter restrictions on that. There's other districts that want to have really want to have something in place before school starts. Um, so and and in those communities, they are hosting parent sessions for parents to come to the board and do those sorts of things because I think they're taking a pretty pretty strong approach to that. So, um, so I've seen a little bit of that in a few different districts of wanting to have something firmly in place, but I'll say also incredibly resource uh in terms of we're going to make some investments to purchase some things. And I am I am not convinced that those things will will fully solve the problem or are a wise investment on
073our part. Um, certainly not to do that between now and the start of the school year. Um, so >> any other comments? >> That's certainly true that the cost factor some of the numbers that OG would suggest those who are $20,000 or more. >> Yeah. or some some a little divisive. And the other thing that I has slipped my mind earlier that this issue went before the legislature in a bill and they argued it and said we're just not ready to deal with this. We wrote it down. We want to leave that. We think the local districts should have something to say and I think they should have something to say. As you mentioned, Portland public schools, they have a policy legally restricted. we can do that too without someone mandating that we do it
074just this way. So I personally resent it that the governor then says well I don't worry about the legislature signy die 3 days later I sign an executive order and this is what you're going to do. >> I would rather they be convinced to bring it back at the short session emergency session in August and revisit it. But if that doesn't happen, we certainly have to do something. I think there are there is a little wiggle room in that order. There's ways to work that around perhaps to where it's more agreeable for our district. And I'm going to take a few liberties on the edge of things to do that. See what happens. So I would add that I think this is need definitely as a board just my personal opinion we definitely need to
075champion our partnership with parents at home as we're going to structure this because I don't think that handing down a dictation is going to go over well. It wouldn't for me anyways. So I think like that needs to be at the forefront. >> Yeah. My other question would be, you know, specifically at the high school, we have a bring your own device. So what does that look like? >> Yeah. >> You know, are we now >> used a lot of his own? >> Yeah. Yeah. I I know mine did too, but bring your own device. Now you >> are on the Wi-Fi, but you can still get around and and do things and, you know, Even in the middle school, they're on the the Chromebooks doing things they shouldn't be doing. >> I've got a
076few videos, >> you know, but it just >> they're not emailing the entire district to subscribe to their YouTube channel. >> I think we all can agree this is just going to be a difficult path forward in a >> Yeah. Well, I'm gonna ask you again. Would you rather see this not in policy or would you rather see policy around this? Well, I think that if you're going to, you know, the comment I made about being adjudicators early, I'd rather have something that I know that if we implement and a complaint gets filed, I have something to measure that complaint against versus just, you know, so from that standpoint, I like to have a policy so that I have a measuring stick when a complaint comes in. So, um, so I think what I started
077with is that what I'd like to bring back to you in two weeks is, uh, what what does this make? What changes go into place at our schools? If they were to roll something new out in September, what would look different in the schools, substantially different at each of the schools? I think that while yes, the regardless of I'll I'll step back and say this. Regardless of this executive order, I could almost guarantee you you were going to see some differences at the high school this year. The high school staff have been asking for a more consistent policy on cell phones. So, and I can, you know, Nathan's going to be here in a couple weeks to give that. I know that that will be something that he will talk about as far as trying
078to have better consistency across all classrooms as to what does cell phone policy look like. So, something was already going to happen at the high school. I can almost guarantee you. So, what does that look like? I don't know. Um, so I think that right now is for us to be able to visualize or think through what would change look like if we tried to do something different in September in all four schools um is a good place to start. Yeah, I don't think I'm necessarily opposed to doing it in September to change, but I just want to make sure that we are highly communicating with our parental components and our guardianship components that we have consistency among all teachers so it's not a pick and choose scenario. I mean, these are the thoughts that
079I'm like concerned that we can't get that done in 30 days. >> Agreed. I think that all the things that were the concerns around, you know, I think that whenever you do have something that feels authoritarian is going to bring out people wanting to push back against that. That's just normal human behavior. So I think that thinking through that and championing what do you know getting parent voice involved and how do we partner with parents, how do we think through the pitfalls that you know Glenn talked about those are all good in policy development which is never fast by the way you know so I think that I think that I'm hearing there's not an urgency which I'm fine with. Um, I also just want to be able to say if principles say, "Hey, I
080want to make this adjustment to in our own school handbook for this year." I also want to feel like they've got support, too. >> So, yeah. And I I would like I'm not against I think I think cell phones are probably the absolute worst, you know, most time waster, most disruptive >> force in schools right now. >> I just And with a role like I I don't know the way the approach to it just has so many problems for IC that I see. I mean I serve on another board and >> yeah it was brutal. >> If we adopted certain policy on that board we were going to be sued because it was in violation of >> federal. >> Yeah. And this is the to me this is a you know we're getting really really
081close to that sort of you know I mean when does the ACLU come in and say well are you limiting free speech? I'm not saying that's right. I'm not saying it's wrong and and I'm really not saying that the kids would be would have a better educational experience if they didn't have their phone up all the time. But um you know there's this seems a little this seems a little out there to me. So >> I'm in acting at home. So I I started it at home. It's >> the only time I've ever been with her. >> Anytime. when things feel rushed at times to me, I I think it's good to take a second and breathe and let maybe let some other districts maybe see how the process and challenges they face, how they
082encounter them and deal with parents. And I think it uh there's some value in in seeing how things play out a little bit. So, I just never like in business feeling like I'm into a corner where I have to decide this second right now and it hasn't been uh thoroughly thought out, try to be pretty methodical in in our approach. And I'd probably feel the same way in this case to kind of evaluate some of those options before having it feel rushed. >> And I have asked Glenn to he's going to the August OSBA conference. I have asked him and he agreed I think. >> Oh yeah. if there was a session on this cell phone just to go and sit in on it and listen to what other districts have to say and what
083the OSBA has to say because I assume this will be a hot topic table at least. >> Yeah, >> probably a packed 50 person hot topic table but >> extending your moment. >> Yeah. >> So, we'll look forward to that update as well. >> All right. So the the last item is really to help um us review the board superintendent agreements and uh possibly board leadership and I will be either looking at these to see if we want to bring something back for the full board to consider in new agreements. Um so I outlined I sent you some questions. Um, not sure if my instructions made sense or not. And speaking of devices, I can't be in two places at one time, but I sent you there. So, um, anyhow, um, in that first three
084sections, which really is about how you operate, communicate, is there anything in there that you would like us to look at or revisit? Is there anything that you'd like us to look at and read? >> Well, I was going to focus my attention at the last the the superintendent's expectations of the board. I have not noticed anything in and throughout this that that we that has been violated or has been a problem or and I certainly don't feel like there's there was an issue that happened this year that now we need to address and bring something new in there. So please hear me that I'm not suggesting we need to do anything different. This is really for especially in 1 through 15 that for the board. Is there anything that you as board members I
085just don't want to make any assumption it >> well I will go first. So in number four it says the board will participate annually in establishing goals and objectives for themselves in the district. And I think last year um we were really really productive. So we s like productive our way through all the policies, hiring our superintendent, getting so much on the books that we didn't really take time to establish goals and objectives. And I like as I'm reading that, I'm thinking like um and I would want like the whole board's opinion, but I'm thinking like how do we align that establishing goals and objectives to really be laser focused in continuation with the new strategic plan. And so it's like not like, oh, let's do goals each fall and then we'll look at them
086again the following fall. Like if I have a goal, I like to have like action based around it and see where we're like I like to hold myself accountable. So I don't know what all of you feel like, but that would be one like I would be open to saying like if we participate annually in establishing goals, then I feel like there needs to be a second component that at some point we look at action items. You know what I mean? >> Like I hate to have a goal. so that we can pull it out and be like, "Hey, we did this." >> So, I don't know. That probably wasn't very clear, but I'm like processing it. >> No, I agree. I think I think when we having goals just for the sake of having
087goals is not it's not helpful. It's just I don't know. It tends to maybe be busy work. It should be something that's measurable, specific, achievable. >> Yeah. And I mean a lot of I feel like we already do a lot of the things but like if it's the goal looks at hey we're going to ask for data and review data three times and compare that to our strategic planning. You know then we're holding ourselves accountable. You know what I mean? >> So I don't know if that belongs here or if that's like a sidebar conversation but that was the only thing that really kind of brought it up. And then um self-evaluation is actually optional and we didn't do one last year and that's just self-reflecting but I just want to say it calls it
088out that it's optional so I don't feel like we've not met that but anybody else have anything on that first or second session not to hijack ban. >> No that's exact I mean that would be like that'd be one that maybe is board leadership that we could flush out a little bit more. So if there's another one of in the within the 15 that struck somebody, we could we could work on that. >> All right. Not hearing anything. So uh is there anything last >> I was just going to say, you know, when we developed this last year with Phil, um Phil Logger, the board chair at Gaboons. >> Yeah, he did. Yeah, he did. >> That was so great. It was so great to talk through that and really understand >> what a a
089a good agreement is. And I I feel like we did a great job in in developing this and understanding it. >> It's pretty thorough in my eyes. >> If it ain't broke, they'll fix it. >> All right. >> I made a note about the time frame. I I've noticed before that board members are free to suggest uh agenda items for the meetings, >> but the requirement is that they meet 5 days before and by 5 days before we don't know what's on the agenda. I realize that doesn't keep us from being proactive and suggesting something, but it's just a pretty narrow time frame. I don't know how they find it, but by the time I get agendas and information and so on, I'm pretty stretched to read them, much less think about them and be
090able to bring us good input. >> Do you want to see that like a longer I think that's part of our >> I realize that's not easy to do either because things come up have to get out to us. So yeah, I could see maybe a shorter time frame for us to get a piece of information in and maybe a day longer for us to have the agenda ahead of time, but it it has to work on both ends. Well, I would say as board leadership, I'm speaking for you, Jenny, you at any time can contact either one of us to request an agenda item. um like Heidi did I think was it March she asked for that security update and we made that happen in like or April and we were right in the
091thick of things. >> Um but we made sure that it was on there like the end of June. So it might not be like a turnaround time of that type, but if you have some burning interest in something, please bring it forward and we'll see where we can schedule it in or have that conversation between, you know, like you, Dan, and I, Jenny, and um see if it fits into the agenda because I'm very transparent and open to what >> Yeah. >> other board people would like to see on the agenda. I don't like I don't feel ownership over it. >> And we need to be aware that, you know, sometimes when we ask for things that's causing staff time, so it has to be kind of scheduled. If it's just like a, >> hey,
092we heard about this a couple months ago. Is there any followup? >> You know, that's easy enough. But >> yeah, feel free to always >> ask for something. And I agree with your comments about more measurable, more specific. It's hard to get down to that sometimes the goals and well they're just kind of up there somewhere and we never know if we are reaching them or not. I need help too getting them down to a simple no concrete level that where we can know if we're making progress or not. Anybody else? One through 15. >> Um, well, I would change out Heidi's name for Blake's name on this, but otherwise that's it. >> I sketch. >> So, on 16 through 20, and this may be awkward, so if you would rather just email me, board
093leadership, that's fine. Um but if there's anything around board uh board expectations of the superintendent um you know happy to get your feedback and or take your suggestions. >> I think you do a stellar job at number 19. Just throw it out there. Oh, I hadn't read that one yet. >> Oh. This is the I'm sorry. Is this the last section? I know. Next to the last. >> Yeah. Next to the last. Next. >> Next to the last. The second one. Oh, I'm I apologize. I might have moved a ruler by accident on the shared doc. I might have. Sorry. So, I would just say that I I think a superintendent does the best of jobs informing us of >> Yeah. what's happening, what to expect, and getting information. At least I feel that never
094a lack of things to read from. I'll take that as a compliment. All right. Well, I if there's nothing else on that section, I just want to take a few minutes on 21 through 25 that I just want to say that in reflecting on this, I I I couldn't be happier than, you know, feeling like number one that you recognize me as the educational oper operational leader of the school district. I feel that support. I feel like during this last year during budget reductions and layoffs that there was you know while that's um I'm not a necessarily a failure of the school system I think that that is a having your support in such a difficult decision was really important to me and I didn't feel like I was standing alone with my teammates out
095there. I really felt like that was um was I really felt your support. I also felt your support in two really critical hirings this year with our new principal, our new business manager. Really felt like the board had had my back and participated to the degree uh possible. Um I really feel like UT treat our team and as professionals all the time. Um, you all do a good job of remembering. Always assume that Dan doesn't know everything on number 24. Inform the superintendent of all critical information and issues in a timely manner. Always assume I don't know. And you do that. Very good job. And abide by its own rules, adopted district policies and this agreement. I really really appreciate that that I never have to worry about individual board members or as a group
096that you're not trying to abide by your own rules, your uh policies and disagreement. Which kind of leads me into, you know, the the thing that I I put the last question is is and I'm not sure if I have a really good idea about how to make this more, you know, part of our meetings or how do we not just put it on the shelf. uh you know granted we didn't need to bring it out this year which is great but I also don't want to get to that point where if there ever was an issue that that's where we go to. So I don't know how we might incorporate this into some more of the regular business not to belabor it not to just have it as a speed bump. I don't know.
097I just think it's something that how can we make it a little bit more present in our meetings. So I mean one idea I had was just to pick one I could pick one of the things of the board to highlight at each at each monthly meeting. Maybe there could be one board member who says I really want to highlight this particular one. Spend no more than five minutes collectively on that and just make sure it's always being revisited. I that's one idea I had. So I don't know if there's other thoughts out there. I'm not trying to add more to our agendas either. Anybody? You good? >> Well, we're board leadership on that and we'll come up with something. >> All right. Let's see where we're at. Okay. Are we ready for a financial
098update? >> We are. Yes. So, well, I just want to thank everyone. I'm very, very honored to, you know, to be here at North Marian School District. This has been uh an incredible few weeks. Uh getting used to uh things that are very familiar yet very foreign just due to some some system changes, those sort of things. Um such as Gmail is giving me some fun. Um, but working on my Outlook to Gmail transition, but really looking forward to the staff and the students returning over the coming weeks and and and the, you know, getting the that that that reminder of why we're here and and what we're here to serve. So uh so tonight um wanted to uh share you know I'm always very cognizant of of your time keeping the focus of our
099meetings on our agendas and items at hand but I also think it's extremely important to keep the board and our community members up to date on uh the financial activity that's that's going on in the district. Uh for the next couple of months we're continuing to work in two fiscal years. Um we are throughout the month of July continuing to close out the 202425 school year. Uh we work on a modified approval basis. So that means there are some uh costs that come in uh at this time of the year that are uh charged back for expenditures that were actually incurred. The actual expense was incurred before the Jul uh June 30th cut off. Uh we had our interim audit after three days at my desk. We had four or five staff members in the
100building for 5 days. Uh that was uh that was a real quick uh figuring out where where things live and uh really thankful that Linda Murray was uh still available to help guide us on that. But that was very successfully completed and looking forward to uh them returning for the final audit in midepptember. And then of course the launch of the the new year um all of our financial systems are rolled over underway. All you know are we what we do is we uh make sure to record our incumbrances which is of course identifying those expenditures that we know we're going to be incurring. We know we're going to pay power bills every single month and we can estimate to the best we know rates. Uh we can estimate what those are going to be.
101We know what our staff costs are going to be. So by encumbering those it allows us to project where will we end the year and of course those incumbrances are modified and adjusted as actuals come in all the time. Uh we have a lot of significant um costs upfront in July um to ensure we have things such as our liability insurance policies are paid up to date, our workers comp policies. So we have a number of costs that go out in July and then of course uh as our staff come back uh the majority of our costs turn to investing in our people through through our payroll costs. So in the future uh you know over the the uh next meetings uh such as in August's uh board meeting in just two weeks uh I'll
102be bringing to you uh uh a preview of some financial reports that you will begin seeing starting in September. I'm going to be able to pro provide you a glimpse into what that looks like. Uh an overview of what you can expect to see at each of those meetings so that you can all stay a breast uh at a high level in a presentation as well as maybe some supporting more deep dive information that would be available through uh through links in the agenda for people if they want to get into a more granular uh detail on that. So really excited to be able to share that with you and and what uh help develop what that financial communication looks like throughout the year. I feel like you know making sure you have that information
103is absolutely critical so that you guys can make the most informed decisions while you sit here and and you know have to make some really difficult decisions about how the district moves forward. So, so tonight I uh in in lie of a a traditional financial report, I want to share an update on uh the status of some of our federal funding. Um this federal funding I'm referring to tonight includes some title grants as well as our Individuals with Disabilities Education Act grant known as IDA. Altogether, these make up about $900,000 in budgeted revenue. And of that, 95% of those funds are allocated to our personnel. As of today, just one of these grants, the title 1A grant, has a final allocation. Two of them we've received preliminary allocations and an additional three we are awaiting
104the allocations. Typically, these are announced on July 1st. uh and up until last Friday, I I really fully expected to be sharing with you that we did not know when those allocations may may be announced. However, literally on Friday, uh we received notice that the US Department of Education uh will begin releasing those funding amounts this week. So, Oregon Department of Education receives those statewide allocations and then determines the distribution throughout the state. So, at our uh next board meeting, I anticipate that I should have um at least preliminary allocations on those that are currently showing in the delayed status. And I really wanted to share this with you tonight to emphasize the critical role that active budget management is going to play throughout the year. Tonight you were tasked with adopting a calendar for
105a period of time in which we develop uh we propose, we approve, and we adopt a budget. Um I just want to be very clear that that process never truly ends. And that is going to be part of those financial reports that you're going to be seeing is that, you know, the only guarantee in our budget development is that the minute it's printed, the minute it's adopted, it's going to need to be modified and to be massaged. Uh so that budget's a guide. It's an authorization for expenditures, but it's that living document that we will be continuing to monitor and adjust as appropriate. Uh just as shown in this grid, certain grants may exceed our budgeted revenues and some may not meet our projections and we will adjust as necessary. Specifically, this one shows that
106we expect our title one allocation, title 1A, in which we roll up our title 4 allocation into that as well. We expect that that will exceed budgeted revenues. However, at this time, the preliminary information is that we may not realize the amount that was projected for the IDA revenues in the budget. Mhm. >> So, it's just emphasizing that we we we realign our budgets to these actual specifically uh grants, but also of course in our general fund uh throughout the year. So, again, those financial reports you'll begin seeing in September will support this very goal, ensuring that we operate fiscally sound, that we adjust to unexpected changes as they will undoubtedly come our way. So, with that, I look forward to sharing uh more information with you next month and welcome any questions you might
107have for this evening. >> Blake, >> looks like the variance is a positive about $9,450. >> Currently, based on our uh current information, it is fortunately a positive total variance. >> Better variance than the other way. So, >> it it definitely is. in that that is you know and while the funding in each of these programs is what is called restricted funding it is very specific. Uh the the fortunate piece is that if you have one program whose funding comes in a little healthier you might be able to alleviate some costs out of the general fund but unfortunately then that general fund may need to support those costs. But yes the net uh the net positive right now uh is definitely a little bit of a a breathing room. However, of course, we also have
108three other programs for which we do not know where those will come in. And so, yeah. >> All right. No comment. >> All right. >> I'm good. Thanks, >> Jenny. >> No question. Just a comment. I really like this format. It's It's clear. It's It's nice. >> Thank you for that feedback. It's sometimes difficult to take something large and and provide the the appropriate level of detail. >> No, no, I like it. >> You'll see. >> Thanks. >> Yeah, I really like that. I'm looking forward to many more. Um, the only thing I would probably ask is if you would want to put your name on this document so you could take credit for your work in that. >> We we all work together as a team, but I I do appreciate that. Thank you.
109>> Thank you. Um, anything else for Kim? No. Okay. Anything else? No, you're good. Yeah, we will adjourn at 7:41 p.m.