001calendar day All the news day was like background. we want to also discuss. So, we're looking at probably about 12 minutes per item. Make it done before Right off the bat, we're going to do tag field trip with >> so I'm gonna bring you on up and kind of begin that discussion. >> Perfect. >> We've done road or field trips before, right? >> No. So why are we approving this? So my question went to >> field trips because that was a >> if they are overnight or more than a 100 miles. >> Okay. >> Um >> per policy the board has to approve it. >> Okay. It used to be that even if we went out of state even to Boisey. >> Okay. >> But we changed that and said 100 miles >> over 100
002miles. >> But >> yeah, if it's So the rule of thumb is I mean and it's different with athletics because we you guys that got at the beginning through the whole package of that falls under the athletic extracurricular stuff. But this one these are different. So field trips over 100 miles or overnight are approved by the board. And do we usually approve them the month before? I'm sorry. We'll have outdoor school. >> We try to get them >> done as soon as >> as soon as they let us know. Yes, exactly. >> Perfect. >> So soon as soon as we let >> I do apologize that it's Wednesday. I really kind of overlooked the fact that it was out of town. So coordinating sometimes can be a little overwhelming. We start with the March date
003and then all of a sudden the March date went to February but February didn't work for the middle school academic and activities that they have already planned and then I started to go back and then it didn't work for the basketball boys schedules of practice and games. So I landed on the 28th which yes is our also our family night. Um so that's I I apologize for the lateness of it but what I really wanted you to see was why EOU and why so far. So the best course I took was probably um a year and a half ago and it was on serving gifted students in rural communities. And the biggest thing I did is say is I've been really working hard with our TAG enrichment program and educating teachers on eliminating that mindset
004that's called out migration. that mild migration mindset is that our kids need to leave a rural community and that they're escaping something when actually that's not the case at all. So the first thing I do working with the kids is teaching them that their talent is not is not a gift, it's a responsibility and we build programs within the enrichment within coaching the teachers and the PD that I do with the district on ways that we embed that in the classroom and then their tag enrichment time. We do a lot with mindset and design thinking. So kids in all the way from second grade all the way to upgrade have a developmental mindset curriculum that they're learning how to go from a fixed to a growth mindset. Um the other thing that I've incorporated there
005is the three things that we really need to focus on to eliminate this migration is create internal opportunities within our environment. So the first one is STEM which we do a really great job of that. OSU. We do the um smile program with through OSU and through my persuasion. It's all the way down. We're the only county in the state of Oregon that goes to third grade. We're piloting it. We're also on our second year of it. And um the reason that that's important is the proof is right here. And why um I'll go back to my field trips first though. So on the STEM, the first one is STEM. um expose them to that that creative thinking. They need to develop their talents and they can only develop their talents by being exposed to
006things that they find they're good at and things that they're not good at. The the second one is we need to create pathways for them. So what I've done in our curriculum from second grade all the way up to 8th is create those pathways. So as they go through these it's spiraling. So on the paper I gave you there's a picture of the kids at TBCC. They go there in sixth grade, seventh grade. Um the one that's in a classroom, that's our that's actually our smile kids in a Boise State classroom. So they are in Boise State going in a classroom. Those are our third through fifth graders. Um you'll see the planetarium. That's our sixth graders. We just went there last week. And you'll never I saw the kids who have been in the
007program since I've been in the coordinator position was a complete night and day contrast to the kids that are new to the program. the kids that have been in it, they went on that campus with confidence because we they walk right by college classroom and they're like, they're in class right now and the others are like, "What? Where are we at?" You know, this is a college. But the fact that they were engaged, they were innovative, they were creative in in the exploration of the field trip and the presentation is growing their confidence in places. So another thing without migration is creating that comfort of home. Not giving the kids that opportunity of do I stay home or do I leave because a lot of our kids from poverty have a very loyalty to their
008family. They worry about their family leaving. So creating these opportunities and creating a se safe net. What I've been doing is and then there's also New Soul which is a business that they see here and I know you guys went on that field trip with me but we got to see kids and they got to see the other side of Amazon. They were seeing orders coming in. They were seeing product being made. They actually got to create things themselves. So what I'm trying to do with the program is EOU is going to be the next the next pinpoint. We started with local. We did Idaho Idaho University of Idaho. We've gone to Boise State now. Now we're going to EOU, which is a really big one because now we're going to an instate college. Um
009the schedules they have, we go through admissions presentations. So when we go to EO when we went to TBC, every single time your kids will say to me, what I can go to college? What? I can live on campus. I we talk to them all the way. They go home with pamphlets in both languages and educate parents on what's available right in our backyard. I hook them up with the dual programs before they enter high school because it's my goal that when they enter high school they fly and it's my goal that they go there with a purpose and they go there with a plan. So EOU a farther one but the goal of that was we want to keep expanding that that exposure. We want to keep showing them that even though we're rural
010we're really the opportunities are big and educating them that coming back here is an opportunity. So knowing their talents, being confident in their talents, but then knowing that I want to come back and I want to be a teacher. I want to come back and I'm going to do work at EOU or I'm going to work somewhere in the farms. I also expose them like when we go on Thursday, Wednesday, um they're going to ROC, they're getting admissions presentation, so they're going to learn about the word scholarship, they're going to learn about um fund funding and federal aid. Also, they're getting a campus tour and they're going to outdoor. So they're seeing my my other goal is to make them realize that new places can feel like home because home is really important to them.
011So in the slideshow that the seventh and eighth graders just had in the lesson plans I made, one of it was how do we make how do big places feel like home and how do I find my space in the world? So they've just gone through all that and before going to EOU. So, and the reason that we need to keep spiraling it, and I've made it developmental, is this little girl, this little third grader wrote it best, and I'll let you read it because it's just nothing more precious than reading it in their own handwriting. But what Smile does is Smile is for grades 3 through 12. And it's preol programming to our kids. Please you guys can share. But what it says is it's um as a formative assessment. Sorry, Nikki. At the
012end of Smile, this is from a third grade. It says, "Has Smile made you want to want to um participate?" >> Oh. Oh. Want a particular job in the future? Please tell us about that job. And this little kid, I got this from one of my teachers by text. You said, "No, because I love I've always wanted to work at Burger King just like my mom." And as sweet as that is, this is the mindset of a lot of our kids. and it's it's all they see and they don't know that there's opportunities. The parents don't know how to get those opportunities for their kids. And this teacher wrote me and text me. She goes, "Well, I guess they didn't do a very good job." I said, "No, you did an excellent job because this
013is just the beginning." So that's why EOU is just keep expanding that radius of exposure that they're getting and um just it's just so rewarding to see our kids and just the other day just seeing them so confident on a campus and starting to talk about and one of our boys who's new to the program newly identified he walked through very uncom without confidence and said I don't think I can ever go to college and of course his teacher jumped on that right away and we got him all straightened out on that but so that's that's really Y EOU we're excited for the adventure and um there's just more information I give you on the health integration what we're doing in the program to make sure we keep exposing and expanding our kids exposure that
014>> so you're requesting 26 kids >> 25 kids to adults >> yes you >> oh and they're eating at the Mounty Cafe >> that's the favorite of >> I know well remember we remember Smile >> I told told Lisa may have told me I said the only thing they're going to remember is that darn ice cream machine >> I'm like oh my god but luckily that's late so the freshman 15 under your vocabulary planetarium I got stuck scooping ice cream that's all they wanted was ice cream >> I don't know why I beat their confidence you know but it's fun it's a field We're leaving phones home. Thank you, Lisa. >> No phones. No. I don't know what they're going to do. >> We're doing our email right now, too. >> Lisa, can you tell
015me what I do on this one? So, I wasn't sure in the long stories about graduates who've been through the program and what they've done. >> I came here. I did. Yes. >> I've got a quick story. So, I'm class of 1965. there were the Hispanic boy in the class of 1966 and some of the encouraged him to go to TVCC and he did and then he got a scholarship I think he went maybe to Oregon State went on to law school he ended up he's an attorney in Texas he's practiced before the Supreme Court and here you have someone from Ontario who probably could be cooking a Burger King but someone was there to encourage him and another quick story when Representative Benz was representative he would go to all the high school and
016he one story was trying to say you could be from Pine Creek like I was. He said I was in the third grade and I was number one in my class. I was also last there was only one student in the third grade at Pine Creek but the same thing you know you don't think you can't do anything. >> Yeah. >> So that's a good >> the sky is the limit. You know we just need to keep exposing them to that. So keep pushing us about >> we will have this in front of our business section and we will approve but not to do this twice >> and you're going to be here 10 more years. Is that right? >> Oh my goodness. >> Did not tell you we didn't vote. So >> don't time
017support. Right. >> 20 years ago. >> I know. 20 years. >> Over 28. >> No. 20. >> Picking all my garbage. I got the phone call. >> She came from Arizona. >> Yeah. >> Oh. Oh. >> Well, thanks Nikki. Yeah, we have benefited. Yeah, >> I give you an invite to our family night on Wednesday, but also there's one in April if you can't make that. So, >> huh. >> Or on the calendar. >> I know. >> Oh, I did bring you gifts, too. >> Oh, I didn't. >> Excuse my Thanks, guys. >> Thank you, General. >> Do you need I'm good. No, >> you're good. Again, we are >> during our meeting. >> Our meeting is going to be pretty long. Okay. >> During my other report, I'll be brief. This is more just
018>> so federal grants operate different than state grants. We begin the year October 1st and we end September 30th and state grants are as you know July 1st to June 30th >> because they couldn't make those the same. >> Yes, of course not. >> And so what we do every year is we uh do our budget and we plug in the cost of staff into all the grants and everything. However, we have to wait until we start the school year to see who gets insurance, who gets dental, who gets vision. Um the district has a cap that we pay for staff for that. So that heavily influences how much money we have at the end as well. Um so what's happening this year um is that our projected um budget has a deficit and that's
019for a variety of reasons. Our allocation is about the same, but we do have increased costs in salaries and insurance costs. And so we have a deficit of approximately 80K. And so what we're having to do is we are having to eliminate those positions in a title 1A are the instructional coaches at the elementary and the uh instructional assistants that do our small reading groups. And um that's equivalent to 3.53 FTE of staff in the current title 1A grant. And what we are um going to do is that uh we're going to not um we're not eliminating well we are eliminating those positions but they will still have a job thanks to another grant that came in. So, um we have the high dosage tutoring grant that came in that is very applicable um to
020what the uh staff is doing right now. It meets the guidelines of that grant. So, we will be eliminating these positions in this grant, but then we'll um we won't let them go. We'll make sure that they have a job in a different grant. So, I will be presenting this at the open board meeting because we need to have evidence that in a public setting um you are aware of this information that we are eliminating 3.53 FD of the title 1A grant and um we don't know what the future holds. So, here's where they are. >> The other grant is it a federal grant or a state grant? >> Um it is a state grant. Mhm. >> Are the grant is the grant money coming in yet or? >> Yes, it's available for us to
021grab. Yeah. >> Okay. >> Is it a new grant or has it been around for a while? >> It's a new grant. It's part of the new initiatives. Um and they're all very different. Uh some have a two-year period, some have a one. I believe the high dosage tutoring is for two schools. Only district on this side of the state that got one. >> Is there reasoning behind that? Is it >> I don't know. I just know that because when I was at the ESD they were >> saying that other there were other place well you had to have certain there were certain requirements to apply for it but also um I don't know some would venture to say that we were kind of the token eastern Oregon district but that most of them landed
022they gave most of the grants to the other side of the state >> and one is one is wrote a great grant too but also So, um, they would have looked pretty darn foolish, I think, if they hadn't given us one, given our demographics and our size and everything else. >> Well, it came at the right time for us. Um, we knew we had an exit a couple months ago, but what always happens is that staff because they're moving, they leave or because they're starting school, they leave us. And that's the trend. Usually, we have a couple resignations here and there. We've had zero. So, uh, because of that, we needed to act. >> Do you think the resignations haven't come in because you do the migrant some of that and so people were just
023panicked and hanging on to their jobs? Like there's a panic. >> No, our migrant dollars don't fund local I mean school FTE. >> Um, >> well, because they saw those positions being cut through >> grant. I think that people are holding on to any job that they have because everything is >> Yeah. crazy. So we yeah we >> what's the amount of the grant >> for the >> do I will get back to you on that because Christy manages that. Um I believe it is around 80k for year one >> it's about 160 or 70 over two years. >> So it's two years. So it's I know it's 80 for year one but I'm not sure of the second. I'm assuming it's the same. I think it's 83. Yeah, right around 170 total. >> So
02483 for Yorktown. Thank you. >> Does it have um I know that Christiey's the reading in terms of so is that is the grant focused towards >> Yes. So the IAS that work for the tutoring they have to have a specific number of students in their reading group and it's pretty minimal like four students tops or something like that. Um she's the expert in those guidelines. um I need to learn more of those of those guidelines. Um but she was very comfortable saying yes this FTE is actually working in that setting and we can make it work because we're using researchbased reading interventions already. So >> so confirming they'll will they be exited off the payroll this month then? >> Nope. It's a continuation of >> but will they be like terminated terminated this month
025and then rehire or do they just continue on? Like we don't >> continue on. We'll just change the funding source. >> Okay. >> The funding sources will change. >> The funding changes, but everything else. >> Do they receive a letter saying they've been like terminated? >> No. >> As is. They're just funded difference. >> But you need to have it on the record. Yeah. >> Longevity and everything. >> But all that stays the same. That's the funding. >> They won't see a difference. >> Sorry. Do you know how many um current IAS work under that grant? >> Uh we have roughly 18 or so >> just in elementary schools or in >> Yeah. Title One schoolwide is for elementaryaries and then the middle school has funding for summer school. they choose to be into funding.
026>> Yeah, >> roughly. And then we fund instructional coaches at the elementary level of title one, our Mckin mental leaison um and parent development coordinator district level. So there's quite a besides the instruction assistance. >> Any other? So at the actual open meeting, I will just be very brief. Hope that's that works. We just need it in the minutes. So >> thank you. >> Next on our work session is the budget. Is that going to be? >> Yeah. >> Y calendar. >> It's in the board packet. you know what page >> 184. So if you go to um quick view on your if you have a board book open >> and instead of going to a regular board meeting under board meeting if you go down scroll down there's a quick view and that'll take
027you to some links to also on the so you can link you can go right to it >> on the or if you but if you look at your board agenda on there and you go down into the business section and you link right on board calendar it'll link you right to it. You can just click that makes it easier than scrolling all the way down. >> It definitely does. >> So, basically, we have there's two meetings. We have the budget meeting and then we have the documenting of the budget, the board meeting. And each of those meetings need to be published. Um, so we use the Argus to publish that and also our website. Um, with the Argus, it needs to be published between five and 30 days. Um, So, so on the calendar
028we have all the prep work in February, March, and then we're going into April a little bit. We'll publish it April 22nd. Um, so we'll send it to the Argus a couple weeks before that just to make sure it's on on their calendar. Um, and so then I have planned for the budget meeting for May. It's a Monday. times or like >> usually do it like at five. I mean you guys can determine what okay if that works for you guys >> just put it on the calendar now and plan ahead. >> Yeah. So first Monday in May. Um and then we'll have about a week to finalize it in case there's has to be a a secondary meeting. We're hopefully that one night. Um and then we'll publish um once again for the board
029meeting to approve to adopt the budget. >> So Memorial Day is the fourth month. >> Correct. >> Are we going to meet Do we meet? >> Oh, we'll have to look at adjusting that that date. Yeah, we usually have done it the week >> before or the week after, I guess. Well, it talks the budget approvals in June, right? >> Because of that June because I wasn't about timing because we have to publish it with the newspaper. >> Yeah. >> And so >> we'll carry it over to the June meeting >> just in case. Yeah. >> So, what would be a reason that the first budget committee meeting needs to go to a second? If there's a lot of questions or if there's adjustments I need to make or they want to continue talking about
030a certain topic, we can always postpone can always postpone to another meeting. Um >> I can give some insight in that too. We we never have in my time here. But the year but before um I came on as superintendent, we had and Annabelle, you probably remember this had a previous superintendent in the previous um finance director and um it was a there were a lot of errors the budget. A lot of errors of the budget like um not going to say you probably think back to what that was, but there was a lot of of out and and a lot of things that were pretty it was but even though I wasn't deep into budget back then because I was a school principal, I wasn't didn't understand the district budget like it is even
031I could see there was a lot of errors in that. So, um, that's why they would have multiple meetings because you the budget meeting, the budget committee does what they're supposed to do, which is look at those things and go, "Wait a minute, this doesn't match this and doesn't match this and why are you doing this?" And I think that time we had four. Yeah. Um, you guys will get a copy of the budget. um at least a week. I think last year you gave them almost two weeks prior to the meeting so that you guys can look through it, find your questions, all of that so that when we get to the budget meeting, you can ask those aloud and and then Devon does a really good job of kind of breaking it down
032and and uh explaining such a massive budget in a pretty concise way. Is there are there still vacancies in the budget? >> We had let's see we had everyone returning that was on there from last year. >> Yeah. >> Um >> is there an open there might be >> one open that that may or may not have to be filled but there might be one or two. So there is one >> I will tell you this that that the um the law new law requires that if there's a vacancy on the board on the budget board the first attempt at filling it has to come from your um equity committee and then if somebody from the equity committee does not want to be because we just have this big discussion in our superintendent's meeting, our
033or off the record, our state superintendent meeting, and districts were having difficulty as they they were supposed to fill it with a a equity committee member, but the equity committee members didn't want to be on the budget committee. So, they're kind of going around and around. That actually could be changed and they're looking at potential even leg this legislative session, they might take that requirement out. So, it might even be a non-issue by the time we get to the actual time that we have our meeting wrapped up. Someone get on the budget board. >> Um, we actually we put out um we we've actually put out um uh put it on our website and advertised and said if you'd like to be on this budget committee, let us know. I mean, we don't usually have
034a lineup. What I mean, you know, I'm not It's just not >> So, so usually what happens is when we don't, you know, we we've advertised it and we're not getting anyone. We usually just are like, "Okay, we know can work, you know, can we work through all these people that have done their time, you know, that because we do want people that um that aren't going to rubber stamp it. We want people that ask questions and see that look at our budget. Um, and so it's been it's been both. Some people have said, "Yeah, I'd love to do it." When we've advertised, not very many. And then other times where we just try to like call people and seek them out and say, "Hey, would would you like to um to do this?" So
035>> So yeah. So I will check with the if we have a vacancy. I think we have one Oh, two. >> Is it a two-year commitment if you commit to it? >> Um, three. >> Three year commitment. >> One school year into another school year. >> That's really weird, >> huh? >> Yeah. It's just because then you're in the middle of a school year at some point. >> It is kind of budget the fiscal year. Yeah. The benium because like >> it's either two or four would get you kind of a full >> Yeah. >> So, um Okay. So, yeah. So I will check with the equity committee first to see if somebody on there is the hard part is some of those people work for us so they can't that yeah pushes them out
036and some you know what I mean. So >> um I will take a look at that and then um and then we can we'll just we advertise like we normally do not put on it. They had questions. >> Yeah. Well, it was Devon, it was your third year and you kind of realized after three years you you kind of honed in on >> what h how to go through a a budget um in different terms than you than is if you're a CFO of school district, right? but how to explain it to the public and to budget board members and and you kind of knew you kind of by then had anticipated questions they were going to ask and how to format it so that it was easier to navigate through >> and you gave
037it to them really early so they were had time to go through it and really analyze it. >> Yeah. And you can we actually have that posted on our um web page if you want to go back and look at that at any time like last year's to see what it was like you know if you have extra >> time I'll be reading the audit. I'm sorry I'm >> budget. I'm on the TVCC budget board and we four o'clock we two hours we approve it. They go into the board meeting and they approve the budget same day. Do you know people that could also be on this budget board too people? >> Well, we should also submit a couple of names and it it really is very important, but I like the idea. You want
038someone who's going to ask questions. >> Question for All right, we will we will be approving that calendar at the next item on there is the local local ESD >> the ESD local service plan. >> Uh every year we have to approve this and one of the things that usually generates some questions and they want to know certain things. So this is an opportunity >> to have those informal conversations. So get a chance to look at it. You may >> not be able to vote on that item. >> We will not be able to >> we will not. >> So >> you might be able to ask a question. >> Can I be pretty straightforward? It's mostly a rollup. So >> my question be what do they do for us? I mean I've been through
039it but I'm not sure what service. So the one thing the big thing that's changed from the time that I started in this position was that um so they have three basically local service plan one two and three and local service plan one is the portion which is special educations um and um the tricky part about that is is that obviously we're the largest district and they mostly serve very small districts who cannot really afford to have their own special ed director or their own speech pathologist or occupational therapists, all of those things. So that's where the consortium was created. So the consortium everybody so that they earn money, they get money off of the total amount of students that are in the county and then um based on that then they hire and they
040send put services out. And so at the time, um, I think that that that was really difficult because we felt like at the time we had our own special ed director. We didn't really need a special ed director from them. We we had our own stuff. So we ended up negotiating with them to opt out of local service plan one, which is special ed portion, because we had really our own department and did our own thing. And so, um, and it I'm not gonna lie, it was done much differently before Mark got there. And Mark, um, I'm just gonna be honest, Mark made it really fair. Um, not that, you know, we know that as a large district in a consortium like this that we're always going to have to give a little bit more
041than the little guys, and we're okay with that. But we were really like giving. We were really giving. We were paying for I think I I just remember at the time we had um we were paying for like six beach pads and only getting like you know a certain amount of time and and so it was not balanced as balanced as it needed to be. >> So um so we negotiated the the pass through so we opt out of local service plan one special ed piece of it and then the ESD passes money through to us and it's about >> yeah that's the flow through. So, it's about a million dollars. Now, we still go back and we still um have contracts with ESD with some of those. For example, occupational do we do occupational
042>> No, we do we do u >> I'm here. >> Oh, is here. >> Sorry. Um, no, we we do contract our own occupational therapist. They're hard to come by. They're kind of like unicorns. I see Jenna adding >> so hard. >> Yeah. >> So, >> but there's a nurse that um >> and then they they manage like the pathways um grant. >> Yeah. I was just thinking that we did I thought we had another contract but with with something like therapy but we used to but we don't anymore. >> So now >> on these other service plans we do we get other services. So like for example, a big one is CTE. Um and so our um high school teacher who's a nurse, so she teaches the CNA classes, we contact Sorry. So she
043um is actually an ESD employee and works for us. So those kinds of things. So does that kind of help you understand what it all what they all do? I mean there's >> so we get part of number two and number three >> or the service plan >> the LSP2 and LSP child finance countywide. >> Yeah. We don't do we don't so we don't get any of LS we've opted out of local service plan one and we're still in local service plan two and three. >> Yep. >> Yeah. So, every year we um we approve this for them and get it signed off. And and I think that the great thing about um Mark the ESD is is that um he knows that it's it's never going to be completely balanced, but he will go
044and um you know say, "Okay, what do you guys need now?" because he knows that we already provide a lot of those services for ourselves because we're large enough to do that. So, it's us and Harper in the county that kind of have some servicing out and everybody else utilizes or more likely to utilize this. >> Saw my name on the budget. >> I did see it. So excited. >> The budget board for the next three years. recognized that you said yes during >> I have a comment on that too. I was signing something I guess and I didn't know I was like Lisa when listen >> sign me up I want to listen to Matt >> the best numbers >> darn I'll never either you or Mike Black >> Mike's on there >> for
045the past two years but I haven't been at the meeting so you've been filling in for me But apparently it is hard to get someone because I my name keeps showing up. >> Well, this is your ear, Mike. I can feel it. >> They can't see I didn't do very good because I wasn't even there. >> Don't ask Mike what to do. >> Right. >> Ask Brad. >> So, if there's no other questions, um, what I would recommend is I don't think you two had a chance to go get you need. >> No, >> you went and grabbed something to eat real quick. Then we could start working on the evaluation pack portion of it >> while you guys eat. >> Okay. >> Cuz I think I might run out of time. >> Okay. >>
046He's like, go eat. We do all that. So this is going to be a proposal that we get to consider. It's important. >> Yeah. So we we purchase buses. I think it's every other year. Deon, >> every year we try. >> Every year we do one, >> but we it has been every other because of the end. >> Exactly. because once we order them, it takes at least a year to get here. So, what happened was um CO slowed everything down. Well, a district across the state purchased a bunch of buses knowing how hard they were to get. >> So, now they have sitting in their parking lot a surplus of some buses that they're trying to get rid of, brand new international buses. And so, um, these buses are coming at a 40% or
04760% reduction. >> Uh, 40% >> 40% reduction. So, buses are right now costing at least $200,000 per bus. So, we're getting these buses for >> $15,000 per bus. >> So, that's a pretty significant saving. So, we're thinking we're we're going to save if we order if we buy these buses from them, these brand new buses that are already number one, we're not having to wait a year, >> and number two, we're saving $140,000. >> Okay. So, you're going to buy or wanting to buy two of them? >> We're wanting to buy two of them. >> And we normally purchase one a year. Is that >> Okay. >> So, we won't have to buy buses for the next couple years. >> Oh, okay. >> So, then you would basically skip next year. >> We probably skip
048the next two years. >> Oh, sorry. Go ahead. >> I was going to say, do you retire a bus when you buy a bus? >> Yeah, that's another thing. Two buses >> because of space. to have when we come to the those >> because remember we've been on delay since co we've been kind of behind behind >> and so we got um we got two last year the year before we didn't get anything but we're on like a a one a year cycle >> tonight. So is it going to be though we'll have two >> two last year two this year die at the same time. Is that why you're asking? Yeah, cuz well you have the use they don't die but the useful life of them when you >> they're very usable. They just
049have a >> you're kind of out of sink. >> Will we be out of sync with our useful life? Yeah, >> a little bit, but we'll probably extend the life of a couple and then >> So then on top of that, we get reimbursement on those buses and the purchase price. So 100. So it' be 70%age of We can afford two buses. >> Yeah, we'll we'll reserve that. >> Where did you say they were? >> Which will help if next year. Where did you say they were? >> Just go pick those up and drive back. >> We're actually Shannon was really negotiating with them. She's like, "Hey, if I send our own people out to drive them, so you don't deliver to them and da da, can I get a better price and a better
050price?" So, we'll probably end up we may just end up sending flying a out there and then having to drive buses home flying drivers out. >> Eric buses so I can drive one. >> So, quick story. In high school, I worked for the city wreck and I picked up a school bus for kids and I went over here and went to the stop sign and the brakes didn't work. >> Oh, right through the stop sign. >> The life was done of that never let me >> or maybe use their air mic. >> Exactly. >> I had about every year I budgeted $300,000 for buses. >> Okay. >> And so this is still under the budget. Can you use the surplus savings from that and reallocate those funds or no? >> Allocate those. I'll expand on
051the budget actually budget for next year. >> Okay. >> But we'll use it in another way. >> Yeah. >> Just making sure it's not a use it or lose it kind of thing. There are those. >> No, we pay for it up front and then we turn it in and then they reimburse us. And that usually comes after >> so it does it after state funds or federal funds. >> Yes. >> Good question. >> Yeah, that just came in that we knew so we'd already set the agenda but we want to get a box for Okay, >> that no questions. We're going to move on evaluation here. We evalate superintendent and you get a chance to look at the packet and then come here and be able to say what do we how do we
052do this or any questions you might have? >> So you guys all got the packet. Did Andrea send that out? Sorry. >> So, she's still been working even though she's been in Georgia. Um, >> but just so you know, >> no. >> So when when does this look like >> this was created uh Oregon School Board Association alongside KOSA created actually with KOSA? I think they did some just some updates to it. But this is a um evaluation handbook that's that they established and there it used to be there were nine standards and they it was kind of confusing because one of those standards was kind of throughout all of them. So they reduced it to eight standards. So this is the handbook we've been using. So it's been been new. Well, we've used it
053the whole time I've been superintendent, but the updated from nine standards to eight standards has been used, I think, for about the past four years, maybe four or five years. And so um what normally what we do when we meet is we sit down and I will share evidences with you. I don't I try not to share too many because we would be here for four hours, five hours, six hours. So I try to take samplings of each standard to show you evidence that um of that I've what I've done under that standard. I also will do a self-rating for you guys and then um you guys will once I'm done sharing out sharing my my um evidences you guys can ask me any additional questions while I'm there and then I will leave the
054room and you guys as a as a board will um come together and agree upon a rating, a consensus. And then once you guys are done with that, you call me back in and usually review that with me. And then um then in the end, the board chair usually writes a puts together a letter and that is what is what goes in front of what is what on is on a board agenda which you guys that's actually usually done a little bit later. I think we've done that in like April in the past. Well, except for that one year July. But when you do that, um the only thing that has to be done per my contract is you guys have we have to actually hold the evaluations and have you evaluate the that scores
055no later than March 18. >> Now during February meeting and come together do that first part when we get together from our standpoint as a board I typically will go and ask each one of you on each standard where you score and some comments. Those comments are reported by Andrea. Andrea with violation for them as part of her evaluation packet. So you don't have to sit down at home and go through that entire packet and just lament over it and how am I going to write this up? It's not anything you're writing up. It's forming thoughts about a certain standard and then coming presenting to them. >> Yeah. Then if I could the and I don't know that this is a bad thing but when the other newspaper from Vale was here they wanted a
056copy of all of our notes from every meeting >> and public document. >> It's a public document so we had to turn in our the other the real problem we had because you give I think it's a one two three or four whatever the numbers are. Well I had one board member who Nikki got a zero on everything. So, we work through that. But the other part is if you average them out and you have like a 3.4, is it a three or I guess it's a three. Not sure how we've resolved it, but but it made it real difficult. >> And we haven't done that since I've been on the board. We've done it through consensus. You know, do we do we do we all align with three? Do we all align with four?
057it and we take the evidence that we've just talked about comments from I might start a four at the beginning. >> Yeah. >> Because there's things you guys thought that I didn't first >> and I think part of it is you know I I think it's a four because of this or a one but he just was no more comment. Well what do you mean zero? The other thing that's been that was um had been a little bit um awkward was um there was a time where I'm sure there was on the board and and so you had a through zero from one person and a four from another, but the the tricky part was um having consensus on if you're going to make comments on that because I got a a feedback one year
058and and it had um that the superintendent does an excellent job in this area and then the next comment was superintendent it's does not so they contradicted one another right and so um those are that's a really challenging like OSBA came in and and actually they use that they use valuation as a training for other boards in the state um because that's not valuable feedback when you have two comments that contradict one another. So, which is also why it's important as Brett said that they encourage you to have consensus on that as a board and then and the board chair would write a one several sentence to combined the comments. The other difficult part was that we had an OSBA trainer here working through this. We worked on this for over a couple of years.
059So, >> so for this evaluation is for us >> next steps when we get the February board meeting in February should pick a date we would do this by >> we could do that now >> busy on a Monday or Monday's easy Mondays are for me right now, but I'm like, "Oh, it doesn't really fine." >> Yeah, like >> Yeah, Monday's fine. I think Mondays are easier than PTO site council >> like like Monday the um we have either Monday the are we speak >> Wow, that's like tomorrow. >> Um >> I've got a site council till 5 available. Well, we have a board meeting on the 23rd and and President's Day is a holiday on the 16th. >> So, yeah, >> but we can I mean it doesn't have to I guess it doesn't
060have to be a a Monday. We can do um can do like the >> Monday. I think for all of us it's going to have to be in the evening unfortunately. >> So, Monday it's like 5:30 here. usually in the evening. >> So like are you saying like 5 5:30? >> Yeah. We'll be in second. >> Okay. Well, we can do it on a different day. >> Well, the rest of us >> February 9th at 5:30 for you, Abby. >> Don't know. It's gonna work. >> Okay. And why do we bring that? >> Okay. >> Yeah. I just go through and I decide what comments I would >> because I'm the last one. >> Oh, >> so right down. You guys may you might script something, you may not. Stand as far as a score
061on that particular standard when you get into the executive session. >> It is an executive session by the way. >> Are you going to provide information to the board that night? Yes. Okay. I know it's it's so here's the thing as a new board member is like >> it is gonna be hardest for you guys as new board members because number one understanding this been on the board a certain amount of time but usually after you get through one cycle you'll kind of have an idea of like what to look for throughout the year. So usually you're you're seeing it throughout the year. So when it talks about um something specific to to leadership or um well one of the standards is around um um negotiating like with our teachers unions things like that and
062we did just go through that process last spring but on the board then you know it's so it's kind of awkward the first time because you haven't been Um but but if you want to reach out to me like if you're looking through them and you want me to provide clarification on like if you say you want can you give me this um Brett could probably actually you probably would be better at it than than I would to give provide some clarity. He'll be able to walk you through it because he understands what they're asking >> and the pack kind of explains how to do it. >> It does. It's it's pretty it's pretty simple. It's so um it is pretty easy I would say easier in that um so one of them is effective
063organizational management and then it gives some descriptors and then you do the rating. So it gives you kind of some examples of what to look for >> and then are you going to supply the artifacts? >> Yes, that's what I'm going to do. I'm going to do it that night at the meeting. I'm going to give you So when I said I'm going to give you evidences or artifacts, >> I'm going to give you a few because otherwise my first year I had a I had a binder like this and I couldn't even get like we would be here. So I just give you samplings of them. Does that make sense? >> Yeah. Would it be possible to have those before we go in a rate? Because I feel like we're doing this like if
064I were to give an evaluation, which we just went through evaluation season, >> I would have the artifacts and then be able to give the evaluation that way instead of coming in blindly. >> I will I'm just trying to think of like how would I rate you if I've only been doing this for six. >> I I will work I will try. >> Okay. >> I know. But I will try to get something out to you. Okay. >> Ahead of time that gives you some samplings of that. How about that? I'll I'll try to do Does that seem fair? I mean, like I like if I don't know what I'm reading. >> Yeah. I mean, we've always just we've always ever done it this way where I show up and give you those samples of
065those in person, but I will >> Okay. Thank you. >> Thank you. >> I'm not very soon ahead of time, but I will work on it. >> Okay. We are >> closing up and we need to take a few things starting here for a little bit. So we will close to about a three minute