001Well, okay. With that, we will start with the pledge of allegiance. Uh, director, can I please start with the consent agenda? Any questions or comments on the consent agenda? Quite a few of our veteran staff retiring. We've bittersweet that. But Donna Carter got me crying last year. Now he's back on here again this year. And I'm gonna hold my tears to myself maybe, but I can't promise anything. Yeah, really amazing staff members retiring um who we've been very lucky to have. So that's my only comment on that is just um an unspent year or two right now. >> Uh and certainly Mr. Mer. >> Uh okay. Any other If there's no questions, can I get a motion to approve consent? I move that we approve the consent agenda as presented in our >> second. All
002right, we moved in a second. Any objections to the consent agenda as submitted. >> Okay, see none passes unanimously. Great. Moving on. Um agenda modifications. We just have one uh policy we're going to pull out, but we can deal with that. Yeah, it's it's um uh the library media AR2 that we'll pull. Um we made some changes. >> Oh, >> you're right. AFP make a report. >> Okay. All right. Uh we will we will So, thank you for noticing that. Um, we'll add that as uh make that the do reports. You'll be up first here in a moment. Um, any other agenda modifications? Okay, good. Moving on. Um, we had no public comments, so we will close the public comment section. Um, and moving on then to reports. So, we'll start with the ASB report.
003Great. Stand up. >> Yes. >> We've never done this. >> Okay. I'm Lucy. I'm Abby. Yeah. We're at the co-president. Um, so try two is wrapping up and this last weekend we had Polar Plunge, which is great. And we reached our goal of $3,000. So, we ra >> Oh, nice. >> Yeah. And then we've also been doing like random acts of kindness just for our school. So for Valentine's Day, we put hearts with messages to all of our teachers and staff members and we called it you just got a heart attack. So they could go outside and see their messages. And we also went around this last Wednesday morning and put messages on every student's desk that just said like we're glad you're here and stuff like that. >> Nice. And then the end of
004February, we have a few other things like a hot cocoa bar before school. And then we have a lot planned for try three. >> Excellent. >> We do have one little thing to add. Me and um her, we made a Google like form that's going to be going onto students home rooms and they will be able to fill it out if they have any comments or concerns about how school's going. And then of course like we'll filter them so that it's not just like people like pranking us but like we'll go through them and if there's any like valid concerns and we we're gonna work just a heads up. >> Great. Thank you. >> Is that something that will be able to be made available to other schools or is it just going to be
005>> I don't know question. We can definitely talk about other schools. That's awesome. Thank you so much. I'm glad to hear you got it up and going. All right. Um, are the next two things, Jennifer, were the the audit and audit report. We go down to your block that >> Well, the auditor is here. So, >> thank you. >> Want to sit through our entire >> before? Um, I'm Corey from Acuity, the district's audit firm, and uh, I will be fairly brief and all good news. Let's start there, which is what you want to know, right? So, this year we looked at you have what's called a federal um, compliance audit, a single audit um, because of the level of your federal programs. And this year we looked at the um child nutrition program. So
006student nutrition um mostly because it's still fairly new that you're running it and everything looked great. I mean you yeah everything looked great. I don't even think we had any tweaks this year. So I mean it was um your um finance staff is always really willing to take our feedback and and implement changes but there it was it looked fantastic. So that was good. Um, Oregon has us look at budget compliance, public contract compliance. Did you have um depositories um that are approved by the state? That sort of thing. No issues there either. No budget issues. >> So, congratulations to Jennifer and her staff on that. Um, we didn't have any internal control findings either. Uh that would mean if we had something where we felt like things needed to change um a lot of
007times when we get uh in for audit and we've got adjustments that that tells us that something needs to be fixed. We didn't. Same thing. So yeah, I was Oh, and I said the good news girl. I'm the good news girl today. Uh so if we're looking um at the actual financials themselves, next year is the big payment on the 2010 bonds, that $20 million payment. So, if you're looking at fund balances, it looks like there's this crazy amount, high amount of carryover and and you know, obviously when you're looking by fund, it's obvious that it's not. Um most of the most of the carryover that's sitting there is already tagged to have to pay that bond down. Um so, the good news side of that though is all of the funds um on your
008budget basis except the retirement fund have positive change of fund balance last year and that that was pretty uncommon. So, that was good to see. Um maintaining fund balance is always a good thing. Um the general fund fund balance sits at about 10% which is just over one month of expenses. Uh the government finance officers association guidelines say anywhere between eight and 15% is really well. So you're right in the middle of that range. Uh so no no big concern. Auditors always like to see more than a month but it that is you know you always have to balance programs with what auditors want. Uh and then if we're looking at a full acral basis which includes your hers unfunded liability uh bonds and uh your capital assets the total net position is about 9.9
009million and um the unrestricted bucket is actually negative by 13 million. Again a lot of that is because that$ 18 million sitting there waiting for debt service. So that will change pretty drastically this year. That's about it question. >> So in John Jennifer rest of their aren't. >> Yes. >> But in uh well, as I'm sure you know, this is not always the most enthalling read. >> I do know >> being Christian right and then I've read many of these over the years and what I'm always looking for is that you know that summary of what were significant finds or otherwise and the only thing I really it's really on that last page where it's material weakness identified and it's your old nose. Is that really the main >> Yep, that is the summary for
010the federal audit. So, we have to they require us to summarize it and then they require us to put it into a web page as well, but that is the quick rundown and but it also it ties into the whole financial statement audit and the federal audit as well or everything's listed there. Yeah. >> But other than that, I didn't see a summary of, you know, key there aren't any. You guys have done a great job. Jennifer and her staff really are diligent. that really is exceptional like because I've met a run that doesn't articulate those kinds. So, yeah. >> And over the years she's learned sometimes the hard way, you know, but she's definitely learned and so um she's very good about asking questions um in the moment to make sure that she's um
011following, you know, what she needs to be doing. So, they're very good about reaching out and asking so we can help them along during the year, too, which I think is really good. So, >> easier to get it right in the beginning. Uh so yeah any other questions for auditor? >> I like that report. >> Uh so uh we have the the audit report which is what we got a hard copy of we cited and then we have the financial audit which is the healthier thicker document that was you know aligned. We just have to approve the latter. Is that right? Adopt the ladder. Okay. Yeah. >> So, everyone uh and what I discovered is the only way to get to it through the board on track was to go to the web to the
012districts a little bit, >> right? Whatever. Yeah. So, hopefully you all found that you read it. >> Uh and I will I hinted we were gathering for the meeting, but I do feel as a board chair I did fail in this agenda. We had over with the audits well over 300 some pages of material for one meeting. Um I will make sure we don't let that happen again. given you only have two or three days to read it, >> right? >> And we have lives. So that's one of my primary roles is make sure we have manageable meetings and manageable materials to process before. So I will make sure that doesn't happen along with anyway. So with that side note, okay, thank you. Well, uh, all right. With that, we will need a motion to
013approve the audit and you comment online. I'll make a motion. I'll >> second. >> Okay. So, that's to approve the 2024 2025 fiscal year financial audit by Okay. All those in favor? Yeah. Okay. Nothing. Great. >> Motion passes. Thank you very much. >> Thank you. >> You're welcome to stay. >> Don't rush out. Okay. Now, King Valley, our annual report from King Valley. >> Welcome. >> Okay. Thank you. >> Absolutely. I was worried about the snow, but it didn't appear. So, >> yeah, I'm expecting it later. >> We're expecting cold. >> It's very cold. >> It's raining now. 27. >> It's kind of cold. I think meaning to do that and I have enjoyed our meeting doing the the five o'clock in the morning text. It's been quite exciting. >> Exactly. >> Yeah. Um so
014thank you for having us here tonight. Uh you guys have had our annual report with you for a little bit. I um if there was anything in particular you'd like to hear about being public about last year or current or the report in >> I have one question um that I alluded to slightly um in your audit report that's included >> um and you have heard me ask this question a few times in the past I'm raising it again um it is the uh having too much money in your bank account that isn't covered by banking insurance and we had been reassured um that that total had been spent down. >> It has been. Yep. >> Okay. Because in the audit it wasn't. So I just wanted to make sure that it has. So there
015the audit p uh in our packet said that there were $56,663 of uninsured deposits. Now the timing of that may be that it has since been done because there's an end date. So so our um the uninsured is up to dispute to some degree dependent on who you ask. So citizens our banks has stated that our funds are covered. Um and that's you know we operate on citizens words that they that they are covered. Um but it is within the rhythm of the month um given payroll hits and whatnot where it falls within that cycle in our account. So the like the 56,000 that's before or after shortly after payroll. So we do follow a slight over that that threshold and then drop below it. So we're not carrying the cash that we had previously
016when we were building the building and spending. Okay. I thought >> it goes up to 250,000 but this is in surplus of 250,000. >> So and that's fedally covered and some citizens assured us that independent of the federally covered that our deposit would be covered. So and honestly if that's the only concern then I'll take it too much money. Okay. >> Right. Well, and a simple way to do that is second account. >> Yes. >> Company I was back before I retired um was with Silicon Valley Bank recall that was just a couple years ago that they did go under and came in and yep >> covered everything and first time in my lifetime I'm aware that ever happened >> but my company had all their money >> and it was covered. >> Yeah. Uh
017couple questions I got on the student performance stuff. Uh it page seven uh the and this is the I already stuff which I assume that's an assessment. >> It is an Yeah. Um, just what stood out was, you know, really not a whole lot of movement between fall, winter, and spring or six math >> and yeah, sixth grade math. >> Yeah. For both years actually, >> right? >> Any >> right um we have changed a different math curriculum. It was something that we identified as an area of concern. Um and so we have changed different math curriculum and did some training also for our staff. Um we've changed our staff slightly. Um it is something that we if you looked at our literacy performance we are seeing that we needed to make some adjustments. Um,
018and even though there was not as significant as the growth, there was still a growth. So, I'm going to take that as a win. >> Yeah. Uh, so I'm sorry, what are you referring to there? Where did it go? >> Uh, it just within the student base that there there was some we have very small kids and so it's really hard to >> one or two, right, to break it down. So I could tell you on a very uh infinite basis or a finite basis of what students did well and which students did not. So it's really I mean to report on it it's >> yeah I I totally understand the blog small numbers >> very yeah very small numbers we track every student um and really do try to do it more individualized but
019to give you this kind of a graph but we have made changes we've gone from ready to our reveal map >> from last year this year >> y even down to our elementary so we've we've changed from K um K different Yeah. >> And then the other one um upside on nine uh your graduation uh was on a very predictable trajectory and then very significant turnaround and so I'm just curious what and again I know in small numbers you're talking handful of kids >> right? Yeah. Not to belver the COVID issue, but we um our graduation cohort numbers really dwindled coming out of hope out of out of um out of COVID. And uh in the 2425 school year, we have they improved dramatically. Um in the 23 24 year, we we graduated four students.
020Um and so that you know in the year before we lost a lot and and have continued to to recap. >> So some of that is pulling out of that. >> Yeah, we lost a lot of students. Some when got a GED which doesn't necessarily reflect in our graduation and some disappeared off the radar. >> I see that too. Y >> um and then you know uh your um improvement plans, what are they called? >> Records. >> Yeah. Uh um you guys are doing a lot of focus on engagement and attendance. It's a district-wide statewide national issue. So, I'm just curious how how was how was that going? What stuff you're trying this year? Because it looks like you had a lot of great stuff in there. >> Right. Um, it was one of our
021major uh areas of improvement was engagement which we felt was a reflection in our attendance. Um, and then identifying areas of why students weren't able to attend. Um, and trying to help families with it. Um, so our attendance rate, I just looked at that, is is up to 88% in our high school. That's one of the largest that we've had in in quite a while. Um, and that's even reflective of the last little bit with illness. So, it's a large and we've been battling quite a bit of illness in the last month. And >> can you just confirm I know there's the right Is that 80 88% time 88% of the time they're attending or is it you have 88% of the >> of the regular regular test? >> Yeah, you're right. That was like
022I called it earlier. I had it in my head. >> Yeah, that's always an interesting thing to talk about that your regular attenders versus your non-regular attenders. >> Yeah. So that's 88% of our regular. >> So you have 88% that are that hit that 80 regular tender is 80 >> 80% not a regular but that's >> because that 80% is 20 days. >> Yes it is. >> Yeah. In fact that was one of the things that we even changed this year in our attendance policy. We had we had considered regular attenders at 75%. We just didn't think that was a fair threshold. Yeah. So we are in line with the district at district's own attendance policy of 80%. But we're count we're looking at 90. >> Okay. >> Tells me I need to go back
023and take a look at the policy >> because we should be because I mean right >> because that's what we're doing 90 >> 80% is you're missing every Monday or every Friday or every Wednesday. Right. >> You're missing you're missing >> one day a week. >> Yeah. while you're at your visual >> one day >> and I mean I don't I don't understand how we could find that as a regular Denver. So but I but again I know that's statewide those are the kind of numbers but I would Yeah. So I'm glad >> we've been looking at 90 but I now I need to go back and look at the policy see what that says. >> That's what I thought but I want to make sure our policy says the same thing. I'm gonna put
024that on our list. >> Okay. >> How do we define? >> It's an interesting thing and and King Dolly has always had that idea that if your family wants to take a trip, take a trip. If you want to go see your grandmother, we we honor that, right? >> If you're in need of a mental health day, we understand that even for students. So really focusing on our students that are not meeting the threshold of 80%. And working with families to encourage more regulation. Um and then far as you know making certain that our courses are engaging, that our lessons are engaging, that our social climate is something that um that students are able to means having a full-time counselor available for students for mental health or incorporating into our daily curricula. So really working
025looking at what our students find I will admit we pulled our kids out to take them to Disneyland, you know, every other year or so. Um, so I completely appreciate family doing that and >> then go to school all the other times, right? >> And uh, yeah. So I mean I know it's a I mean we're just we haven't talked about you guys, but it's no different here statewide. So I'm just always curious to hear what other schools are trying working. We've found some success and again it's engaging with the families to find their need and hopefully engage wraparound services with the community partnerships that we've built. You know um finding that root cause and the attendance many times. >> Yeah. Oh absolutely. Yeah. >> And creating attendance plans and we have worked with the
026district on some students that struggle with attendance and There is a challenge. >> Yeah. >> Well, it's a good thing to be hop. >> Any other questions on the king in the report? >> I just I'm sorry. I just wanted to put out the reminder that um we did put to request with OSBA an audit >> with Kings Valley and um that should come back to us. what they were looking for was 2425 audit >> because they only had a 232 24. So I sent that to them and we had >> Yeah. And and so we should have their report um that we can be able to talk about soon. >> Absolutely. That sounds like a topic for our normal spring >> which will be here. >> Okay. Well, thank you so much for coming
027in. Hopefully you won't be too. I see you on your way home. >> Yes. And I'll talk to you in the morning. >> Couple hours. >> Thank you. >> As you pointed out, green middle school would be. >> Oh, that's that's my you know, if we can all chance just to say have school, have school, have school. Um uh because that's going to be the big thing if because there's no way we could make that up. I mean there's no way we can hold that on that same day. And you as much as I love Lego, the the kids at Clemens will survive a day without Lego if we are without school. But that career day with 50 presenters coming in >> just ourundth day. Well, because it's an early release, if we were to
028look at a twohour delay, kids would come for only an hour. And so, if we have to do or if we have to do a late start tomorrow, we will cancel school. >> Um, which >> I will show up for career day whenever career day. Yeah. just give me I just hate to have to reschedu but >> I got box the colors in my car and you know >> kicked me out of 10 years ago still >> I got after doing it for like four years in a row I got the I got the thanks but no thanks supply chain management just not that >> if you have a look I got a very engaging presentation. >> You know when the uh when the tattoo artist is another option, >> you guys are up next.
029You want to make your way to the table. >> Yeah, there were puppies. full grown dogs and horses last year. >> I think about a year ago, we we had Steve and I got wiped out with the weather and I had to reschedu that with we were able to reschedu it, but it was one of those things where people say, "Oh, we love snow days." I'm like, >> they're great when there's nothing we got for that. >> But think about we had gallery night going. >> Oh, yeah. I think I didn't realize it was too >> Well, they're handing out materials um um and and getting ready for their presentation. We didn't I didn't get this in the board. What it really is is we got to thinking about if uh curriculum committees were a
030committee of the board, every single time that curriculum committee meets would have to be streamed and reported. So, our curriculum committees are committees of the superintendent with the superintendent making the recommendations to the board knowing that all the work is happening here and I'm not doing anything other than taking the information and putting it forward. So, um that's where we're at. They will have a presentation that puts out a proposal and some of the history and I will share this with you. Um that in the in the end run we are looking at um the adoption of reveal map and um uh using excuse me um uh number corner at the elementary school >> or primary school. Thank you. um which is um an ancillary piece of the bridges curriculum they add that remains very
031important um and and very essential for our youngest learners and so being able to maintain those two. Um we can look at cost when they're done with their presentation and where we're looking at pulling that from. The key part of this that I wanted to make you aware of is our biggest thing was wanting to establish a set of instructional materials that were on a K5 continuum that were aligned and not split apart. We've been operating since 2019 and not in a bad way with one program for kindergarten and first grade and a different program for for second through fifth grade. The struggle is when kids move, where's the alignment? Where's the common language? Where are the pieces and parts to be able to do that? The other thing that's been significant in what we're
032looking at here is um and you'll hear kind of the difference between a um a constructivist approach, hands-on, grab go to one that is a little bit constructivist and a little bit more balanced in terms of the way that that it it can be opened up and offered. And I'll let the group talk about that. Um, and it's it's been some challenging conversations to be able to take a look at what does K5 coherence mean and what is its importance and what does it mean for the benefit of kids. And so, um, after having been separate for quite some time, um, the notion of being able to bring things back together for, um, a common look, um, it's it's it's change and change is hard. So, um, we'll put that out there. And then I
033also have a history of instructional materials over time. So, I'll come back to this, but I really want them to be able to share their pieces of information because they've worked darn hard. >> Introductions. Anybody knows? >> I'm Abby from Primary School. >> I'm Eric Beasley and I serve PES and also watch it. >> I'm Emily Henstall. I'm the RG teacher for fourth and fifth at the school. I'm Bennett and I teach kindergarten at Primary School. one of our um also kind of participants in the pilot. She's in the video um Grace Hootman. So, and I just want to acknowledge all of our staff that have been involved in the pilots. It is a lot of work and one of the things for me and being a in a smaller district is that curriculum adoption
034work happens at the building level and so um it is it is it's great to be a part of it. Um and and as challenging, it's good learning. Um we go to the next slide. Um Susan kind of hit off some of these things, but uh this is something that just happens when you you know why are we here? Well, every six to seven years if we don't adopt something new, the Northwest textbook will stop sending materials. So that's that's a problem. But beyond just that, you know, the timeline that we're you know, it's just you know, okay, it's six years or so is like like Susan was saying, we you know, an opportunity to align K5 vertically with PDS CPS and then horizontally with blit think about you know doing that. And also uh
035there was some conversations with our teachers I think it's also important and good opportunity and then through through our professional collaboration work we've come before to kind of talk to you guys about our MTSS our site will review outcomes um there are more kids that um that that need interventions that we would like and so that kind of comes up as a you know so what's going on with our core materials where are some of the things that um maybe we're not as aligning some best practices and some materials Um, so that's an opportunity also to strengthen your program. Um, and um, by the way, just a side note, when we had uh, the OD people come recently to do a title one visit, they said, "Do you have math interventions?" Oh, yeah. We do.
036They're like, "Oh, that's not many places have that." So, that's good that we offer that and we want less kids need it. Right. So as a side um and then as as we're looking at the recommendations about reveal which um is a McGraill product our current um at at EES and BES um my current also distance and then um however you want to look at K bridges for K1 I'm sorry that that last one was maybe pretty significant there. So >> what you handed out here this is the elementary >> correct >> but where we retain what we have now for >> just the number corner which is the which is the calendar math program. So it's a >> it's like a 20 it's a 20 minute >> Oh yeah it says K5 girls. Okay.
037So that's kind of you just as a subject correct number. >> Okay. Great. >> So for not including this year but for the previous two years our instructional or our admin leadership team went through a program through the center for educational leadership. And um one strong takeaway that we learned throughout that process was that when you're looking at your system as a whole, you start with a vision for student experience. And so both Eric and I and other school and other schools did a lot of work around creating that with our team. And from that we were able to build our vision for student learning. Then we practice our instructional focus. Um and then we practice instructional strategies and you see at the bottom of that inverted pyramid is the curriculum that's the base for
038everything. So we've learned through our RTI process and through the center for educational learning core is the base and the curriculum that's important but everything the core has to be chosen to fit our vision. So on the next slide you'll see the top one is the SE's primary school vision and the bottom is the elementary school vision and they're almost exactly the same but you'll see Clemens at the end that we're growing into responsible lifelong learners and the lower one is the goal is to become responsible independent because we have different age children as a focus but we still have very similar visions and then we use this to guide us as we're looking through all the different. >> So obviously, you know, when we think about like what is the research, what do experts
039say? You know, we we want kids to really have a strong, you know, conceptual understanding. We want them to be problem solvers, communicate about some of these things in here where you know the sense making and the fluency stem applications. Some of those things are were were kind of overlays as we were looking at the curriculum. Not just like you know um like what what has pretty pictures. Although like Erin I like that when they have nice graphics and visuals and that's of course but but making sure that these these things really align uh to what what the the um the research is saying. Um in addition to that we we did in our process uh we had local factors in context and so thinking about you know um there is it on the approved
040state list of materials teachers looked at it from just a usability one of the ones we had had a lot of different books and some had less um the technology integration you guys know we did a really big investment in our new lines and comes is the clear touch so wanting to make sure with our Chromebooks we don't have some of the Microsoft product we save some money there we want to make sure that the the visuals that we use align and you'll see that in a video later. So those factors um as a smaller district what kind of PL support um some of our professional learning has been able to be brought in via um remotely and that's been actually more effective than I maybe previously thought would have been. It was actually been
041not bad and significantly less cost when we can bring someone in for a Friday for two hours versus flying someone in in person. So and then cost. So those are just some some local factors and next slide. >> So we um because we're we're teachers and principles and we don't have like a district curriculum person who does this. It's just us after school. Um we use one of the first ways we started was ed reports which is an independent uh research evaluator group. Um, and they look at curriculum all over the nation and they have these gateways, gateway one, two, and three. And they look at curriculum and they say, well, they start with gateway one. Does the curriculum have clear focus and critical parents from grade to grade? Less to lesson. And if they
042passes that gateway, it go to gateway two. Is it rigorous? They have deep mathematical practices. And then it moves through if they pass that instructional supports like is there a differentiation for your low students or your high students or usability? Is it easy to get around the website? to work on the, you know, teacher manuals and that kind of thing. And so my math is what we currently have in the elementary school and it it doesn't meet the things that we need it to meet. And it's only at the elementary school, so it's only two, three, four, five. But you can tell like if it's not it's not rigorous at second and third grade, then by the time they get to fourth and fifth grade, it's much harder to teach. So we were feeling that
043in in our teaching experience. And then uh when we looked at it when it was time to be a doctor like oh that's why it's really hard because it's not working well. So reveal is one below and that's all the Oracle we're hoping for all of their um check all their boxes and all their gateways and things which uh so this is I won't share the whole thing but this is our timeline. We've been working on this process for two years now. Um we started uh looking fact we started looking at there's about there's 10 curriculums that are approved K5 by the Oregon Department of Education on their like curriculums that they've adopted. So we started by looking at all 10 um online. Some of them are like purely digital. There's nothing there's no textbooks
044at all. So it would be easy to eliminate a couple and we're not going down that path. We like touching and working at things. So um we were it was easy to eliminate about five of them which led them to the last five. We ordered copies of all of those. So teachers um were able to look through them. And we then narrowed it down to two which we um piloted in bit in fits and starts. Some teachers piloted four units. Some teachers just lessons to kind of get a feel for the two uh work. We had two two-hour trainings from each of those two uh reveal and into math which is the same people that make our reading curriculum. because we have intro reading right now. So I did both of those and then as
045of last spring the team decided to eliminate my into math and in reveal. So we have half of Clemons right now is piloting reveal and about five teachers at the elementary school. So it's pretty in our system now. Hopefully they'll be our early adopters for next year. I mean, >> go back. I think it's >> I'll walk around. >> Okay. Um, so one of the things that the primary school would like to keep in a bridge is number corner. Um that sounds really strange but it's the calendar piece. Um and you know when the kindergarteners come to us they don't know anything right we explicitly teach them from to how to use a pencil and how to use scissors and glue. So, um what sit in a chair, >> how to use a tissue. Um
046you know, all the things, uh every single thing. And number corner is one of those things that we do every single day that helps build routines into our day that helps teach the kids how to do school. What is school? Um we do counting by ones, fives, tens. It covers patterns, shapes, both 3D and 2D, tons of vocabulary, and daily practice with addition facts to 10. Um, and that's just like a I can't that's a teeny tiny thing to really tell you. Um, to try and explain what it is. Um, it helps us build routines. We have a lot of repetition of concepts every single day. Same thing. Helps us connect to real world problems. And then there's also another part there with delayed gratification. So we put, you know, special events on our calendar
047and they're waiting for it. Um, one of the parts of number corner is that all of the C calendar pieces are not visible to the kids until the day of and then it's turned around. Um, and so they're predicting what's coming in the pattern. They're um, predicting what the next number is. All of that kind of stuff. Um, is very exciting. Um, so that's why we want to keep number corner and reveal does not have a calendar piece to it. Um, and all of us use number corner every single day. So that's why we want to have it. It's a bummer that the pictures didn't come up. One of the pictures is >> the top picture is my current number corner. Abby took that picture today. So if you look at that, you can see
048that um, we're counting objects on the calendar pieces. We're talking about pennies and nickels and how those two things relate to each other. And then we have an a three different ways that we are tracking how many days we've been in school in 10 frames with link chains and then a by ones number line that we fill in a new number every day and tomorrow's the hundth day. So it's a very big day when you say oh bring something right. >> Um we actually we don't do that. Um, so what we are planning is, uh, we do a special hundreds day snack. So parents have sent in different kinds of things. Cheerios, Froot Loops, chocolate chips, mar mini marshmallows, pretzels, and they're going to count out 10 of each of those items onto this special
049placemat. And so they'll make 10 groups of 10 to make 100. We will also create art about what we will look like when we're hundred years old. Um, so that and it's a short day, so that's about all we're going to be able to do tomorrow, but it will be a fun day. I'm gonna try and look like I'm 100 and I'm pretty close. So, >> close by. >> Yeah, that's true. I do have some actors at my house that can help me with my makeup. We'll see if they're willing at seven in the morning. Get him to do the Mary Poppins makeup. Exactly. >> I'm sure he'll be up for it. >> Do students get So, I say students coffee. Every student gets their own coffee. actually two there's a right >> volume one
050and two >> volume >> and it's it is a workbook so they're going to write in it and you'll be issuing a new one every >> there's a choice to opt out of it and do photo copies we just it's actually cost less to do it this way and have it set up >> yeah I like the book because I don't know if you guys felt like it even high school and college I I would work a few days ahead so in class came you knew what Emmy helped with especially in I just did this like a week ahead. So then you do because that way you can get behind. >> So the kids can they do that with it? They >> can totally be in terms of back and forth at home. That's kind
051of scratching and some some of our kids are not as good about bringing thumb back. So um but yes, it's usually after after a year or two into it we kind of wind up having extras. So we can definitely accommodate that. Yeah. Um next slide. Um, I was thinking if I were a board member, it would be cool to like see what does the lesson actually look like in a real classroom. So, uh, so Grace, before you quit, um, she's very pregnant and she, uh, she said, uh, I said, "Well, your baby's just going to be so smart with all that mathematical knowledge as you're teaching." Um, but she said, "Come on Monday. I have a really exciting lesson." And I couldn't come Monday, so I came to stay. She's like, "Well, that wasn't as
052exciting." But, um, but but I think in some ways just seeing like, you know, this is a number routine at the beginning of a of a third grade lesson. Um there's a little number and then some some development with fractions. And you see how they're not actually even using the work yet in this lesson. So we give you like how the how and you'll get to see the new lines in action. I think Sharon This is where we get the feedback. >> 40. Nice. >> And then our last one. Are you ready? Are you ready? All these slides will work with our Chromebooks and also spacing. Excellent photography behind those are one things that like I I taught third grade for seven years and we wanted kids to be able to like be able to
053um identify fractions do some comparison but that's that equivalency with uncommon was was more fourth grade so it is rigorous it's asking a lot of students and and the math talk and the conversation let Emily talk a little bit more about the next slide. >> So, this is one of the things that you saw is teaching there. Each lesson starts with this. It's usually an image or or a short little video. >> Um and and it's meant to prompt the student thinking to like how does this apply to our world? How does this connect? Where do I see this in real life? um is a third grade lesson um introducing multiplication with the peaches or apple. Um and it's it's a nice way of showing how how math progresses. You hear talk about they're tallying
054and counting by ones and as kids move through you they start counting by ones then they start skip counting and then you hope that they move into multiplication and it's that mental progression as they move through and they get to fourth and fifth grade and and and can do math really quickly. So, if you looked at the pile of peaches, you could figure out how many there are by counting them all. Or you could say, well, there's eight apples in each basket. Uh, so I could skip count by eights, but that's not super efficient. And so then you say, oh, there's 10 baskets. 8 * 10 is 80. And that's the multiplicative thinking that we want our upper grades, our fourth and fifth graders to have to understand what multiplication is and how it can
055be represented in so many different ways. So there's the array model where you've got rows of three. You've got the area model where you're figuring out multiplication by of an area. You've got set models four groups of three or three groups of four. And there's so many different ways to understand multiplication. And if you only understand one of those, it's it doesn't work. That's you don't fully understand what multiplication is. And so I really appreciate that this um this curriculum will teach both the the different ways you can represent multiplication or addition or division and then also the algorithm. You have to know how multi how multiplication or addition work and the algorithm. Um knowing just one of them isn't going to set you up for success in math. So, um, lots of ways to
056use the skills of multiplication and then use how to apply that algorithm. And you're right. >> Um, I'm supposed to talk about this one, but I do want to say on the be curious page that the kids often come up with stuff that I've never even thought of because I'm thinking about what the goal of the lesson is and they're looking at a picture with their, you know, brand new to the world perspective. And so the kinds of conversations that we have during that are interesting and usually very deep um where I'm like, "Oh, you're right. That one doesn't belong because they thought of an attribute that I didn't think of." So um anyway, so that's that. Um each lesson has two different ways to start out. You can do an activity based exploration or
057a guided exploration. So they have a bit this is a different grade level. So, I'm going to talk about like what I did in my classroom today. So, um today we were decomposing 10. And so, yesterday we were composing 10. So, we had partners. Each kid had a train of 10 cubes. They had a 10 frame in front of them. One partner put some cubes on. The other partner then filled in the 10 frame with the rest of the cubes. And then they had a Mac conversation. I put four. I put six. Four plus six is 10. Four. Four and make 10. four and six make 10. Um, so that's basically what the activity exploration is. So we start with that and then we do a brief meeting about what the work is supposed to
058look like and then they go and they do their work with um my guidance or somebody else's guidance. The guided exploration is much more like you know the teacher in front of the room saying okay these are the things that these are the ways that you can make 10. Um and then we do the work in the workbook together or whatever. So um the activity based stuff is very collaborative really concrete examples and it's really engaging for the kids be a little bit more difficult to manage which is why it's nice that we have the guided exploration also because it makes it easy to leave for a substitute teacher and you I can just leave a substitute teacher the workbook pages and the document camera and they can teach the lesson because in the kindergarten
059curriculum all of the directions for how to complete the work are at the bottom of the page for the adult that's helping kids. So, the other nice thing about that is that I can send a kid out into the hallway with an instructional assistant and they know what they're supposed the concept that they're supposed to be getting. Um, see what else? Um, and then there are slideshows that go with the guided and the active based. One of the parts of the process in your policy is to have community input and so we did share conferences and we put the materials out just like for you guys to be able to look at. We didn't get a lot of feedback, but um I did have a one conversation with one dad who's like you know just
060create kind of is this new math and well I said sometimes things like you know like we don't say borrowing and caring we say regrouping but it's still teaching the standard algorithm and sometimes we just want to you know kids actually really have a good conceptual understanding what's going on behind it not just not just moving numbers around it's like okay I can I can go with that but it was just you know like this this is super radical in my opinion but but it but it is like something where you know we want people to deal to see that um that you know yeah we want kids talking on math that we want kids to be problem solvers and they'll communicate and it will be a I mean it's going to be and and
061in an an adoption like this where you're talking about three different schools and 26 teachers they're going to have different opinions on you know kind of you know different pros and cons but um and with parents um this uh I threw this last minute and um this this idea that um when we think about also So, our teachers and how hard they work and just being able to have an exit ticket digitally to kind of see whether kids got the lesson or not. And you know, at the at the bottom, I'm confused. I'm sorry to understand. I understand. Just have a few problems. And the fact that there's tools to kind of do that automatically, I know for me sometimes when I was teaching third grade and then coaching high school baseball and then at
062night like to go back and grade my exit tickets, just to have that done for them, I think is a really cool thing. I was hoping that exit ticket would go away if you hit the I don't know if it'll just stop there. Oh, shoot. It was behind that. You go back slide. Um, one of the things that just mentioning that that as part of this um we want to make sure that we u continue to monitor you know how our kids are doing and recognizing that an MTSS MTSS system multiple tiers of systems of support. We're going to continue to look at how our kids are doing, the community intervening um like we always have and that'll be that'll be really important. The next step also up there it says, you know, purchase the
063materials uh planning professional learning for um this this spring in May and then back again in October and then in the in the new year. So, we're hoping to have three different two-hour trainings from from the uh from the reveal folks. So and then those are kind of the next steps. >> So the plan is to deploy next year if we do. >> Yeah. Yeah. So we well and and the thought is that if we if we can get the materials to our staff before summer it's always coming back and then you know everyone's so then we we thought you know what we have like at Clemens half the teachers are already have the materials and so uh we finish the rest of the purchase and get that and then people can have it. We're
064not expecting people to work over the summer, but they'll have how they want to have that stuff in hand. And then doing the May training will kind of help them, you know, kind of be prepared for the the fall implementation. And then about October, as I was mentioning, to come back to say what's working well, what adjustments. Um, >> yeah. >> Okay. Um, so you mentioned that like this the current elementary or so years. >> Yeah. So just out of pure curiosity, I'm not a teacher and I don't know the cycle. Is that a pretty standard cycle for >> Yeah. >> totally shut down the we have the year, you know, we could we're at that year and we're like, you know, we just want to purchase. We we would have the we'd have the
065teacher manual there. There's a there's a digital piece and uh go over the numbers, but you're talking about about $25 per kid. So, you know, that's you know, that's about $150 over the six years or about 90,000ish give or take in that in that ballpark. We we want to purchase some manipulatives in addition to some fill some holes on that. That's one thing too. we want to look through and go, okay, what do we already have in place? Because some of the some of the curriculums actually use the same stuff. >> Yeah. So that one so bridges is what is used in but that's not I didn't see I the went by pretty fast and I didn't see that listed in the book for >> yet. So no matter what we got and so adopting
066the bridges like the calendar that's no big deal. Um so with this program with the um the reveal so how you mentioned that there is Chromebook like it's all kind of conducive to Chromebook or the touchcreens and everything. Um, how much of that like at upper grade would be done on the phone by like is that a pull out that's really like >> it's not it's not really integrated into I what I think more what I could see some teachers at different some different days is using the phone books they want to do the exit to automate it or like a you know if they're using for assessment like we use it for some but on a day-to-day basis that's why we purchased the the books and I know and kids gathering we just we
067just believe you know kids being on the carpet with whiteboards and working it through and it's turn toxic all of that like our vision I know every day I get emails from people saying you know something online is the next great thing but we just that in person you know is our definitely like the exit so you after you've done all of that there's like like the three or so questions and the kids they could do that on paper or they could do it on the computer which the unit assessments at the end are also online if the teacher wants to give them that Okay, I can also do it on paper. There's a lot of like little helpful things like there's a three minute video for if the student is gone that day, here's
068the summary of what the lesson was. There's a lot of that kind of little bit that and that my but like another question I had is somebody mentioned that there were made it easier for advanced students to kind of go ahead or to pull out um for students that need. So anybody speak to what like this person like you have learn is it just like what Ryan over here did and you're just like go out and work on your workbook ahead. Um you speak to that or >> um I >> Yeah. And I only have one or maybe two students who would be at least this year above where we're working. I mostly have more on the other end of the spect um and so I'm using you know one-on-one or oneon two um when
069when we do math um I have myself my instructional assistant and a parent volunteer in the classroom and then um occasionally I might have a high school student or a middle school student as well and so I use those resources um accordingly like I might tell a student um and then we do the lesson together. There are um there are extra resources for like practicing again or reteing something. Um I haven't been using them. I probably would use them more as I get better with the curriculum. Those kinds of things are really hard to do like right off the bat because you're just trying to figure out how all of the pieces go together. Um, there is also, just as another mention, there are practice books and then you can also print the practice pages
070out and send them home at homework if that was something that people were interested in. But yeah, I haven't looked at the art yet. >> If you look at the back of every like at the end of every lesson, not that you'd really want to dig through that, but at the back of every lesson, there's a that might be it. There's I think >> that might be there. There'll be like a retach and a mod level and an enrichment. So different work that you could that you could use with your different high low different activities. Kids really get it like that push them forward. At the elementary school, there's every teacher has a 60-minute black math block and the second 30 minutes and either an IIA or myself or one of our other teachers that
071does RPI will push in to support the teacher so that they can run small groups so that the kids are able to either be accelerated or have some back filling of the of their holes that um and so the kids are often in in depending on the size of class, you know, three to six or seven kids and then they get kind of you need to just like really check your answers on the workbook and then we can move on to the more of the enrichment or we can go through every problem in the workbook together back we can talk but it's like yeah I think one thing that's a hard part heart part heart part part heart part heart part heart part heart of mine is not to always give kids more work but
072work sometimes and I like that you can you can substitute in so like you're ready for this. We want everyone, you know, to have opportunities to to learn and attend. And sometimes even in our our walkthrough, sometimes one teacher will take some students that are kind of already above and and so we have that also built into our win time or what I need time in our so we do utilize. >> Um something that none of us have talked about, but it is part of the curriculum is there are games that go with each unit. Um, one of the things that I think is unique about this particular program is there's basically five or six different types of games from kindergarten through fifth grade. And then the content within those games changes depending on what
073the lesson is. Um, we do we will have to produce those games. They're not like something that come with it. You have to, you know, print them out, cut them out, laminate them, all that like manual labor stuff to get them put together. Um, so one of the things that we do in kindergarten is we've got our opener exploration. We do the lesson, the kids do the work, and as they finish the work, they can access the games. And so kids who are finishing the work faster and then having it checked are then being challenged more by the I remember that as you guys. So there is a gate component >> and I'm wasn't on the board when we the budget we're currently under. Um this has been the budget for >> Yes. What what
074um what I put up here was um that we're looking to request a $100,000 expense for this adoption. Um including manipulatives, the teacher material we're getting for free. We've got a professional learning cost and as a a notice at the bottom that says this quot includes $42,000 in change in a price reduction on course material. So they're they're being quite nice to us um in in terms of what's happening there. So when Eric talked about the calculation, I built it off of 575 students which are was a rough of what we currently have and said if we're taking that $100,000 across 57975 students, it gets that 17391 and you take that across six years and you're looking at 29 bucks per year per kid um to be able to implement. Jennifer and I have talked
075about we have >> Does that does that include you're buying a new one of these every year? Yeah, putting putting boots all you buy and then and then basically each spring Northwest textbook says, "Hey, what are your numbers?" So you're not locked in. They say, you know, you bought this much. And they say, "Oh, actually this cohort's big or smaller." And that's that's how it work. They just send you what you need. >> Um we have $75,000 in general fund um that we allocate for instructional materials every year, which you can you learn quickly that if we were to do an adoption K12, that 75 grand won't even touch it. and we have up to $45,000 in our student investment account which is over the hundred,000. And so what Jennifer and I will be looking
076at is what are the things that we can do in terms of uh because we have a certain amount in the student investment account for elementary materials and a certain amount for secondary materials. So, we've talked about can we look at the student investment account and for this year move some of that secondary because there's not a secondary adoption in the works to be able to move that to elementary in our explanation of expense so that we can actually put more in student investment account and pull less of this out of the general fund to be considerate of where we are this year. But yes, the money is there to do >> these books get outdated in six years or so. This book is copyrighted 22. So this company guarantee those six years. Yeah. >>
077And oftent times you go through the adoption cycle seven years. Oftent times the same companies will produce curriculum. So you purchase a newer version of it um with some changes. So sometimes you can get the same curriculum if you're really liking it. other it doesn't like mass >> our current my selling it anymore but they'll still sell the workbooks they're just not >> that's just one they they have to produce the work for this >> yeah because the contract we will enter into with the company that says you will give us these >> things printed in the Yeah. >> Um, we have a teacher edition of course workbooks, but there's a see the teacher there's a textbook students have well, right? >> There's an assessment workbook. There's a games we didn't bring, right? if you
078have it if you want. >> Yeah, they're not a textbook. >> I really appreciate the math is mindset part on the bottom of each of these pages. And I'm looking at the first grade one and one of these says, "What can you do today to help build a good relationship with a classmate, which is wildly beautiful, and I just wanted to call that out." Um, what about math makes you feel most confident? So crafting that, you know, whole experience in school and there's a warmth to this math book that I don't remember even beyond that. Um, so I just wanted to appreciation for that. I also love that there's a lot of spatial reasoning happening in here because, you know, Ryan talks about hiring people to come work for him. I want really people who
079are really good at spatial reasoning to come work for me on there a little bit. No, that's super cool. Um the the curiosity component, the be curious ones are great. And I loved your example talking about like the students might see something different in a photo than you do. um because I lost the page. Uh but there was one where it was like a a lunch tray and it was be curious and one of them had different food on it or like different amounts of food on it. >> You know, my very, you know, my age brain was like, why do they not have the same food on them? But maybe a kid would think, you know, oh that kid doesn't like sandwiches, they like something else instead. But >> yeah, I I think it's
080um my just they always make me feel like I have very limited creativity and I know it's not true >> outside the box thinking because they just they they see things that I don't see and often it's when what doesn't belong. That's the one that they are always getting me on. Anyway, there there was one for groups of 10 and there was one that said 5 plus 5. That was it. And then one that said four plus six equals 10. And then one that had three purple bears and seven yellow bears and one that said four plus one. Which one doesn't belong? And so I'm like, well, four plus what? The rest are 10. >> But they were like, well, the one with the bears doesn't belong because the rest are numbers and that's bears.
081>> Oh, actually the one with the equal sign doesn't belong because the other ones don't have. So pretty obvious. I mean, that right away. Great. Okay. Do So you were looking for a move that we um Yes, we purchased his materials. They were adopting a curial, right? You don't need the financial approval. It's in the budget. You want >> It's in the budget. So, we just wanted to let you know kind of what the cost was and >> I think the motion is to adopt the reveal that correctly. Okay. That's okay. >> Second. All right. Excellent. Any other discussion? >> I know this is a multi- months year of work. So, well done. Congratulations and always excited. >> All right. >> Yes. >> Okay. >> Come to more meetings. Tell your friends. way to meet
082each other along uh association reports. I don't think we have >> oh I'm the vice president Mallerie is deeply pregnant so I get to step into her shoes a little more. >> Yeah. >> Um the next few months um so uh I was thinking about what to talk about. I've not done this for the PA thing. So, I just want to chat um about communication and our appreciation this week for Susan and like the communications this morning and yesterday morning. Like that level of communication really helps support um our staff and that that clarity, making sure that everyone knows where to be and when um instead of guessing and speculating. Um in the same vein, we're working with Susan to clarify our new teacher evaluation rubric we're getting this next fall. Um there there is
083some uncertainty around what a passing score is on that rubric, how the scores are calculated and what happens if someone or teacher has lagging skill. Um so that lack of clarity has led to some confusion and mistrust of what might happen if such and such happens. Um and a lot of that speculation. So we're hoping to have some concrete explanations this spring and Susan has said that she's uh going to be sharing a glossery or some kind of definition of terms with us. Uh so we appreciate that and we're hoping that that kind of helps ease some of the staff members minds about about that. Um we have our short session in Salem wraps up in two weeks which is shocking and we'll find out what our actual budget is for next year. Uh I
084know we understand that there's not a lot of money to go around right now. So we're hoping for um clear rapid communication as soon as you know things or can share ideas. um just transparency for staff around those cuts um and hoping for really timely communication uh for what that might mean for our buildings, our students, our families. Those are big implications for us and so knowing sooner than later. Uh finally, uh we've had several conversations with Susan or and other admin about response if immigration and customs enforcement were to come to our district. um we are or our town our schools we are aware of board resolution so we understand that but it doesn't give as much guidance on if ICE were to be waiting for students or families that pick up or drop
085off school um we'd like clear guidance and protocols for that um to keep our students safe and we just don't have that yet so the guessing and the theorizing around these kind of issues um trying to make contingency plans because the expectations are clear or if information hasn't been shared can be really stressful for staff. So, we appreciate Susan's communication about the weather this week. The little things or they can be good things. Um, and her commitment to clarifying our evaluation process for next fall. Um, we would appreciate that and hope that that transparency continues as we work with Susan and our admin. um all in all all the other thing I'd follow up with to be able to say that that just for everybody to hear is that the uh budget forecast that came
086out the recent one was better than what was expected. And so knowing that, um, as long as things continue to to work forward in that vein, um, we're we're looking at the hope that that we may not have to cut in the rest of this year would would be the ideal hope. >> Thank you. >> Yeah. where they started with was a $700 million gap and then the new forecast dropped that by more than 200 200 million I think I think there been two updates I think 200 million >> and then they're looking at divorce you know we matched the federal tax exemptions um and beautiful bill gave some more tax breaks Oregon's looking at divorcing our you know state from those so those tax breaks basically it's the same with what people been used
087two and that's another 300 or 300 million I think. So then you're down from 700 down to 200 million >> of a shortfall which is still not trivial but it's way better than we were if if they pass that accurate >> you're on it. >> Okay. Um then we have no OCA >> sorry I mean not I mean I guess that I I feel uncomfortable not having the school for guidance on what to do immigration controls and I would like to make sure that we do that. >> Yeah. And that's feels like a discussion that needs to happen. >> Yeah. And and part of that was I think part of that was some um was well I'll own that. My misunderstanding of um saying if we're seeing vehicles on the outside we bring kids in
088and we would do that in any kind of situation after school or something like that. But the notion of being able to say if this then that it feels very like it does feel very narrow but I don't feel like there is that otherwise it does talk through >> on the next board meeting. >> Okay. >> Perfect. >> Yeah. I think it should be the same as fire drills or the scary person drill or whatever we do. >> Reverse fire drill. >> Yes. Perfect. >> Okay. Um, no OSDA reports. So, we will move on. Superintendent, >> um, you had my report for once in the packet that was, um, shared ahead of, um, the meeting. And so, um, I for in the interest of our time, I don't want to dig deep into that. Um,
089two things that I wanted to highlight. One is that um earlier this month was our recognition of our counselors of our school counselor and um for all the work they do and uh wanted to be able to make sure that we have the appreciation there. Where did this go? Sure. What the The other piece that I added at the 11th hour because I just got it today um had to do with the um the Fence 2050 visioning process. um that um if you saw that there the visioning workshop is scheduled for Thursday, March 5th, which also happens to be our budget committee meeting >> and um when I asked about that today because the their meeting is going to be in the high school library and our budget committee is going to be here and
090um no, there wasn't an intention to say Oklahoma school district, we don't want you. We're leaving you out. um they would have had to delay the meeting until spring vacation um for the whole community group um because they really couldn't find another date in there. And so they're committed to working with us uh but really kind of had to land on that date. The other piece of it is the consulting firm is meeting with individual entities and so they've provided three dates for Tom and I to look at to meet with them independently. all of those that happened before the March 5th date. And so we are certainly not being excluded. But as you start to hear the dates of the activities and things happening, I wanted to let you know that it was kind
091of a what is the lesser of two evils of of of trying to reschedu this whole thing for the whole community or um finding a different path to be able to make sure that we continue to be included and go from there. So um other than that, if you have questions, I'm happy to answer. How are we a similar school district to late last week? >> Yeah, nobody has the answer to that. >> We are not. >> There's even a smaller than us district in that same group. They were like what 450 or 500. >> And the interesting part of that though is Riverdale has um an abundance of funds. They they are a rich district like >> Lake Asiggo. And so um as you know, we appealed. >> Yeah. >> And they didn't approve
092our appeal and um I've since had an opportunity to talk with Corvalis um who had said, "Why did we end up in this group?" Um and they didn't appeal. Um but at that point it was kind of like okay, we're going to make the best of it. Cortalis and and us have have already said, well, we'll we'll agree to play in the same sandbox. Um the the struggle for me really isn't about the comparator information to establish for kids. It really is about if if they're talking about what they call communities of practice where we can talk to each other. We can't relate with a lake oiggo or some of these districts that have multiple high schools or multiple middle schools that we we can't even have the same dialogue. Yeah. >> The other part
093of that is you get a district like Lake Origo that if something needs to be done to deeply influence um student gain in a particular area to meet goals, they've got resource that that some of us smaller folks just don't have >> to be able to get there. And so, um, we know it's going to be a struggle and we know that we'll work on it in terms of change, but it's also about recognizing what those differences are across us as as different entities in this group. And so, we said, okay, we'll play, but we also know where we stand. Um and and the biggest piece of that was about our our um designation with um NCES in community designations. We aren't rural in that designation. We are small um what is the word I'm
094looking for? >> Urban. >> Yes, small urban. And so right there that just sets us off as being in a different category. and that threw a lot of their measures all the way out. So, >> I mean, when I think of bourbon, I I definitely picture first like >> So, we know what we're walking into and but I just wanted to lay it out there kind of where their final determinations were and um uh we're going into it with our heads held high and um uh doing the best we can. And we know that we will do the alignment probably with those districts that are closer to our size and those that have single middle schools, single high schools. Um that we can actually have common practice conversations. >> Okay. Um let's see anything else
095on the superintendent report. Jennifer to you for our financial report. >> Um I'll do the same as Susan and say I put everything in the packet and if you have questions I'll be welcome to take them. Um, I did mention that our ending fund balance is probably going to be less at the end of this year than we ended. And Corey mentioned it was around 10%. I think we'll be lower, maybe 7 to 8% by the end of this year. We'll have used some of what we had left over. Um, and then I gave you a narrative about the first side bond. It was riveting reading, I'm sure, but it it's important. We've been talking about it for the last couple of years as that end is coming with the bond. So, I wanted to
096give you all some information to digest. >> Yeah, it works. So, we we sell a bond. Um uh so then we get this the pile money from the bond and we put it into this what is it called? The sign account. Yeah. Okay. And it's is it making some sort of interest while it's in there? >> Hers is holding it. Okay. >> In there. And they're investing it just like they do other pers investments. And then we uh then we're of course paying the interest in and the principle on the bond, >> right? >> Um and the theory is that's what you're saying and we're >> um said that you know even though obviously we paid the interest on the bonds that's cheaper than >> what we have break. So >> are you going to
097advise us to buy another bond here next year? Is that >> I'm advising that we move along with the assessment. >> Okay. uh we're going to join with all the other districts that are doing the assessment. We have to have that if we decided to do the bond anyways. It >> the assessment tells us what the rate what the purge rates will be or >> it's going to tell I think it's going to predict give us a couple of different predictions based on interest rates at the time of purchase is really what it's going to be able to tell us. >> And what was our rate on the bond we have? >> I think it was like uh three and a half%. Yeah. Right. >> Yeah. And like I said, it's it's helping us now,
098but it's not going to help us in the next bianium. So, we'll anticipate them for bond rates going up. So, we don't have to worry about it for the next budget year, the year after that. >> U the bond is still good through 267. >> Yes. >> Yeah. This would helpful right up this summer. And now you see that our enrollment is compared to last year is we're down like >> a little bit. >> Yeah. >> It's not unusual though compared to the rest of the state >> actually better than others. >> Well it's you know it's always where we you're right we start here at 1646 we're at6008. It's always depressing to watch you know that through the year >> but we were at 1619 spent last year. So that better than 30 or
09940? >> Yeah. >> Anything else for Jennifer? >> Uh you Yeah. Okay. Uh lastly, I had I put on your schoolboard liaison reports that I I'm not going to uh I didn't mean to uh put you on the spot, but I just want to encourage we all know what our roles are to reach out to the principles and say, you know, just do that check-in, walk through the building, ask them what how things are going, what issues they have, etc. um first see make sure you let the superintendent know when you're having that meeting but um and then you know if there's anything to report back uh met with Eric with the elementary school and got another tour of the building which is always great and we had a great discussion about their improvement plan
100or what do you what you call yeah um which I think it's outstanding so um anyway I just want to encourage all of you to you know do that reach out since we align on those roles. Any questions? >> Yeah, exactly. That's all. All right. Um, moving on to the discussion item section. The pool update. >> Pool update was in the packet and I did an update, but it tells me my files correct. So, um the repair work to do the um install of the new filters and the mechanical room repair were scheduled for February 23rd 24th next week and it has been postponed until March. Spring vacation is when they're going to do the work. Um due to a delay in equipment acquisition from the contractor and so they felt that instead of coming
101and doing it in pieces and parts, it would be better to just reschedu the whole thing. And so what it's done is it's just postponed by the course of a month um what we're doing, but all the plans are in um the approval of all the entities that needed to say yes, you can do this have done so and uh we're excited to be able >> Was the pool supposed to be open over spring break or some of it? it it would be, but see they were going to shut down for those couple of days. They were going to do the work in February. And so what they'll do is the same thing. And so if it's open during spring break, which I believe it's scheduled to be, they'll just shut it down for like
102two days and look like they're going to turn it around really fast. >> Yeah, they they they planned for two days with a third day possible if they ran into problems, but they feel like within two days they can get it set up and turned around. Great. Okay. And then strategic plan and objective update. uh the strategic plan and objectives update. We did um where we're at right now is we're looking at what are the um we're we're looking at the um what are the the metrics that that we want to be able to use and what are the current actions and having help being able to um fill those things in. Get this out of place. Expand it. Um, the other thing that we're working with is we went back to Eric and Abby
103and company mentioned our work with the center for educational leadership over the years and a piece of that use the language of what is your ideal state and what is your current state and so we're using that language and that theory to be able to go backwards and put into instead of just objectives because the objective is really the ideal state and the you know the where we are right now is the current state, we want to be be able to make sure that we're really focusing on. So, for instance, in the ideal state, what about equitable and excit excellent? What's future ready? So, when we think about measures and think about um the the information that we have or that we don't have, um let's let's remember how important these were when we talked
104about them before and being able to also take a look at making sure that we're um we spent two years with the center of educational leaders, center for educational leadership for a reason, and it gave us some good information. So, um, there are more hands in it to be able to make sure we have the information we need. Um, and I'm just waiting for us to come back together to be able to, um, have a little bit more information. But it was kind of that nice aha to bring it back and say, "Oh, remember when we did this?" And, um, its level of importance. >> At this point, are we done with Vince for things? you plan to we pay them for anything that we haven't submitted yet or where we get >> and that's
105really kind of up to where this group as a collective believes you want to go. >> There is some money still on the table uh you know we could that we write them a contract and there's still hours available. So we want to pull it back in. Um, but you know, I think what all that did was feed the set of objectives and then I fig we'll want to do a, you know, a retreat type of thing where we look at the five-year plan. Um, and that's where I think we came out of that. >> Sorry, we don't want to lose the portrait of a graduate and the things that we spent the time on there. And so that's where I would see that coming back into play. >> Um, so I want to give
106Susan time to work with you. we provided these objectives. We just approved them last month. Um and and she's been working with her staff to start putting the strategies and the metrics behind it. Um what I will do in this in course a couple weeks before each board meeting to outline what we're going to cover, what the agenda will be and in our next conversation will be we'll look at those objectives and schedule every month. Let's pick two of them that we just talked about. Where are we? what is what are you working on? Uh how is it going? You know, any adjustments and we just rotate through and be constantly looking at those to rather than trying to cover all of them at once or even all of them every two or three months.
107So that's the plan and I'll soon come up with a schedule of that and hopefully we'll be looking at a couple next time. >> Does that make sense? >> Yep. >> Okay. Um and then Jennifer, you have budget prep calendar back on here. Is that just a reminder? >> No. When we rescheduled the board meetings, the public the budget hearing was scheduled for June 11th on the prep calendar, but our new board meeting is the 18th. >> Okay. >> So, we need to decide if we're going to hold the budget hearing separate or change the budget prep calendar. >> Yeah, I would say we change budget prep calendar. >> So, you want that? Do you need a motion on that or you publish a new calendar? >> I can publish a new calendar. If you
108guys want to vote on it, that's fine. But I can just >> Yeah, there there need shift it to. >> Okay, >> I'll do that and share it out. >> Okay. Um, >> oh, it moved down to Okay, >> I have a different agenda. >> It's not the one I'm right. You don't see >> I had my hand. You're on it. >> It's It's 2026. There's an online workbook. >> Exactly. I would prefer a workbook, but I have the So, uh yes. So, that's the it for discussion items. We're moving on to action items and we have a very large set of uh second readings in we're ready to to should be ready to adopt. Um so, the policy committee met and discussed these a couple of times. Um I'm assuming I in fact I
109did not do a side by side but that Michelle we got all of the changes we talked about in the policy comm so it was um director judge and myself and Susan and of course Michelle and we also had uh Barnard there from King Valley just tune in because if they have a policy of their own they use that if they don't then they adopt our policy so he's going to encourage her to attend our policy sub anyway Um so we can either go through each of these if people have any um inputs or we could approve as a block depending on people how much you know >> oh sorry did you say that was one that you pulled out. Oh yes, >> it is the um instructional m um I a um >> no
110it was it was um instructional material two of the >> Okay. Yeah, it was it's just one of the AR one is the instruction. >> Oh, okay. So AR2 didn't make it. >> Okay, then it's already >> 134. >> Oh, okay. I think that was >> so >> Oh, yes. We >> Yeah. Okay. We we Yeah. Erin and I read every one of them and we >> came to the meeting with comments and we discussed them and you know and most of them were you know a lot of typical cleanup in some cases there were some chips in oh the big one was and that's what I guess I should have done a check was it was the bus >> the conduct and we were going to make sure that the policy and the AR
111or the list lined up. Could we rationalize that? >> That back you got kicked off the bus. It's pretty straightforward. >> Yeah. Yeah. It's pretty involved. Sometimes you probably think that Ec >> I'm trying to get to the right page. I scroll. >> Thank you. I was on 175 which is very aggressive in my scroll through your 200. >> Okay. And then I have our list. You guys already Yeah. >> Okay. So, I'll go back and fix that. >> But that AR um can be changed at any time without board vote. The AR is not dependent on board vote. Just the policy is not in our packet. >> Yeah, it is. It is. >> Which one? C >> A R procedure. Okay. All right. >> The the point. >> So there's so there's a list
112of rules there. >> And where is the other list >> In the policy with the student conduct on >> Yes. >> And you're saying they're not lying. >> They're not. Okay. They're not >> students will not No, they're two totally separate. >> Okay. So um I guess the question then would be are we operating from the list and the policy which I believe was what we agreed to because in my notes on the sort of wrote match to policy list let's just bring them back. >> Yeah. Let's pull both of these that catch everyone up. You'll see there's a list of you know things you do and don't do on the bus in the policy and then there's a list in the AR. They should be the same list and they're not even close. They
113definitely overlap, but there, you know, and so we should have one list for both. So, we talked about that. So, let's pull the um EAC student conduct on school buses and then the associated AR discipline procedures for we pulled that the other one in there. >> Any other concerns or questions? I don't appreciate. >> Okay, we'll take a motion to approve the block with the exception of those two pulled out. >> Okay, got a motion and a second there. Get that show. >> Okay, all those in favor of approving all these policies. Five hands up. Excellent. Okay, great. And then we'll bring back You got a AR two for the material thing. Yep. >> And then you got these two back. Okay. All right. Um and then other action item annual program approval for all
114alt ed schools. So this is the school. >> So you are certifying that we comply with all of these various. >> Yes. >> Then this year there there were no changes to it this year from from prior years. So >> the uh the list of things you've got to report >> and and the the outcomes that were >> that were listed. >> Yeah. I mean you're you're you're saying we comply in compiance >> exemplary. You didn't give yourself an exemplary idea but if it's self assessment that's a little tough to do. Oh no I'm really great. >> I'm really great. >> Yeah. Yeah. Exactly. I bring in a few e in there. Okay. So, we need an adoption of the uh the uh we need approval of the annual program uh of all ed schools.
115>> I move. >> Okay. Second. All those in favor of the state. Okay. Doing great. Uh next meeting agenda items. Um we have on here certified renewal and non Oh, this is teaching. Yeah. Who's coming back? Okay. Um >> policy policy. >> Yes, those three policy two policies and policy and two ARs. I guess definitely um we'll have a discussion on uh safety procedures uh in the event shows up >> um and objectives. We will look at a couple of the object we'll bring a clos for which one we look at and we'll definitely look at a couple next question. >> Our meeting is on the 12th. No, >> no, we kept the second one. >> We kept the March one or something like that. I don't think it's quite over. >> Oh, I think
116we're right in there. Close. >> They were halfway like >> We may have some. That's a good idea. Thank you. >> Okay. Anything else for that meeting? >> All right, good. Um, board banks. >> I want to thank all of you for putting in all the work. That's a lot. I want to thank Jennifer like I like to have nothing out there. Thank you for making and then I also just personally want to thank all because we did one of the meetings and what I do. Okay, other things. Michelle, thanks for always putting the board back together. I know it's that's not a trivial things, but she >> Yeah, and yeah, we'll make sure it's >> Eric, thank you for taking my home with a cold and passing, >> right? Keep it away trying to
117figure out whether >> Yeah. Exactly. Probably both. Yeah. >> Right. >> Uh yeah, I should point out here. Uh, we had an Eagle Scout complete a project at Clemens Primary School of Sensory Hubs, which I would call sandbox, but uh the educational term is sensory, >> but uh they're out behind the play shed by played between played and PYC. So, >> Oh, cool. was out there all day with those boys getting it done. So, thank you. >> Great. Did they get the lids? Um, one has arrived. The other one is the weather is all I can say. And I ordered them separately so that at least one would be there. But yes, we need to get those on >> weather. They're the they're cattle cross. But we cleared the grass and then they put down
118the gravel and then they put those and they filled with lava rock plastic down and filled with sand and then the whole thing. Yeah. Then there's toys in there. I have pictures if you want to see after. I've been told by somebody that cats won't go to the beach. So you stand with salt there for toys, but guy used to haul like stand back over their toy boxes because >> either way >> and we don't want it completely saturated. falls on the bottom and that bottle rock it should but it but yeah >> anyway moving on u um any other thanks um any board requests beyond the board I request you yes without any objection being >> in the in the