Regular Board Meeting & Budget Hearing

001Thank you so much for You weren't here and then it kind of got lost in the Sorry, I'm not going to help on that. >> I would pledge >> Billy Burr, we're passing a resolution hopefully. So therefore, can I ask you to lead the pledge? Thank >> I would take you there. >> Ready to begin? >> I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands, one nation >> under God >> And then the speaker went out first. >> I had pneumonia 2 months ago and the cold where they cough is still >> Oh, I'm sorry. >> No, I'm coming. >> Okay. Um, next item, approval of our consent agenda. The um several personnel changes. Um is the one and I'm That's in the other

002report in there. I just remember I just realized that that you mentioned the other half-time reduction for us. >> And that's not in the problem. >> Okay. All right. So, we'll be a lot people at the next time we go there. >> No, it'll it'll come up tonight. >> Okay, but you did we did not consent. Okay. Thank you. Any questions on the consent agenda? We have agenda staffing changes and then the minutes of the last meeting. Okay. So, Okay. >> I will second the motion. >> Okay. Any objections? Seeing none, the consent agenda is adopted. Thank you. Okay. Um any modifications to the agenda? I have none. >> Don't know if this would count as a modification, but in light of how robust and long an agenda we have, I have a request that

003um for the reports that we have um like on paper, etc. Maybe we just raise any questions we have rather than going through them. >> I will bullet by bullet. >> Yep. >> Okay. >> And I think that we we So, two things. One, I think we have a lot of buffer in here given a lot of these topics. So, I think I hopefully we will hit our usual 9:00. And for my original commitment, if we as we approach 9:00, if it's obvious we're going to go long, the board will vote and extend the meeting past 9:00 or move the agenda items to another meeting. But, we can still certainly do that um with with your suggestions. No like superintendents. >> Yep. >> I'm good with that. Yeah. >> Uh Okay, you didn't have any

004modifications? >> No. >> Okay, we'll move on. Um Um any public comments? I see none, right? Okay, moving on. So, now we will um uh We need to step into the budget hearing. I'm drawing a blank. It's not We don't want to Yeah, okay. You don't close it. You recess. I think it'd be official there, right? So, we're going to We're going to recess out of our um executive or sorry, of our regular board meeting. Um so, we're going to do that. So, we recess that, and now we will open our uh budget hearing. So, we are. Um and um Uh so, yeah, it starts with um Do we have comments? >> I didn't receive any public comments after the uh budget committee approved the budget. >> Okay. >> We're proposing uh >> Okay. >>

005And then we have bank for those if there's anyone out there in the audience physically or virtually. The budget committee, which includes the board members, did review the budget and approved it in the last budget meeting. Now, this is the last time for public comment, so that's what we're doing here. Um any member of the public commenting about the budget? Nope. That takes us all back. Uh okay. So, with that Okay, to close the budget hearing then, right? That's all there is to that. Uh and then of course, we'll re- We Yeah, there you go. We'll uh uh All right, so we're going to close the budget hearing, and we will re- um re- um come out of our recess of the regular board meeting, and move it up. And that takes us right to

006the actions now for the budget. That is our biggest priority today. Um so again, the We have two resolutions. Uh one is um Pardon? resolution 2526-02 and then resolution 2526-03, 02 um outlines the appropriations that uh were basically where all the money is being appropriated all the various funds and then the other one is setting the uh regular property rate, the uh local option levy property rate and then the uh total assessment for the debt service for the bond measure. And again, these exact resolutions were passed unanimously as I recall at the budget meeting and so we just need a motion to approve both of these and then open it for discussion and then vote. >> I move that the board adopt the resolution 2526-02 um to adopt our budget for fiscal year 2026 2027.

007>> Okay. All right, we have motion and a second. Any further discussion? And again, for the public who might be out there listening, we we have multiple budget committee meetings where this was reviewed um so it's not like we're just sailing past this, we've already been in this in detail. Okay. Any other discussion? Yeah. Yeah, okay. So all those in favor of uh passing resolution 2526-02 Okay, that's four zero vote and by the way, I should have mentioned Ryan was not available to join us today so we have the four of us but that's still quorum. All right. Now we have resolution 2526-03. Okay. And again, this is to uh basically uh Yeah, yeah, uh approve the three different tax rates. >> Second. >> Okay, thank you very much, Sandy. Any discussion on this resolution?

008Okay, seeing none, all in favor. All right, another unanimous 4-0 vote. Excellent. Okay, and again, Jennifer, well done on the budget. Um reminder to the public that might be listening, we did have to cut out over right around a million dollars. We did that through staff attrition, particularly on the uh instructional assistant side. People are leaving, they we're just not replacing. Um and then um one license and one admin through again some departures there. And then some limiting reducing our transfers to our reserve. Next year will likely be a much more painful for us. All right, excellent. >> Thank you very much, Jennifer. All right, moving on. Reports. PEA. >> Um As we report to you the Lynn and I are the new presidents for um 2026-2027. And I uh >> Yeah. >> And your

009name, I'm sorry. >> Alicia Moriarity. >> Thank you. >> Um we appreciate the collaboration between admin and the evaluation committee to adopt um to adopt our evaluation handbook. To adopt 5D plus and adapt our evaluation handbook um to reflect that. Um we've drawn up a summary document that we're going to use to train our PEA leadership so that we can go out to the buildings and we have a better understanding of that. Um I think we're waiting on uh Suzanne's response to make sure that we have a good understanding of that reason for that document. Um the committee has recommended that we create another committee to um come up with definitions and guidelines for fine arts assistants, fine arts supports, um those definitions um because we don't have them um in other places. Uh and

010where we're going to put them, we're not really sure If not, any evaluation evaluation handbook, um but we appreciate all the time and and effort that the community has put Hopefully the next community to do that. Um thank you to uh for continuing to work with all so that um Saugus can be well if and when emergencies arise. Um and we're looking forward to continue to look at protocols until that next year we'll begin to continue to practice those at unexpected times, um like fire drills and lockdown drills and lockouts and those things just so that >> More random if you don't mind, yeah. >> And we've started doing that, but to continue to to do that so that we are better prepared for that. Um and we want to thank you admin, EPS, and

011EPS PTO, and the board for participating in our end of year self-assessment and graduation and things. Thank you, it's been great. Um we are greeting you that from everybody on the board. And we look forward to next year. You know that the budget is tight. Saugus is a town and a community that is growing, and growing family in our district. Um and we're not seeing the drop in student numbers like some other districts. So, one of our strengths is a dedicated staff with teachers and support staff. And when you look at finances next year, we hope that you will continue to look at ways to make the budget make sense with also keeping the needs of the staff directly with the students. >> Uh and so, is there a plan to proceed with that new

012subcommittee or secondary committee on this? >> Yeah, we we've talked about it, and I just haven't gotten to reading what the summary was that got put together that then would generate that next group to be able to do that. So, that's on my docket. The other piece that I wanted to let you two know because I'm not going to see you for a while is um one of my charges for the summer is to put together um I'll call it a safety flip book. 400 years ago we used to have those things that hung um >> Yeah. >> by doors. And it's not going to be necessarily the same things, but it's it's like taking those things that that the association has asked about and asked for and being able to have them readily available

013in a what is it I need to know in a in a quick made document. So, that's my summer one of my summer charges um to be able to look at that. >> And yeah, so one flip per essential characteristic here, right? Right, that's the idea. >> Yeah, the idea is just to put the essential things that need to be there and >> It's nice. >> Yeah. >> It's great. Excellent. Okay. Any other questions? Okay, I don't thank you very much and you can congratulations or condolences however you want to do it. I can uh yeah, I can empathize. Um and I see no OFP. >> Nope. >> Right. So, okay. Uh moving on um student services report. >> Move back here so I can see the >> Sure. >> I have to do it

014again, I know. And while it's saving, it never shows the preview. Uh things we're going to um the first slide was just kind of reviewing what was um shared last year in May of 2025 and that's where I did some trends like what it looks like um in terms of sub group population um by eligibility categories. And then also talked a little bit about how student services, um, supports, uh, multilingual learners, special education students, and students on 504 plans, and um, but really every student is a Gen Ed student first. So, that's the philosophy. And so, the student services really it just provides a wrap-around additional support to those students. Um, and so, the other thing, um, I ended with last year was kind of where we were looking to go into this year. And,

015um, we had participated in cyclical monitoring, so that's supervision by the Oregon Department of Education. Um, and we had, uh, had some corrections that we needed to do this year, and that's complete. Um, so we are are good to go with that. That involved some training, and then actual some paperwork corrections. And then also the development of a special education manual, and so, that is also done, and it's a digital, um, manual that's pretty comprehensive, and it's shared with case managers. Um, and it just walks through everything from the evaluation process to developing an IEP, to, um, transportation and our extended school year. So, just a just a go-to manual for case managers. And then we are continuing to work on building, uh, engagement with, uh, SEAC, so wanting more community input and facts. Uh,

016we have a core group, and that core group has remained in place the last couple years, and we want to make sure that we get new new people involved as well. So, this year, um, Philomath was identified for focus monitoring. So, that's another, um, supervision by the state. Um, so every 3 years we'll be part of the cyclical monitoring. And then this focus monitoring was actually a new process, um, this year, and, um, it's it's not good news in that we were determined to have, um, be high risk. Um, and so the the factors that they looked at were our, um, special education, um, and indicators. And so, the areas evaluated were, um, number of students graduating who have IEPs, um, compared to gen ed students, um, academic achievements, um, gaps between gen ed and

017special ed students, and then, um, placement, transition planning for after students graduate, and post-school outcomes, and then disproportionately, and then overall district compliance determination. So, that's kind of what they're looking at. Um, I shared with ODE, so ODE came on site May 11th through the 13th, and I shared in that process my concern with, uh, the lack of transparency in the rubric that guided our scores. Um, and so, we had some good conversation, and it was a really great visit in that they were able to interview gen ed and special ed staff, and also our our building admin. They visited three school sites. And, um, it was really nice to have them come in person. They actually were out greeting incoming first graders and kindergarteners as they're coming into school. So, just seeing what it

018looks like, um, in practice rather than just seeing data points, um, you know, removed. So, all in all, it was a good experience. Um, and I we can go on to next one. So, essentially, they have a rubric, um, and they assign points based on certain areas. And so, our areas for high risk were our secondary transition, which is already addressed with our cyclical monitoring corrections. That's paperwork compliance pieces that we've done training around, and that was for 2 years ago now. And then, post-school outcomes, um, that's the interview that takes place after a student graduates or, um, exits school services. And, um, we had a we had high um, we had low participation I would say last year. And again, we're a smaller district. So when eight students, we are able to connect with

019eight students, that has a huge impact on our score. And so that's really where that comes from. Some students really don't want to be interviewed a year after they graduate. They're moving on. And so at sometimes it can be hard to track students down and that varies year to year. This year I know that our transition specialist, she's like, I I'm able to connect with all of all of our students. So it will just kind of vary depending on on students. And those two, those first two secondary transition post school outcomes, they were weighted so that you either get all high risk points or you are low risk. So there's no in between. So again, that's kind of part of the transparency. Like, how did you guys come to these decisions? That was part of

020conversation. And then our state testing and significant disproportionality, that's actually another interesting area for Fillmore and that when we did a root cause analysis, it's not that we are over identifying Hispanic students with a specific learning disability. It's in fact that we have a charter school that serves a large number of students that are outside of Fillmore. So they're not resident students and they're actually choosing to come to our charter school from Polk County. And so when we have 15 students that are Hispanic with a specific learning disability and you remove four who are attending our charter school because they're choosing to come to the charter school, then we no longer have significant disproportionality. So again, it's like a small population and then when you when you think about that, then it's not it actually

021is not significant disproportionality. So just kind of keeping that in mind. And the the important piece is that able to provide that narrative to the numbers like gets real key. Moderate risk for our graduation rate for students with disabilities. I went and did a deep dive and for the last 10 years, um our students with disabilities have graduated between like around 50 to 60% is what their graduation rate is. That's not great. So, that is an area that I'd like to to focus on. There was one exception in 2000 um in 2021 and that was that wonky year after COVID. So, that was the only year we had 84% of our students graduate and that's the target. So, we don't meet that target then we get high risk points or moderate risk points. And then

022where where we're doing really well and I think this is really important um and they actually didn't weight this as heavily is educational placement. So, we are serving most of our students, 85% of our students in the least restrictive environment. And that means that they are are accessing a lot of the gen ed classes that non-disabled peers are and I think that's really critical. Um and then also um the second part is like annual determination. That's in large part thanks to Jennifer with the maintenance of effort and then also um just our reporting. Um so, the state reporting that has to happen um that's where the hands are coming in. So. Um I'm still waiting for the final report from ODE from their visit um but some celebrations is so um two years ago we

023had some paperwork compliance issues. We've corrected that and and they recognized that we had actually no errors. Um so, we are we are making good work. So, that's a uh a really a great celebration and then um moving forward kind of thinking about transition planning. That's been a large conversation this year in our post school outcomes. Um and then academic achievement gaps and significant disproportionality. We have to allocate now uh 15% of our IDEA funds to early interventions. And so, because of the being identified as having significant disproportionality and so thinking about that uh uh I think we can really we have an amazing RTI program and so we can continue to collaborate and work with RTI teams and also recognize that there's some external factors that are beyond our control and I'm it's just

024we're not going to start discriminating and not allowing students to pick up and drop this based on um eligibility or income so um the next part is just moving into what I shared with Oki so there was an opening meeting where I could highlight some of the important work that our district is doing and so I was just going to kind of run through this this just acknowledges that we serve primarily most of our students in the general ed setting and then depending on student needs we move into more maybe restrictive or self-contained programs so more removal from the general ed. Um but I do I think this year all of our students had an opportunity to participate in outdoor school and that's really great so that takes a lot of planning and preparation and

025I think that speaks to the heart of our teams and the work that they do to make that possible. >> I don't I don't understand that part. You don't understand that? >> Yeah. Um so 11% of our students are then in that 40 to 79 these are federal placement codes for students and then only 4% are less than 40% in the general ed setting. And that those decisions are made by the team with parent input. >> So that that that 40% is a percentile? >> Mhm. >> And they're performing at the 40% or less? >> It actually means that they're spending 40 to 79% of their day in the general ed. Yeah. >> Okay, okay. Thank you. >> Um and I wanted to share about our RTI work and that looks with our K8 program

026and a lot of collaboration with our special education and RTI specialists and data review and making uh decisions about um student groups and and the work that happens um across grade levels and then also recognizing that we have a really unique position in our district where an SLPA we actually were able to hire in districts were no longer contracting with the ESD but that person really targets kindergarten first grade articulation cuz we understand that speech sounds really leads to early literacy success and supports reading. And so um unique to our district. I wanted to share that with ODE as well. Yeah. Yeah. And so we hired um for for someone to be at Clemens next year and it's a part-time position but it really we've seen a lot of success with that. Um and then

027wanted to share a little bit about our highly structured program. So when we are talking about kind of the the 4% that are served um less than 40% in the gen ed setting we're talking about students that really benefit from a lot of structure. And so in our district we have um programs at every school for that highly structured um setting. And in the 2016-17 school year really wanting to focus on um some collective training around STAR. It's a curriculum that's um uh applied behavioral analysis that really focuses on teaching functional routines to students with autism. So and expressive language and social skills. So we're sending teams to to that training and then um also uh a comprehensive curriculum for K through our transition program, which will be really important in those highly structured classrooms.

028And part of the evolution of the last couple years has been a highly structured program at Clemens. We're seeing a lot of students with developmental um disabilities that are coming into kindergarten. And so, wanting to make sure that we're offering full-day access to the students and providing the structure and support that they need. And so, we had a lot of success this year with our program at Clemens and um it it was amazing. >> Yeah. Is that what you did there this year? >> Yeah. >> And how many high structured classrooms are there like there? >> There's one. >> Okay, just one. And then it's like all of like four grades are there or like kids from all the grades are in that one classroom. >> One access that classroom. Yeah. Um also just when

029we talked about this, so I and um being aware of >> I'm we offered the ABA one training for um instructional assistants and then also safety series for all uh staff and those were led by a behavior consultant. And um the feedback from from that was really great. Um and then moving into the next Um we also piloted um a a space training for parents. So, that was led by our school psychologist. And um the feedback we got from one parent was it was literally life-changing. So, I think that really um that's something we want to then bring to our other schools and make it and partner with our school counselors. And so, we're looking at um at having more offerings next year. What was cool is we were able to provide food for the

030for the kids that came and then the kids had um a child care by some high school volunteers. Um and then the parents were able to sit with um our school psychologist and really delve into this proven program for parents really focusing on anxiety. We're seeing that to be a real need and so um that was it was really awesome. And yeah, you know, okay. Um and then wanted to to shout out to our emerging bilingual advisory committee and the work that they do. The regular monthly meetings that's really important and our family support liaison that that connects with families as well. Um and this year we had a multicultural family dinner where we did some surveys of families that participated. We did it in partnership with Corvallis School District. And um and the surveys

031we got back from families was please do more of this. So we're looking ahead to next year about offering more family dinners. Um And then um because our our focus monitoring scores were in large part because of secondary related to secondary services when I think about post school outcomes, graduation rate, um and then our secondary transition IEPs. I wanted to make sure that ODP knew what was happening on the ground and so I wanted to celebrate some of the amazing work that happened at the high school. Um this year um there was course offerings that for students with disabilities um a modified math class, health and transition class. And so that really um making sure that we're aligning students IEP goals with the courses that we're offering. And so you can see the success with

032the transition class like all those students applied to LBCC and we have um three of them going out of state. And then another aspect um was the community uh mapping project where students went out into our community into Philomath and were able able to identify different resources from where like where they could live. So, have you fill out an application for an apartment? Where Where could you live? Where could you get some medical support? What about leisure activities? So, just really getting familiar with what our community offers. And again, this just talks about we're excited for a relocation and and that's underway and having conversations with the case manager that will be leading that. And then we're going to continue to expand our course offerings next year for students especially so they really do align

033with the targeted areas of need. And then um for tonight, I just wanted to end by saying I kind of did a lot of data and I explained the focus monitoring and and that piece, but really beyond compliance, it's it's the moments of unconditional positive regard that I see across the district. And so, in the last couple weeks um these there was a lot of moments and so I just chose three. And that was like I was filling in for a case manager and hearing the Jenna teacher at the elementary school just talk about the support she put into place to really get to know the kid was so amazing and transformed. He was going from being four credits to being 65 in the course of the year and that's really a testament to the

034teacher's work. And then also, you know, having a staff member email about a neurodiversity training they went to at OSU in a really busy time to like commit to going and learning more. I was just really blown away. And then finally, our case manager here at the high school did a lot of work to make a smooth transition possible for eighth graders moving up to the high school in a kind of highly structured program and just to make sure that they were familiar and and knew what to expect. And so, we have really great people. Yeah, any questions? Thank you so much. >> Thanks for the good work. Yep. >> Cool. Thank you. >> Thank you very much, Bill. Thank you. >> Um can we have our facilities report from Yep. Any questions? The one

035which I have which I didn't get into that first of all is great summary of all the great work. You mentioned a pool. I can't really think about it. I don't think I found a pool. Looking at that thing there. >> But he's in it. >> Um I I mean it was a fairly a page and a quarter or so which was the last time you did a pool. Um but So he he's got a lot of, you know, um replacing water heaters and all these things. Obviously, that's within his budget. He's got to be kind of all set for next year. So do we have a We just started this since the last time I was in the report. Uh you know, that 1-year 5-year, 10-year, 25-year replacement cycle for all key assets whether

036they're vehicles or water heaters or HVAC systems or whatever. Do we have >> It It doesn't go to 25 years, but we have a We We have plans and that's one of the things that Jennifer put in place was, you know, wanting to for instance make sure we had that for vehicles, things like that so that we didn't find ourselves high and dry with nothing. Um and boy, I don't I wish that we could have the air conditioners and everything else all figured out what we would need to do on a standard scale. Um uh That's magical mystery tour every day when you have different AC um equipment in each of the schools. So, um that's what we're we're we're staying with and what we're trying to work on is what is it that we

037need to be able to make sure we do um within the course of But I I you know, I would say that in some areas we could get out to 10 years. And right now we're getting out to bonding. That's kind of as close as we're we're working. >> And I guess that's what would be interesting to see is what do we think should be covered by way you can't buy a vehicle with a bond measure, right? And so what would be what are we covering through operational expenses in that 5 to 10 year window and then what do we look at? Yeah, really the only way to do this is through a bond. >> Yep. >> So I would ask if I mean, I don't know. Bring it up when we do bond requests,

038but if we can look at maybe in our August meeting >> Mhm. >> or one of the early ones in the fall is to see that list that Jennifer and Joey have put together and just to get a sense for that. I would appreciate that. >> Okay. I did I didn't feel like I could keep him from his expectation. >> Yeah. No, I yeah, I didn't ex- I mean, I we did make this request before, so that's probably I just that would be something I didn't didn't see it. >> Okay. I did um, it's not necessarily a question for anyone, but I read an article in the paper about the the turf project updates and uh, I was interested. I I don't recall there being actual like numbers of where they are in the fundraising,

039but just that they are creeping closer um, to their fundraising goal. So I just wanted to try to raise that. Um, sort of a mention. >> Yeah. >> Uh, >> Yeah, anytime there's a community effort to do a big capital improvement like that. So it's impressive. I mean, it was we talked about this briefly and I don't remember right, but a big number. 100 you know, a few hundred thousand, right? >> Over 500,000. >> 500,000. Yeah, I knew it was way up there. And I don't think they're >> I guess I got the impression in that article >> Sure. Okay. >> Yeah, that's that's pretty good. Yeah. >> Yeah, yeah, for given the scale of that. That's great. Yeah, I mean, the I mean, it's also baseball related. They you know, it was it was

040a community effort to build the batting cages and we've got a few of those. And the new hot lava course at the elementary school over the summer. Yeah. All right, moving on to the superintendent's report. >> Yeah, and what I gave you was more of a an end of the year look. Um Anyway, it was in the in the packet of There it is. Uh I wanted to start with the graduation success and and I couch this in when the state's numbers come out it could look a little bit different because they sometimes count kids differently in terms of how long they've attended over the course of the year and things like that. So, this is just a shot at the number of students we had in our classes and the number of students that

041we had graduate from our um our three institutions this spring. So, at the Fillmore Academy 22 graduates, nine GED completers, and it was an 88% graduation rate. And when you're talking about smaller numbers again kind of like we talked about with budget, those percentages get pretty huge. Um 118 graduates or 97.5% at Fillmore High School, and eight graduates at Kings Valley um at an 88.9. When you've got that few, um I I think we're talking about one or two students. And and that's it. So, >> That's the best number I've seen from there. >> Yeah. So, um uh that was really nice. Um and then it was really about what are the summer happenings, um, at what's going on, when are we, um, closing school offices, when are we open them back up again, and

042then, uh, really the things about on-site registration, and our in-service week. One of the things that we will talk more about with the board, if we're going to change things up in in-service week. Um, the schools really want more time with staff in the schools. So, instead of starting with a Tuesday morning breakfast, we're going to start people Tuesday mornings in their schools. And, uh, then we were looking to have the the board barbecue supplemented, um, so we won't have to We'll do We'll do coleslaw and potato salad in a reasonable-sized dish, um, for everybody, because that's that will be our meal that we will provide, um, for all staff, and then we'll go into our district professional learning, um, af- in the afternoon. So, it was just changing some things up a little bit,

043um, to be able to maximize time that, uh, that the school principals and administrators had with their staff in schools. >> Can I interrupt really >> Yeah. >> So, what are you So, are you saying there's no barbecue for >> Yes, there will be. It will be Tuesday, but instead of Wednesday. >> you. >> And there won't be a Tuesday breakfast. >> Got you. >> So, we've just kind of finessed some things around a little bit, and we're going to make that barbecue our our district meal. And so, that's why we said yes, we want the board involved in it, but we're also going to say we've got resource that we would use for breakfast that we want to make sure that we, um, don't have to have 45 containers of >> Right. >> um,

044potato salad that we're constantly going back and forth. Let's make sure that we've, um, but but want to, um, appreciate and respect what the board has a a willingness and a desire to do and want to work district and board together. But yes, we still want to do that. >> I wanted to make a proposal. I have a lot of soft taco ingredients that I would like to donate so that we have soft tacos or street tacos or whatever you want to call them instead of burgers. It would free up a lot of space in my freezer. I have a food handler's permit, so it should be legit. But that would cost the district cost our little budget very little because I've got all the meat, all the shells, all the chips, all the salsa.

045>> Wow. I think you win. Okay. >> I was hoping you'd say >> Thank you. >> And then we can supplement with whatever, but >> and that's kind of what we we talked about that we wanted to be able to make sure that we could could coordinate. But we just decided that with the amount of time of the 24 hours in that across that three days that we have licensed staff have 12 of those hours that they are entitled to in their classroom. And so that gives us half of that. >> Right. >> And when you only have half of that, it's really about where do you need to maximize the time? And what we were losing out on was the time primarily with the schools in order to be able to do that. So

046we said, let's put more emphasis on the schools and what they need for time with their staff and less on what the district needs. >> Well, the luncheon will be very easy. >> Cool. Thank you very much. >> You're welcome. >> Going to be huge help. >> That's great. >> It's a huge help for me, too. >> So there's really nothing outrageous on this. The other thing I put in there in a different page was um >> Before you move on from that, there's just the one question I have. So credit recovery. >> Yeah. >> Does that apply to anyone who should have graduated or is it really just kids who, you know, they just finished their junior year or they're >> Um it could be we had a couple of kids that um uh

047didn't graduate that did credit recovery and one of them has now graduated. >> Okay. >> As a result of that. So it's it's younger, I mean it's it's anywhere just concluded freshman year all the way through. >> Including seniors who would have otherwise graduated. >> Yeah, and that first day there were probably what, 12 to 15 students in there working working hard to be able to get things done. >> Are those students identified by the teachers, the counselors, or self-identified? How is that? >> Um yes, kind of all of the above. Um the counselor we're talking to students about what they need to get done and some of the students recognized after those conversations that it's going to take me a long time to graduate. And so I need to make sure I take care

048of business. >> Okay. >> And then the other one was um >> Maybe the interdistrict transfers. >> The interdistrict transfers, that was the one that I wanted to take a look at cuz we're watching that closely um and wanted to continue to make you aware of the slot availability that we've got. Um and we've got some in a couple of places. Um we have heard word that Muddy Creek Charter School is is struggling. And we Um from on multiple fronts. Um and so we've already gotten some kids back from Money Creek that were former residents that have chosen not to stay there. And so Michelle reached out to find out how many former students attend Money Creek. So if something happens, what's the onslaught that we could get? Um >> Would those not be considered

049inter-district transfers? >> No, they would be ours. And so we want to make sure that we're we're balancing that. And the numbers aren't aren't astronomical. They're not going to throw us out of the water in any way, shape, or form. But that was something that we needed to know in terms of of moving forward. So we still feel good with where we are in the the slots right now. And I anticipate we will wait until we get back in August and get into registration before we ever make any changes there now. >> Is Money Creek K through 12? >> It's K-6. >> K-6. >> And what year is that theater program going to be again? Have you heard any any of these from >> No, I haven't. >> What year do you think? >> I've

050been out of here. >> And you know, I've I've heard different pieces and I'm I'm not sure I mean it's all second third hand, so I'm not sure. Um >> But you got you got two for sure that >> Yeah, but if if it's just a class or if it's whatever. >> Here I have a small school and a small budget. Lots of struggles as it is. So to create an entire >> No, they're going to create an entire >> Is that is that new? The sixth grade? >> Yeah, along with the rest of the school district with K-5 >> Oh, this was part of the the district wide realignment. Yeah, yeah. So is Is Money Mountain going to be a 7-8? >> Yep. Corvallis Middle, I think. Yep. >> Oh, yeah. >> It's Corvallis

051Middle and they are now what? The Panthers? >> Oh, I think Jack is the Panthers. >> I don't know about Yeah, it is. I knew that part. Um but they did re- rebrand. >> Canceled lines fall through. Um Yeah. So, yeah. 7th and 8th are often referred to as a junior high. Okay. Any Any questions on the inter-district? So, we have some that are at this point due to be closed. Kinder, fifth grade, etc. But you've got the a lot of slots in a few and some slots in those. Okay. Um All right, moving on to our finance report. >> Got the biggest piece of it done tonight, so thank you very much doing the budget. Only other thing, we're just wrapping up this year for a couple more weeks to do the final transactions

052and then some cleanup and we'll figure out where we are at the end of the year. I do think we're going to end a little lower than I anticipated, but I have some cleanup to do to finalize and maybe we'll have a better >> Lower meaning what? >> Lower ending fund balance. >> Yeah. >> To roll into next year. >> Um Lower by What are we speculating? Are we talking thousands or 50,000? >> It's going to be at least 100,000 less, so yes, it's it's a bit of a hit. But I will have a better picture for that next month. >> Yeah, we'll look at that for sure. I think so. Um And I The one question I probably should have asked local cycles ago, um, but in the appropriations attachments, um, so I you

053know, I think I follow this, but um, at the bottom there's uh this total total appropriations. I think I know where that number comes from. And then the total un appropriated Um, is that the the debt the bond service or debt service or what? >> A big portion of it is the debt service. >> For the bond? Okay. >> Yeah, and also our unappropriated to fund. >> Okay. >> The 3 and 1/2% that we have to pay. aside. >> Okay. So, okay. So, in would that be the contingency as well? No, that's up to >> Contingency is up there. >> Yeah, it's it's up at the top, right. Okay. So, it's the um Yeah, with attorney fees. >> The unappropriated >> Unappropriated. Okay. So, what uh the debt service, the 1.8 million uh that you

054set aside for the whole year, that's um That is that just for the bondholders or is there some other things mixed in there? >> We have the first bond that we have payments on and the general obligation bond. So, it's the interest and principal that we have to pay for both of those. That's what the 1.8 is. >> Okay. Thank you. And I should have just called you and asked you that, but thank you. >> No, that's okay. >> Okay. Any other uh oh, wait a minute. Enrollment. I just made note. Um from this time last year, if you don't include Kings Valley, um cuz that's all pass-through money anyway, we're down 13 students from this time last year. Hm. Um so, you know, 13 students is not much compared to what we've seen 10

055years ago. And what I noticed from our school district general, but if we lose 13 students every year, that's going to hurt. So. >> And And Jennifer's been accounting for that when we have to do an estimate of membership and revenue. We actually estimated lower this year um simply because if if you look at the trend, even though we're not look losing have not lost hundreds of kids this year. Um we really want to be honest with the thought process of of this year's senior This year This year's graduating senior class had 120 um students. Um this upcoming senior class is 97 students. >> Oh, wow. >> The next year's student Their next year's count of sophomores backed up again. So, you know, it's it's >> It's not It's not those that I care about.

056It's how How kindergartners are replacing them. >> And if we have lower numbers of kindergartners that are replaced. Very definite. >> Yeah, I mean, if you just look at the PES uh well, actually we um CPS we finished with two higher than we did this time last year. 156 versus 158. We're not losing ground there. It's good. >> And our elementary's actually higher than it was last year. It's the secondary that are lower, which is unusual for us. >> Usually they're the other way around. >> Oh, I I was I had my tables reversed. So, yeah, actually Clemens is down uh two, but the elementary is way up. Uh 370 to 398. So, that's 28, almost 30 more students. So, yeah, okay. Well, that's good then. Okay. Anything else on the >> I have nothing.

057>> Did Did Did business manager's report? Same? Oh, thank you. Great job again on the audit earlier this year and the budget. Very smooth process. >> Oh, we do start the audit again. The field work is going to be starting on the second. So, we're ready to cycle. >> [clears throat] >> So, that should be I forgot to put that in my notes. >> Yeah. Uh and yes, the the city is had a bumpier time. Susan and I sat through She sat through two, I sat through one of their budget committee meetings. They're having a bumpier time than we are. So, but I think next year is going to be a rough one for us. All right. Um next was the start school board liaison and check-in. If anyone has any report, I'll just as

058PES, I was uh blessed to get to go uh helped with um they're putting in a uh wheelchair accessible uh garden bed. So, they have the gravel path that the wheelchairs can get to it. So, I helped out with that a few weekends ago. Um and then uh or I guess it was a Friday that the first graders were at school. >> Mhm. >> And then went to the fifth grade promotion ceremony, whatever, which was fun. And I also went to the fifth grade uh program um and Mr. Meeker's final program, which was very heart-wrenching for him in particular. He had a hard time getting through it, which meant a lot of us adults had a hard time watching him get through it. Anyway, that was great. Yes. Uh anyone else have anything to report

059from there? Cool. >> At the Lummi Nation Academy, I mean the graduation I mean thanks for the wonderful >> Yeah, it was great. >> Lovely to be involved in that, though. >> Very lovely. >> I think you said it's one of your favorite events in the district, and I see why you said that. It was cool. >> And it's it's so um it feels very community-based, that particular graduation. And I feel very um lucky to have given a diploma to um not a little kid anymore, but somebody who um used to be one of our little neighbor kids. Um and to see her graduate and get to hand her diploma. I mean, pretty wasn't it pretty cool? So. >> I feel at the high school graduation, I still think you give one of my Eagle

060Scouts but his mother works in the district. >> [laughter] >> It was a rainy >> Yeah, I see you. But I still gave him a hug on stage, so he didn't get away too far. Uh the one thing too that I'd like to talk about, um uh we actually have a statement in here. There you know, a lot of government agencies, uh whenever um they have a formal ceremony, they will acknowledge that we're on original Native American land. The Lummi Nation Academy did a very thorough job. In fact, I almost thought it was a little too extensive, but they did take the time. But we did not do it at the high school. Um and given that our mascot, looking at the wall, are the Warriors, and that we have an agreement to be the

061Warriors with the Swinomish Tribe, I think it's all very important. It's way more important, frankly, at the high school than it is at the academy. So, >> Noted. Noted. Noted. >> We're going to make sure we don't It can be very brief, but it we still need to acknowledge that, especially given our partnership with the Swinomish. Okay. Um anything else on there? Um all right, moving on to discussion items. School board Yeah, the district objectives. >> Yep. >> We're going to talk about graduation. >> Yep. So, um it's just walking our way through. And so, one of the objectives we had was to create a broader career planning program at the middle and high schools to expose students to the full range of options, job, college, trade training, etc. And help them transition to one

062at graduation. And one of those things that it it walks on the heels of what Kelsey talked about, too, is um what are our graduates planning to do? And do they do it? And if they're not doing it, is it because of the preparation on our end? Um what is it? And so, I'm pleased that with the work of the college and career at the high school, um and with counselor at Philomath Academy, we were able to take a look at and I have information from all 118 kids >> Wow. >> here that gave us something. And so, you look at a uh I I broke it into a four-year university versus a community college versus those who are dual enrolled, so they're community college to um OSU or wherever, trade, apprentice, military, work, or

063other. And I'll explain the other. And so, you know, we had in a four-year um you know, 29.17 and the community college was 27.50. But if you combine those, the colleges with the dual, so you take a look at four-year, community college, and dual enrollment, we've got six over 68% of students who are saying they want to go to college in some form from this class that just left. And apprentice in trade 11.66 and in the other uh we put 5.83. Three of those students have made a decision that they want to return for the transitional program for special education at the high school. And so that's their other. And um the other one but other ones that I put in that category is we have four students from Plymouth High School who will be

064going on to your mission opportunities um right out of the shoot from graduation and then they plan to go on to school. But it was really about they're not going right now, they want to but there's something that they're doing in their world um that's pretty important. And then we had um two from Plymouth High School that um signed into the military. And um also it was interesting to note that we have three students who have already owned or soon to be open businesses. They are credentialed to be able to do their trades. And um or licensed in whatever way they need and they're looking to either um grow or establish their own businesses. So um that was pretty important uh for us to be able to see as well. Um the other thing I

065put on the chart because the what crafted this is a list of all the students. It ticks off what their choice is going to be and then it lists where they're going to go to school and what they want to do or where they're going to go to work or what branch of the military they're in or what that is. And um then we're we're attaching right now because we don't have um non-high school student emails. We're putting parent emails into that chart so that towards the end of the end of next year we can reach out to families to be able to say your child said they wanted to do blah blah blah. Are they doing it? Are they being successful?" Things like that. So, it's really one of We used to have um

066years and years and years ago, many districts contracted with a company to be able to follow that. Um it's expensive, and we've just gotten out of the business of doing it. And so, really it's how do we find a way to see what kind of information we might be able to get back um about success of what our students are doing. >> I was going to say that. >> Yeah. >> With the students not having emails, is that because we're not collecting them? >> They've got They've got their their student email, and we're just not We didn't collect this year. And so, what we'll look at is collecting theirs. >> Yeah, I was going to say that. >> And and a lot of probably don't have a problem with >> We're just going to try

067to >> Yeah, exactly. >> I was going to say like a like a very simple road map adults have that we could all help them with it. Absolutely. >> Like setting up an advisory. >> I mean, right, exactly. Cuz we got to go to Facebook or Snapchat. >> I like that. >> If they could they could send their personal email address. >> Check in to hear from now email. >> Yep. >> I had $2 to go to UC Davis, and they were really issued a UC Davis email, which the university implied they would get half for life. And so, for the few several years after they graduated, that was how they set up bank accounts and everything. And then the university decided, "Never mind." And so, they had to redo it all. But uh so,

068that was how they got theirs, but the first Google will give you one. >> Yeah. >> I won't say what my first email address was, but it was a Hotmail. >> There you go. I like it. >> And we need to be really um careful about how we define success. Because even if they're not doing what they thought they were going to do, that doesn't mean they're not successful. >> I'm sure. >> No, so I I just want to be clear about how we're measuring. >> I think for for me, it's about Yeah, agree. What what is our success? >> Okay. >> What are we doing that is supporting students to get what they need? I mean, I always I always look back to even on campus here is the percentage of students across the

069state who get into a health occupation CTE program and drop out. And you would say, "My goodness, the dropout rates of a CTE program in health occupations are pathetic." They will get into it, they learn they don't like the sight of blood, and they're out. You learn something. You figure out what you want to do before you go through multiple years of of school and things like that. So, really, I I want to take a look at it from the standpoint of what what are we doing that can help prepare or not. But, I agree. I'm I'm I'm right there with you. >> Okay. Yeah. I agree with that. If we'd like to have the measure reflect how we're doing and how the students are doing. Because we have to be Yeah, I just want

070to be >> I agree. Well, that was that was a piece of you know, with three kids getting into opening their own business already. >> That's cool. I think that those are your other Yeah. Yeah. Can Can you go back up to that? So, um What what >> at that. It's up here. Oh, where did I put what? The word Oh, I put word. >> That must be in trade. >> Oh, I have word. Okay. Yeah, okay. So, there we go. Yeah. Um Uh what percentage is that? >> 40% >> 18% >> Is what it looks like. >> 33% >> Yeah. That's very cool. >> Um Uh what I am very gratified to see is you don't have a none category. >> We did have and you will see that in the former academy data

071we've got got some students that said, "I don't know." >> Yeah. >> And >> But, if this is high school and you literally have nobody >> I didn't I didn't have anybody that said, "I don't know." Now, we had a couple of that said uh I want to go to a four-year college and I want to do this, and they had not determined their four-year college. But But that was their plan. >> Sure. >> And so, we kind of went with what they said and where they were where they were going, whether they had that institution. And some of them said, "I'm going to LBCC, and I'm going to do general studies cuz I don't know what I want to do yet." But they're going to enter into that environment. >> Right. It's excellent data.

072I don't know that I've ever I'm sure I've never seen that. So, through the district, so this is great, and it goes right to our vision of graduating everyone and transitioning into something else. >> Filmore Academy, we had And again, percentages are going to look different. 22 graduates, nine GEDs, and we've got kids that are going to go to community college, some trade school, some apprentice uh work, and community college are equal. The 41% 41%. And uh there were a couple of undecided. They just didn't know what they wanted to do. Um and then when I looked at the GED students and what were their next steps, um we've got the the 33% that are going to want to go to community college, 44% that are going to work, um 11.1 that are unknown, and

073then we got 11% that the same number here are students who are going to continue in the beyond Filmore Academy or it it's it's beyond PHS here at the high school to hook up with classes at LBCC and do a combination of classes to continue to earn your diploma. If you get a GED, it doesn't stop you from coming back to school to get an actual diploma. You can still access that. And so, it's just kind of interesting to look at some of the pathways, and I wanted to make sure we captured them all. And so, this really is the first time, I believe, they've all been captured. Um and there were a few that we got at Full Mouth Academy um that I I don't know what they're doing. I just couldn't I couldn't

074get the information cuz they had some students who graduated in December and were done. And it was hard to reach out to them because they've already sailed into whatever's next. So, but I I feel real good about the start this has created uh in terms of being able to give us some actionable data to you to work on. >> Can I ask a quick sorry. >> Yeah. >> From the data gathering, what is the overlap between LBCC and trades? Because I feel like at graduation, it was like every other student was going to LBCC non-destructive testing, going to LBCC welding, or whatever. Like, are those separated in these numbers? >> Right now, what they If they said LBCC, I put them in a community college category. We'll have to refine this. >> Because I feel

075like >> was trade, it was they were looking at things like IBEW or um some particular labeled trade school. >> Cuz I really felt like at graduation, there were so many I mean, which was great. Like, so many future welders and future non-destructive testers that like there was a lot of them. Like, which was cool, but so if if they said LBCC trade school, that goes into the community college, not trade. >> If it was If it was LBCC, I gave it LBCC. If it was a specific trade school or opportunity >> outside of community college, then I put it there. And I And that was the reason that I put in where they wanted to go and what they wanted to do. Because then we can see I want to go to LBCC and

076I'm going to do this or this or this. And so, if that helps us to finesse out um what it really looks like and how we should be collecting things, then I think we need to change it. So, it's like, let's do overkill on the information this year. And you know, I have to give credit um to the Leslie Adams College and Career person here, who did a lot of the work in being able to encourage kids and ask kids. And that was also evident in um the Honors Convocation with our students who got a boatload of money. And it's because of the work and the encouragement and the information and just knowledge of how to ask and letting folks know that money is available. And and they just cleaned up um in huge ways

077with financial support for school. So, that was just the next step in the in the game. >> So, when we originally created that vision, again, it was to graduate everyone, but also help them transition. What we never had that I've seen is this kind of data that shows what kind of transition we're seeing. Um the ones that make me nervous uh are the ones where I don't know, you know, just no clue. And you know, that means they're living in Mom and Dad's basement for you know, until whenever. And playing video games or doing whatever. And those are the ones that obviously are the Okay, so go back to your point about success. Success is not I told the you know, my counselor I'm going to go to this LBCC program in the fall, but

078then a year later they've dropped out and now they're in a trade school or they've just decided, you know, they got a job and they like it and they're doing that. That's That's still success. They're They're progressing, moving forward. What's not success is the kids who cannot get out of their parents' house and are you know, they're you know, barely, you know, they you know, doing 10 hours a week Uber driving or whatever and just, you know, aren't moving forward. And those are the ones I think we want to be capturing and figuring out. And it's great to see at the high school level, you didn't have anyone who just really seemed to have no clue. And at the And at the community college level, you only had a couple who were uncertain. That's phenomenal.

079>> That was That was the nice part for me to see is that people every student had some idea of what they might like to do. And there was very little um I'm not quite sure yet. >> Um Sorry. Let me ask you another question. >> Do the Do the academy kids have the same access to Do they have the same access to like Leslie like at here in the high school with the college counseling? >> They don't have the same access to Leslie, but they have different access to to Beth Edmond because she doesn't have the same number of students. >> Right. >> So, the same kind of things that Leslie can do here, Beth can do there. >> And what about like like the like when they go to LB or they go

080to career fairs or they do those things? >> They are included. They are included. >> And that that that was the question. So, I think person who helped you collect this was your career and college >> Yeah, Leslie. >> And that's Leslie. Um is that position continuing next year? >> The position The position is continuing half-time. >> Half-time. >> Yeah. >> So, this was clearly a great investment in my opinion. Because even just by asking the students, "What are we going to write down here?" They have to think about what you know, exactly. And if they don't have a thought, well, then great. Then okay, we're going to come back and talk to you in a week. And what's your thought, right? So, that's great. Well then, well done to the the whole staff for

081getting kids to that point. Well done to Leslie for collecting the data and thank you students for presenting it. I mean, that's excellent. Okay. Any other questions on this? I would love a copy of that, too. >> Yeah, I will make sure you get it. >> Um okay. Um next is the superintendent's evaluation. Um so, once again, I haven't moved this as far along as I would like, but Susan and I have discussed it. Um she provided me the template that's uh been used in the past. Remind me if that uh what it is. It's an OSB I think. But so I will get familiar with that. What I wanted to check in here let me outline the process I'm proposing and make sure this is working for the board because this is the board's

082evaluation of Susan the superintendent. So we will solicit a wide spot of people. We'll give them some criteria and some questions to prompt and they can provide as much input or or not if they want. We be a pretty classic 360 review. So certainly all all five board members will get a chance. Of course Susan herself will get to weigh in. Her immediate staff, the principals and the directors and then we would also go a level deeper and a handful of teachers. Susan can work with whoever she feels appropriate, the representatives of the union Emily or she feels appropriate to identify a good cross section of a handful of teachers. And we may be asking them to just you know if they can respond in the summer that would be great. Hopefully it's a 20

083minute thing. And then some community members as well. Just some of the folks that Susan interacts with most probably. So there'll be a lot of input and then when that all comes in then I will work to boil it down into a evaluation which the board would review first and then we'd sit down and approve it Susan. So this will take a couple of months. I know over the summer is not great but that's where we're at it. Worst case we'll have to you know we may have to do some of the work in that first month in the fall but my hope would be we can get that move this along in the next couple of months. We are we through this which is what I'm hoping. So that's what I'm proposing. Any questions,

084concerns about that? Okay. And I don't believe we had one last year so all the more important we be sure to do one this year. Um >> Do Yes. >> Will we uh be talking to any classified staff? >> Oh, yes. Yes, yes, yes. Yes, we didn't discuss this, but there should be a couple of classified >> We talked about uh >> I You're right. That's right. >> We talked about association leadership and then we talked about over the course of the summer. Um I really don't I'm not interested in being able to pinpoint four teachers from each school. Um and so we talked about maybe a random selection of of just being able to um have something randomly generate a certain number of teachers. Um because I don't want to get into the Well,

085you picked so-and-so, but you didn't pick me or I didn't have a chance to have my input or, you know, however we want to do it. But um I just I want to be thoughtful in that way, but also want to solicit the input. >> But excellent point, um Director Good. Um Susan, I didn't talk about that, but yes, the exactly a few classified as well. Um >> The other question, sorry. When OSBA did it, they also reviewed the results. Obviously, things were depersonalized. They were like, we didn't know who was saying what people were saying. Um I just want to make sure that we can assure participants of the same level quality even if we're not >> Yeah, that'll be That'll be very explicit when I send out the request for input. Um I

086will say anyway, I read evaluations. I will use direct quotes from people, um but it'll be you know, if it if it if it if Yeah, if it identifiable to give any kind of indication of who that might be, then we would either Yeah, we would use it or we modify it. It's not to skew that. Yeah. >> Thank you. >> Um and by the way, I I give respondents a choice. I prefer people not to be confidential so that, you know, they can but we can assure that it can be uh you know, the person receiving the evaluation can make a more direct connection. Oh, that feedback's coming from this instance. I understand that. And yes, I understand what I could have done differently. So, I hope they're willing to do that. If not,

087we will definitely recognize it, honor their contributions. And so, the only request I have here other than Was there anything any other input on the general process? Are there any community members that the board in particular would want us to I assume you'll give me a list, but if you Uh the one that comes to every morning >> [laughter] >> You're taking the most studious notes and we're all just like No. I would suggest uh maybe Rotary, someone from Rotary. I know you were very involved with that work, Susan. Um The other I can't remember who we last time it was Rotary and also um We had >> The other one in town, Chamber. >> Thank you. I'm going to draw a building with my hands. >> We we we had the city, we had

088police and fire. >> City manager and and police would be a good one. >> Yeah. Perhaps Mayor McLauren. >> Okay, good. >> He won't be anonymous, so we'll know. >> Christopher has never been anonymous in his life. >> [laughter] >> Uh okay, excellent. And again, I'm sorry for I get My hope is in the next in the next Any names from Susan for an August next week? I would hope to get an email out to everyone and give everyone like 2 weeks to get stuff back. Again, knowing that teachers are gone, so that may be difficult, but we'll see what we can do to I assume most staff don't check their emails work emails in the summer, right? So, if we can figure out how to get a hold of them or whatever. >> There

089are and you know, if we wanted to do something like that, I think reaching out via phone or text to be able to say there is something for you if you choose to engage. But there are there are a number of people that don't engage with their email over the summer and I am glad that they do. >> Yeah, that's there's no problem with that. But I you know just give them that option. >> Does it feel that that would be appropriate for us to try to reach out over the summer and note my concern would be then if they're not reading their email or they don't see the message come through they are not given their opportunity to respond. >> Well, as Susan was saying we would reach out via phone. >> I think

090we would need a phone or text >> as well and say >> to be able to [clears throat] say there's >> Yeah, we're asking you to participate on this and if you choose not to. And and if we just don't get a good response that's when we will just we'll slide to the fall. >> I just wanted to make sure. So I agree with you. I would not ask any of my employees to work for an hour on their PTO and like summer time is I'm I I just wanted to make sure. >> fully acknowledge that this is not optimal for that situation which is why I am prepared if need be that we slide to the fall but I'm going to give it a college try otherwise and then we'll see. Okay, excellent. >>

091Thank you for that. >> Susan snuck this one in here. Good for her when they were reviewing June's agenda from last year the board self-evaluation. So this is again something OSBA and by the way so I'm not in I have written over 250 evaluations with a professional manager. So I'm not intending to engage OSBA or pay them for that service because I think I can manage this. It'll be a lot of work but I'm willing to put that in. The board self-evaluation that's where we probably would want to look to OSBA just because one of us shouldn't be you know evaluating or collating and all of that. So but I assume we would want to do this. It's you know it's a survey we literally self-evaluation we we kind of rate ourselves on these things.

092We can ask others what people rate us and then we review the results and decide what changes we need to make in our approach. So again this will be something that we can work out over the next couple months. Um Yeah, so I assume we're all good with that. >> Yeah, and I would just say I would caution us to not let it die on the vine this time. So, we went through OSBA and had a really fantastic session where we went through and reviewed things and then we were going to use those results to form our board goals. And then it just never happened. Um part of that was transitioning leadership, you know, bringing new board members on and then we have people who are new but they're always there's always going to be

093somebody who's only been here for a little bit of time. So, I just want to make sure that it doesn't end up um not moving forward um because of 43 different reasons that I think came up this last time. >> Well, I first I'll point out in 12 days time my term as board chair expires and so at that, you know, who's the new leader will also determine both how we're proceeding with this evaluation of our both our self-evaluation and superintendent evaluation. So, um but I completely agree. I again, having written couple of hundred evaluations, [clears throat] they are pointless if, you know, the news is the vast majority of the time 85 90% of the feedback is all very positive and then there's just those few growth areas. Um and so, you know, it's

094a positive experience for the employee on that side but then of course it points to the growth areas and if you don't actually activate those growth areas as goals, um then they're, you know, that part of that review process is wasted, right? So, I'm a big believer in that both for our superintendent as well as for ourselves. Good. Okay. Um July and August board meetings. Um so, um what Susan and I discussed is the July meeting is usually fairly brief um because we do have to reelect officers or elect officers and then um appoint like our liaisons and committee membership and all all Oh, and then there's uh executive function that we have beside Jennifer Susan. So, that will have to happen. >> You've got to tell us if we can spend money on >>

095Yeah. Um and then we you would normally swear in any new board members, but that's next year. So, um so, instead of the um our typical fourth week in July, I think we want to pull that up. Um is what you're proposing, right, Susan? >> Yeah, I think that the sooner we can get it done, the better off we are for July. >> We could do it just right I'm available Wednesday night, July 1st, or I guess our Yeah, today is Thursday. Our normal meeting is Thursday. So, we could do it either the 1st or the 2nd. And then we would have our next meeting in August. And there may be uh there may be like on the evaluation stuff, there may be a couple of things we just got to check in on and

096um but that would hopefully be a be a 28th or 29th meeting. The 1st. I guess it makes sense to keep it on the Thursday just cuz that's what we always do. So, Thursday the 2nd at 7:00. >> I'm available. >> Okay. >> I'm available. >> Um I'll reach out to Ryan. >> He may or may not be available. >> Yeah. Well, if he's not here, I think we should talk about it. >> It's I think so. >> Yeah. >> I mean, if >> Well, to to appoint him uh yeah. Uh all right, let's go forward. >> Okay. >> Um the 2nd. >> Okay. >> I can do it to make sure. I'm going to do >> What time? >> So, that's 7:00, right? We can do our usual. Is that >> Mhm, yeah. >>

097Okay. And then would there be a reason we would do our August one earlier than usual, Susan, or is that just be our normal third? >> It it could be it could be our normal. Okay. The, um, Yeah, okay. Let's Let's plan a normal for August and then we can look at it in July, um, at that brief meeting. The one thing we can talk about is a board retreat type thing where we look at our goals, um, given that, you know, we didn't really get our goals set until December or January. I don't think we should create a whole new set, but we can definitely look at and see if we want to modify or adopt anything. Yeah, some things, some adjustments. And then we can also look at our our board evaluation and

098catch up to date with anything in your evaluation. Um, yeah. >> Just what? Not 100% that I've seen it that often. >> Okay. Okay. Okay. >> I >> Okay. Well, we can certainly look at that. Yeah. >> By no means we have to re-evaluate it, but just we'd be super surprised. >> I appreciate that. Okay. >> So, what is the date? Sorry, I'm not >> Uh, we're sticking to the 2nd, that first Thursday, basically. We've got to swear in officers and >> So, I got July 2nd. I was looking at our normal August. >> And then August will stick with the normal 3rd. >> So, it'd be the 20th. >> Okay. Um, that's it for that. Looking at our other schedule questions. Then what Are we good still sticking with the 3rd Thursday? I mean,

099we really should probably talk about that before we start the new year, but we're good with the 3rd Thursday typically? That's still working for people? Yeah. >> Yeah. >> Okay. Um, then we're moving on. We have the student rep to the board. >> Yes, we have an elected representative and it's somebody familiar to us, Wyatt Colon, who was with, um, one of the ASB officers that shared with us in the last couple of months of the school year. Um, he has been appointed to join us. He's excited to join us. He's also going to be with ASB again this year. And so, uh, we will be able to welcome Wyatt with us at the start of it. >> Who is Wyatt? What was his role in the ASB? I thought he had to be a

100senior to be that. >> I think he was >> Is he a class president? >> I think he was a class president. >> Okay. Then that Then that obviously is you know your your whatever grade, so >> Okay. Well, great. All right. All right. So, that's completed. And we just have the one. >> Yeah. Okay. And he's a senior, which I think is great. Good. Yeah. All right. Um all right. Next biggest thing uh big thing here is the OSEA contract um for '26 through '28. Um thank you all. Um Well, the board side, the admin side, and the OSEA side for going through that. Um I just have a couple questions, which I probably should have reached out. Just didn't get a chance today to read the 47-page document till 3:00 this afternoon. Um

101so, teachers, it's a 3-year probationary contract. Um [clears throat] I did never knew or didn't remember what it was for, but I'm seeing it's only 1 year for classified. Is that pretty typical? >> There There were rules changes about um >> Next day. >> probationary periods of letting go for cause and all kinds of things like that. So, uh we made that adjustment not this time, but previously. >> I I You don't Excuse me. State rules. State. Okay. So, that's following >> It just made more sense. >> Yeah. Okay. I'm just curious cuz it doesn't align with the teacher one. So, yeah. Okay. Um the the longevity stipend. So, the only I I was very comfortable with the wording, and it's not something we changed it, but So, when someone basically gets beyond the this

102kicking when you get beyond the column, right? You're at the last column. And so, the first one when you've been there whatever it was 11 years, you get a 3% or whatever. You get that 3% uh that first year at 11, but you don't get it at 12. >> We do give it for every year until you hit the next threshold. >> So, um, okay. So, then that does make me very nervous, uh, because um, I the the people at the top are then getting a 12% And again, I know this is mostly just understanding. Okay. So, to all employees who have 26 um, or more continuous years of service shall receive a longevity stipend calculated by taking So, it's 10%. So, they will be getting a 10% raise every year. >> It's not compounding

103though. It's just on that box step. >> Okay. >> Yeah, it doesn't compound every year. >> Okay, that's what I That's I I didn't I I didn't think but I didn't That's why I said I was uncomfortable with it cuz I couldn't really see how to calculate it. Okay, it's not compounding. So, it's So, um, they're just at 10% above that. And so, as that shifts, cuz it will cuz of the negotiation it's Okay. That makes me much more comfortable. The idea of you know, 3% compounding was one thing. The idea of 10% compounding Granted, you have to be here to earn it. That's I would love that kind of uh, uh, rate package. So, um, okay. Thank you. >> I'm curious about one thing on that. >> Yep. >> The COLA, is that based

104on the salary before the before the longevity stipend or >> No, after the >> It's the COLA is just on the step. The hourly rate on the step. >> Okay. Okay. >> And so, And so, the 10% is added once their annual is calculated, the 10% is added. And then it's like an extra stipend. >> So, the COLA is really what is adjust the whole step column table, right? Yeah, right. Yeah. Okay. Um, okay. So, we talked about that. I was shocked to learn that How many people across the whole district classified as well as anyone else who is still getting a paper check? >> A couple. Just a couple. >> Okay. Just a couple. I was surprised to learn that we're now just saying I mean I started HP in June of 1993 and

105was getting an automatic at that time and it was only four or five years after that they say, "Yeah, that's it. If you if you want to get paid by HP, you're getting it direct." Um and I was surprised to see in the contract we're just saying people hired next week are the ones those are the only ones who we have to you know >> We have we made a big push to get everybody direct, but we didn't make it mandatory. >> Yeah, okay. But it's okay. Well, now that the contract we probably can't make it mandatory because we specified it, but I I don't understand people getting paper check. I in 29 years at HP never once had my I paycheck, you know, there any error any problem any issue and and I showed

106up my bank a day or two before I would have gotten a paper check. I was surprised to learn that we are just now saying you have to do that. >> And we can count the number on one hand. >> Yeah, yeah, so that's good. But it's still it's a tedious process to have to print checks and sign them all. >> But there are those that are >> The ability to to be to for that paper check to be stolen, lost, damaged, whatever is far higher than than the fraud and those. I That's the difference. >> Preaching to the choir. >> Yeah, yeah, yeah. >> [laughter] >> Let me get my soap box out. And then the last one I surprised to still see all that language in there around the retiree insurance. So, there's

107Yeah. Okay, that was so I was I was kind of wondering how much weight is that language in there. Uh one person who is still uh >> There's one person left and there's one that is still eligible if they retire. >> Before 65. >> Yeah, we have to leave it in there cuz they're still eligible. >> Wow, so they must have Yeah, they must have been with the district a long time. Well, right? I mean, do you It's got to be a couple of decades. >> Yeah, I think so. Yeah. I don't remember. >> All right, so >> Don't want to get too specific cuz then they'll be able to figure out who it is, but >> Yeah, that's why I >> [laughter] >> was curious. But, >> It's very few, but there are still

108eligible. >> Yeah, so >> After this next round, there won't be. >> So, so >> This will sunset. >> Okay. Yeah, so then I would hopefully just take the language out and believe it. Okay. That was what you meant by sunset. Um So, we have one retiree who's getting checks, you're saying? >> I think so. I think it was only one. >> It wasn't. Okay. Yeah, and then one potentially if they don't get if they quit before they're 65. Okay. And then on the teacher side, it's similar. >> few as well. Yeah. And then at the end of this current contract >> that I think Yeah. >> that language will go away as well. if I read it correctly. >> Yeah. Okay, either way it's very >> It's not going in one more time. >>

109Yeah, right. Yeah. >> Okay. >> That was it. That was my only question. Otherwise, thank you. Of course, like the teacher contract, it's you know, this is it's a it's a it's a costly expense with the increases, but I know things have been tight for a long time, and of course the the inflation has been miserable on everybody, and so I think they're all appropriate, but obviously it's going to hit us next year when we have to know what the legislative state funds are. Anyway, thank you. I did read it meticulously, obviously, and otherwise feel good about it. Anyone else? Questions or comments on the proposed SEA contract? >> I just want to share my thanks for the bargaining team, especially on I'm not going to lie, we're awesome, but on the other side of

110the table, um they came to all of the sessions with an open mind and um really genuinely understood the struggles and why we were having to push back on things and negotiate. And um it's uh it was lovely to see the cooperative energy of of that room. And people keep their humor and they're, you know, um understanding that everything's hard all around. So, um just wanted to share my appreciation for that. It's a good process. >> And thank you and Sandy for being willing to >> Okay. >> You had a pretty damn good region. >> Yeah, I think so. >> Uh okay, so I will take a motion to approve or adopt a contract and move to further discussion. Maybe a motion from one of our two who have >> Oh, yeah. >> Would you

111go I'll second. >> Okay. I move that we um approve the uh CBA as presented in our packet for the 2026-2028 OSEA. >> And I will second. >> All right, all those in favor. All right, that's unanimous. Again, well done everyone. Um >> And they ratified already. That's what I was saying. >> I've already got here the form with their two signatures. It's just waiting here to be signed between now and then. If they're Yeah, I think we should have shared that they've already acted. Okay, um All right, next item. I'm getting close to the end here. Declaration of reduction in force. >> Yeah, um and that was in the packet that we've had to reduce this year, um or looking into this next year, and the majority have been through retirements, attrition, things like

112that. So, we are down an administrator, we are down a licensed staff member, and we are down close to five classified staff members. And um we know that we have right now one position um that we will enact reduction in force as a classified position from full-time to half-time. And um uh that individual will have rights back um if if the position adds time um or if there's another position in that range uh for which that individual is qualified. And so I need to be able to put that out to the board to get the approval to declare that reduction and then I will be in communication with the staff member um who I've already been in touch with, so it's not a surprise. Um it's no fun, but it's not a surprise. And uh

113as much as I hate it, I feel good that it's only a half person that we're working on. >> And otherwise we've been seven. >> Yeah. >> Is that Do you know if that person is willing to go to a half-time position and remain with the Plumas Unified School District? >> We don't know at this point. Our My assumption is yes, because I have not heard otherwise. >> Okay. >> And so I am I am working under the assumption that that is what is happening. That individual has also been told that if there's another half-time something that's out there that they have an interest in, they could apply for and try. The other thing is if they wish to substitute for their other half-time, um they could also make sure they're on a substitute list.

114And then there is a I think it's a 16-month recall um so that if there are hours that are added back into that position for that period of time, that individual has rights to um that time. >> Okay. So we're still trying to protect them even though >> Yes. Yes. >> Well, that's yeah, well, that's exactly of course. >> Yeah. >> Right. Right. Okay. I'm good. >> Yeah, we have six people. Yeah. Um Okay? Uh >> So, do we need to vote on that? >> Please. Yeah, okay. So, basically, we need to accept your reduction in force proposal. >> Yes. >> All right, okay. >> And then I'll follow through with the rest of it, but it's got to be with full knowledge of the board. Well, I will move that we approve the proposal

115of reduction in force as presented that's today. >> I'll second. >> Okay. I'm sure with a reluctance second. >> Yeah. >> Uh okay, all those in favor? Okay, unanimous vote. Thank you very much. Mary and Susan, you're dealing with that. Uh all right, this is news to me. I still have thoughts over this. What are we talking? >> The call for healthy is off the table right now. >> Okay. >> They That's the one thing I forgot. They didn't have numbers and we were going to put it forward without numbers. And then LCK came back and said they weren't quite sure they were going to do it. And so we decided to hold off until August to be able to >> How many sports do we allow for them? >> Uh it depends from year

116to year. Sometimes they're they're heavy duty into soccer. Um uh That's probably where we where we would get the majority. Maybe you know, they have their own basketball program, but soccer we'll get some. And I this year is the one that they wanted some cross country, but but they have a willingness to to wait and be sure before we jump in. >> Okay, but I mean cross country season's like a month away before they start training, right? So, they don't have a lot of time. Okay. Okay, great. Moving on. Um where are we scheduled? Uh board recognition. >> Don't know if this is the right spot to put it, but um I did want to recognize that tomorrow is Juneteenth. And just um, offer a bit of background for those who might not um, know

117what Juneteenth is, but Juneteenth honors the day in 1865 when enslaved African Americans in Galveston, Texas finally received word of their emancipation more than two years after the emancipation proclamation. It's a vital moment for historical reflection, celebrating black resilience, and recommitting to the ongoing march toward true equality and justice. And um, that statement is from the National Archives in case anybody wants to look at it themselves, but um, just wanted to make sure that we um, serve in recognition of that very important national holiday. >> Thank you. >> Um, yeah, the official name is I went to look this up today. It was Juneteenth National Independence Day. Um, and it got unanimous approval in the US Senate with the exception of two votes, and they just didn't like the they wanted to name it something

118else cuz they thought we already had an Independence Day. Um, but otherwise they supported it. So, it's one of those very rare, very bipartisan June 19th is also my daughter's birthday, and she was very pleased that they decided to make it a national holiday. >> He was glad okay, Dale works on them. >> Anyway, uh, yeah, yeah, excellent. Yeah, I it keeps it always seems up on the Okay, any other board recognition? I'll just recognize the whole staff for another outstanding year. Our graduation clearly reflect that. Uh, the data that was shared uh, certainly with where the kids are going. It reflects that. Um, just the community engagement. Um, proud to be part of this school district for a long time and continue to be so, so recognize the entire staff who got us to

119this point. All in all. Okay, next meeting so July um that's what we talked about that the annual designations and board officer elections. We will also probably check in on where we are with the evaluations so that will be a good one and a quick topic. Um then August again we'll we'll continue the district objectives and you put this after the local auction that I think we should try to work on the timing. >> I just want to start getting it on our radar. >> Does it um >> It's the spring or excuse me the the fall of 27 or the spring of 28. >> Is when we would >> we would >> When does it when does it expire? July of 28th then? >> Yeah, June 30th 28. >> June 30th yeah, okay. So

120we do have a bit of time still. >> Yeah, we do. It was just really >> Yeah, and there's a particular election you want to do these things in. Yeah. Okay. >> Um I just wanted to uh raise uh we have a policy committee meeting on Monday so we will have policies to review at one of these meetings as well. Um >> I will we'll do that in August. I think the only issue is unless there's anything urgent keep quiet. Yeah, um Okay. Um >> Thank you. Oh and also any barbecue planning that we need to do and we'll need to do in the July meeting. >> Okay, yeah. >> Just because of when things actually [laughter] happen. >> Okay. >> For the taco bar planning or whatever we're calling it. >> Yeah, yeah and

121I'll I'll have we'll have to talk to Mary about the plates and >> Mhm. >> the service the table service cuz everybody really liked that. >> Yeah, we got good feedback on that. >> That was a big hit. >> Yeah, that was a huge hit. >> What was What was that? >> We had the real plates and napkins last year instead of the >> Green girl, yeah. >> Yeah, that it Okay, yeah. HP is the We use that a lot. It was widely >> Yeah. Very much appreciated. >> [clears throat] >> They were really good. >> The paper plates are one thing. It's all the plastic silverware and plastic cups >> Yes. >> that makes plastic silverware >> Yeah. Um and then just I will talk about it next month, but um I want to

122make sure that we have a vegetarian, vegan, and celiac diet options um because this last year I believe that our veggie burgers were not actually gluten free and so there were two people who actually weren't able to eat much of anything at the lunch. So I just want to make sure that we address that. >> Thank you. We used a different brand this last time than we had used in previous years. >> one wasn't gluten free. Yeah. Yeah. So that's the one thing we will have to I mean I assume hamburgers will It's Yeah. >> Yeah, yeah, yeah, that's that's also >> vegetarian >> But yeah, yeah, no, yeah, I know. I know. >> All of these are gluten free and vegetarian. >> Is your fridge not working? >> Yeah. >> Um Okay. Good. Um

123board thanks and board requests? >> Mine is from a personal note. Is that all right? >> You can you can You can take the floor. >> I um I'm going to do this without wavering here. Or not. Um >> I was going to say good luck. >> I just wanted to thank Susan and my fellow board members and all the ladies in the district office Eric and Abby and everybody that supported me through my difficulties with my husband's illness and death. And um it's it's really nice to be in a place where I get so much love and support from people that don't have to give that to me. And I just want to say I I appreciate everyone a lot. Um and I appreciate the fact that you guys supported me in the time

124I needed it to not be doing this. And um I just didn't want that to go without being said. So, thank you, everybody. Thanks. >> Well, you missed a couple meetings, so you didn't hear what we really said about you. You might not have liked >> I know. Well, I bet. Yeah, but now you know what I said about you. >> We all tried to steal Clements from you. It was so obvious. >> No way. No. >> Uh >> And Tom, especially for you to be there. >> Well, thank you. >> Thank you very much. >> And uh And I I mean, we did discuss, given this obviously very giving it life change view, if you wanted to even continue on a board. And I was very pleased to have you tell me you very

125much intend to through your term through July. So, because you're an outstanding member of this board, and I appreciate the friendship we started to develop. >> Absolutely. >> Really, really, really, really happy you're here yesterday. >> Yes, I'm I went away for a bit, but I >> Well, you're and that was Anybody else would have done the same. So, we were happy to >> And it's good to have >> It is. >> Thank you very much. >> But it was good to have you tending to what you needed. >> Yeah, absolutely. Yeah, I was the best because I would not have been a valued >> Yeah, so I understand. Okay, anything any other thanks or requests? >> I want to reiterate what you said during your board evaluation and thank the whole district and everyone

126who was involved. And I felt really, really amazing being able to be on the stage and hand out the diplomas that I also felt it was a little bit of a cheat because I had a handful of children that I shepherded through. And every single teacher, every administrator, every I mean, every classified, every janitor who got there, every person who works with our kids in the district. It was just so gratifying to walk all the while with the children who we watched grow up and saw the minds develop and every single person there. All of those moments and just be so grateful for all of the amazing people who work with our kids at the district. And I thank them even you know, even if they aren't aren't thanked every day. They should be. So,

127thank you everybody. >> Thank you. >> And congratulations to a couple of parents here uh who had twins this year. >> I you know, I you mentioned you had a senior. I didn't know he was in the flowing gown. I was queued up to him the diploma and he tapped me on the shoulder. I said, "Of course, I'm glad you pushed your way up there." So, he got his day. >> It's mine, right? >> That was That was too heavy to step aside for for staff morale, but I I was >> I'm a board member. >> Oh. >> My boy also graduated from high school. He was a board member. He's our student representative. >> Yeah. >> They were, so I'm very very happy to have gotten to know them. >> Okay. With nothing else,

128at 8:44, meeting adjourned. >> Nice. Very good. >> Good job. Yeah, that's like a whole four years.