Board Work Session

001You might reply to the whoever sent it and just say I think there was an error. >> Yeah, I got >> I see just close enough in the alphabet to >> I don't have a just type a C and a drop down. So I know how you did backup check because there wasn't any on my screen >> so you're good for again >> make sure it says your name >> volunteering is one thing >> the economic statement of interest every year >> is that it's do it this year March or April every year so we already did Are we still live? We're like the sound, please. Um, just until we're reset. there and we'll have technology around if if anybody's planning to come to inservice time any of those times we can grab people at

002that point too. So anyway, um uh in the 2324 school year, we told strengthening rural families, we can give you the KPI allocation and we can give you $10,000 of district funds, but we can't we can't do more. >> Would have taken us like 40%. >> And so we only gave them just under $16,000 that year. Um and they looked for grants and looked for um other kinds of things to backfill and they actually shut down for a period of time um and and lessened their program. last year 2425 um we haven't received the final billing but the billing that we've received so far is 665 and we got the $75,000 grant and so between that and the KPI um and we used part of that 75K to help offset um office one of the

003office staff members at Clemens for a couple of hours a day because they deal with the when kids come out or if families get come to pick up kids. It's the CPS office staff that's on that order. So, we're back to a place coming up in this year uh where we're going to meet with strengthening rural families, but we put a budget of $10,000. I don't know yet what our KPI funds will be like. I'm assuming that they'll probably be comparable, but then we're back to the $10,000 we budgeted plus probably $15,000 in KPI funds. Um, I really wanted to put it out there. So, where are we on this? Um, um, in in terms of is it a paying forward um, commitment that makes sense? Um, um, is it not because we can't right

004now or um, you know, I think we have to look at it consistently. Um, but there's there's definitely difference of opinion. Um, and I am a believer in preschool. The hard part that I have is to be able to say if we put more money into that and have to cut something, we're cutting for the students for whom we bring in money. But I just need to know how this group which is responsible kind of for the budget and the oversight feels um about that. Um so that if anybody asks or raises the questions, we've kind of got a um we understand where we are. Um uh the other one is the pool. >> Um and Jennifer, you've got the numbers kind of there. Did we get the report back? um we did the the

005upper structures are fine according to the um the report that we had. So if if the the the structural pieces on the top um had been faulty um we probably would have said we're done. Um but that wasn't found to be faulty. So right now it's really the underside and we're working with some funding possibilities um to interest of open safety um take care of the um the grate underneath that the filters sit on um that are rusting away and be able to make sure that we can take care of that and then take care of some of the other things. um the uh the liner a liner in the pool, some uh leaky spots around um the the the deck edges and um some things like that. And so um we're trying to kind

006of hedge our bets about how much we spend every year and that's why we're looking at at other funding options to be able to help take care of um any big fixes. Um and then we always put money into um operation and that's just been standard. We also get money from the Benton Community Foundation annually that comes to us from a gift to help offset some of the expenses. So that fund helps offset some and then the district pays for the rest of it. Um the the conversation really right now because it was you know gee that pool's only going to last for five more years. Well, we've been at least 10. And um if we get some of the fixes done that we're talking about, um do we plan for 5 years and put

007a decommission into the bond? Do we plan for let's fix it and run this thing for as long as as it has life? Um because with the fixes we're looking at, it could be that we're going to get another 10, 15 years out of it. um and then take a look at how do we start moving operational um to like a parks and recck district over time so that then it doesn't become incumbent on the school district to continue to pay all the funds um to be able to support it. So, um, that's kind of where we end up, um, is is how do we grow the community into the possibility of paying for operations or helping to pay for operations? Because we would pay for our kids to swim. >> Just a city parks

008and w take it on and we expect to be able to swim there. We would own up to what we need to do to take care of that. Um and then if there ever needs to be another facility built or um there are still some conversations potentially in the mix about a Rex or a community center um that kind of services um the Corvalis school area and those are distant they're not immediate in any way shape or form that people might be more interested in then investing in a facility if they've already done some things to do um operations. But those are things that we just um we haven't worked entirely all the way through. But it is one of those things that we continue to put money forward into. I'll tell you Eugenia as

009our pool director, I think, has done a wonderful job of being able to make sure that we're looking at appropriate rental rates. We're looking at appropriate um um >> pool passes and and and those kinds of things. and and she's really being thoughtful and smart um and crafting something that doesn't burden people overly to be able to swim but it's not giving away the farm. And so um we're just kind of wrestling with that right now about where we go. And the part of it was if we can get the funding to be able to do the fixes we're talking about under the opices of health and safety um uh you know then do we move forward and if it's beyond the time when we would would bond again um do we just say we're

010we're not going to bond to decommission it. We're just going to keep it going as long as it can and when the time comes to decommission we'll deal with that whether that's 5 10 15 whatever years down the road. So really those are kind of the two things that are more outside the realm of what generates money for us. And so um it was really just about reaffirming or affirming um where we are and what we want to do. And I don't want to make the assumption that we need to stop doing something or that we need to do something um uh in that. So we thought now is the good time with a budget tight and a lot of unknowns for next year how we want to um portray and access and do. So

011that's the reason for the questions and Jennifer's got the line. >> What do you want to know about the pool? >> Do we Oh, sorry. Do we know approximately what the annual operating costs are for the pool? >> It's definitely gone up. it um it was around 120 140 for a few years but we've increased programming. So in 2122 it was about 175. 22 23 it was a little over 200,000. Uh 2324 was about 190,000. I think we had some shut down time and last year 2425 was 215,000. >> What does it generate? What's the what's the net >> right? What's the revenue on that? Well, we just keep putting in general fund to kind of make up the difference is what we >> the income is >> what's the what's the income from user

012fees? >> User fees has gone up. Uh 2021 it was around 15,000. It wasn't a lot. >> The pool's costing 100,000 average out of BA. >> So we've got we've gotten revenues that have gone up. This last year 2425 was around $67,000 but we had some big like the Corvalis school. We had some big rentals. So the year before it was about 40,000. Um the endowment money that we get has been between 45 and 50,000. So between those two we get about of the revenue we needed to run the pool. >> So the school district has been >> somewhere between 70 and 90,000 out of pocket funding the school >> and that's including Eugenia the the fees. That's is that just payroll? >> No payroll everything. Yeah. utilities, anything else that has needed to be

013done. >> Yeah. >> Now, you were talking about what's overhead. Are you talking in the ceiling or above water in the pool? >> Oh, when we had the the the structure check out, um, you know, all the things they found at Osborne and Corvalis were that that it was ceiling beams and things like that. Okay. And so we had that check about the ceiling beams and all kinds of things like that to make sure that >> you know nothing's going to rot and fall down on top of people. And so once we knew that was sound, then it was like, okay, now we can concentrate on what the issues are at the pool level and underneath >> and um deal with that because if there were the structural issues up top, we'd already kind of

014talked about >> um that it would just be untenable, right? >> Um to be able to do that and so we would have been coming to you with a different right >> a different proposal. >> Yeah. >> You know, preschool's good, the pool's good. um we're starting to get our kids back in the pool, which for a couple of years they just didn't. And so um uh the elementary school has been great um about working on Fridays to get kids back in the pool and and do what was intended as the mission for that to even exist, right? >> And so um there there's merits to both. Um, but it's also kind of a um how do we feel about so that we're just not continuing to um agree to pump money into things that

015um u we just need to be thoughtful about and and find where we sit. So if I follow correctly the pool cost roughly I'm just going to throw that 70,000 is what it's costing and your build about 65,000 for the head start program you have grant money rating to pass but so start so at this point in time without that money they're equal in terms of 165,000 170,000 so you're talking about >> I think it's closer to >> yeah because they were in 22 23 three, they were at $84,000 total in their ask for preschool. So, we're probably about $150,000 between the two. >> My question is they're they're roughly half each one of them is roughly half in terms of numbers. They're pretty close to equal because what I heard was total operator BS

016was 215,000 to pull last year. We only got 67 in revenue and we get 40,000 from the from the foundation. That's 100,000. We put 130,000 into just >> Yeah. So you're saying, but I'm assuming and I went by a year before. >> Oh, last year with the other four closed, there was more cost. I'm assuming that there was a spike in cost. It wasn't matched by revenue last year. So with Osborne back openish, >> well, we did get more revenue though because they did school district pay us to swim, >> but whether they were equal, don't know. Yeah. But whatever the numbers are, say they're a third and different. Does the budget allow for one or the other >> Instead of both, like if they're both call them drains, if they're both drains, does is

017there without the grant money that helped with the Head Start program, is it in the budget of one or the other? Just to clarify the what you're asking about, what's in the approved budget? Well, and I think the other thing we have to talk about is how many people does it affect? So the preschool, how many kids are in the preschool? Do we know roughly what they were last year? >> 32. And how many and how many students use the pool? >> More than 32. >> Every elementary school, >> right? So So there again, so that should be a factor too. I'm I think >> the other piece of the puzzle that we've had conversation with about the the early learning um has been what was the determination of the decision to double the enrollment

018because we didn't make that decision. >> I think it's great that kids can be there >> and not charge anything. That's that's the state doesn't fund other than grants and whatnot doesn't fund prek and so most people who send their kids have to pay something in the sliding scale obviously is the most operable but charge nothing and then just expect school district to cover that >> right and so rural families have have no legal budget for it and their school districts paying for the entire program. um the other school districts that they've got. Um >> well, I mean like for us like they're out what they need. >> They look for grants where they can and they have different parent education programs that they will get grants for. Um and they get some different money

019from some different sources. So they're sleuththing for whatever they can find all the time. >> And the agreement with the school district is I mean it it's interesting. It does feel like it just kind of like slippery sloped over. The bill is for what they know we will get back in the grant fund >> and yeah every year the grant fund >> the grant seems to have leftovers the overall statewide grant seems to have oh leftovers and so they reapply for >> more but it's the school district was not the conduit to to the guy but the other funding their back would be completely rural families would have no way to continue without susing for continued it would have continued on a very a very different scale KPI fun they have to go through a

020school district >> they have to go through the school district so they set those up and run them through ESDs and then our ESD figures out how much money each district gets based on um uh ADM on enrollment and and part that out u but that was in 2324 when we said we will give you the the the KPI amount that we can give you and we've got $10,000 and that's that's it. And um they did look for some other grants and of course this year they've asked for um like we said more and more um and and I know that there's still one more um invoice out there um to be able to take care of the end of the school year. Um, but we know that we're not in the position that that

021we were in eight or 10 years ago that that we have a little bit more ability um to be able to just do those things, >> right? >> So, remembering wrong, it sounds like, but I both my kids just came real bad. It was great. They got it. But I thought we applied through LBCC and paid tuition to LBCC for it. That was the cooperative program. >> Oh, okay. >> Through LBC. >> Okay. >> And it was housed in Cleven in the same in the classroom. >> Okay. So, but no relation to strength. >> No fully. So, at the time that was the program after that ended, then the strengthen took over. >> Yeah. It all kind of happened when the high school was being remodeled and Clemens was being used as like a proxy.

022>> Well, my kids are only 10 and 12. >> At one point both of them were at the primary school. Okay. Both of them were okay. Okay. So, my kids must have gone through the because I know we paid tuition. >> But is that program still there? Like, >> no. >> Okay. So, that program, why is LBC pulled out? >> I don't exactly know why. I have no idea. >> Four years ago, there was a >> that was my indic when we took birth back over to my >> But if the strength of real family program was to have no funding, which they that the school employment can't support them. Is the LBCC program still an option to use that space? So, the kids still have an option >> if they had a program, but

023I think LBTC's in the same boat. I mean, they would they would probably charge tuition, but um you know, they would be in the same boat of having to amp up um to be able to to have a program get started. Well, I guess my question though is if it's not going to be the correct way to say this, but if the free program ends and the paid program starts and the class was half the size, but it still was back to a 20 kid thing, are we really harming anything? So, the wellness school district quits subsidizing the program. The families go back to LBCC with our kids and the same space aotment is still there. that is still a classroom is that would I don't know that LBCC can or would ra but if

024the number of kids doubled last year. >> Yeah, it doubled a couple of years ago. >> Couple years ago and the kids cut in half and paid tuition to an LBCC program. I guess I wonder if that program is still viable because if we really if we say we can't fund strengthening rural families anymore and if the OBCC program is still alive and something that could happen, we're not abandoning those kids without an option, >> right? >> We're saying we can't fund it, but we still have the space. >> We when I say we Abby and I are talking about being strengthening rural families and telling them again this is where we are from a funding perspective. again pending, you know, wanted the conversation because if this group said, "By golly, >> you know, we

025got to put >> x amount of money in here." Um, >> then I want to make sure that we're doing what we need to do. And so at that point, it's going to be up to them to be able to say, "Well, we can operate on this schedule. Um, or we can't operate at all." and and then it gives us a year to kind of well it might give us a month but it it also could give us a year to be able to uh figure out how how we need to do it. >> I do feel that the kids benefit greatly. I love strengthening growing families. >> I do too. Love them. >> And it would be nice to be able to keep it going with more financial input from that side of it.

026>> Yeah. Well, in our 2526 budget, we have $10,000 slated to go to the preschool and $75,000 slated to go in transfers transfers to the pool. >> And that's it, right? We don't have any other money going into either of those from our budget right now. >> Not at the moment, unless there's a supplemental budget. >> And we have another consideration that hasn't been brought up is very low enrollment at logit, which I think progresses the cost. Yeah. >> And also bargaining um that might have an effect on the budget. We don't know yet and we'll talk about that in executive discussion. >> Um >> so those are other considerations that we need to >> what is very lowware mean >> uh Eric told me yesterday 22 and I hadn't heard we're waiting until um

027we get the enrollment on-site enrollment next week. He did say it's not a fine, but that's just where they're >> um we can run with 30 to I mean 30 30 I think is is low end, but like 32 is kind of a break even sort of you know with with students at logic when we were in CO we got below that and so we were ready to start to have the conversations with the community to say uh we're going to have to look at this and at that point uh we actually did move third and fourth graders into town big they were all online anyway, but we moved the service into town and um uh that's where we are again. So, if the enrollment is truly that low, um we're we're going to have

028to figure out how to shift things either um uh dependent upon where the numbers are, either keeping a classroom and an instructional assistant out there until it phases out or closing or you know, however we need to do that. But yeah, that's it's it's on the radar. Is that as budget discussion today? Does that have to be on the agenda? Is that something that we talked about in the same time frame right now? >> Yeah, I I think that's fair. Just I haven't put blahitude on the >> thing on my list to bring to this asking we brought this up before on our farm. We cut properties that are too far out, cost too much. You can only and I love the idea of the rural school district, but at the same time, if you're

029moving teachers back and forth, everybody's over sta understaffed and you're trying to operate classrooms with two to three kids per grade level. It doesn't seem >> pretty sweet deal for those kids. >> Yeah, it doesn't make sense. >> At the same time, you're looking at out of space here. The days of the elementary are probably coming to an end. and there's a piece of property out there that's a home site or the church next door maybe or something and is that re is that piece of the way I look at it without knowing the numbers blit seems like a blister out there that's that's affecting the rest of the school you have counselors PE teachers people principal >> it seems like an awful lot and the buses are already out there because half the kids

030already I don't see any cost in bringing the BLJ kids here. I see a huge cost in taking the staff to blah because we already have all the infrastructure to bring the Baja kids here. >> So that that was going to be my question for >> all 22 of them. >> Yeah. I mean >> is that is the population of >> ticking down proportionately like due to is it a population issue? Is it >> the birth rates everywhere? I mean so the new kids >> and it's not just blah kids that. >> Yeah. Aunt Freeway always used to bring kindergarters out of the woods. I mean, she would just find three just like how do you find them? >> But um >> there are some families that take their kids out there now. >> Yeah,

031that that is I mean we get remote small school funding for them which gives us a little bit more latitude if we lose the small remote school remote small school funding. Um >> that's like it's not huge. >> Well, but I was going to say the opposite. So it's like 50%. >> I don't know. It's um it's an extra Yeah, it's a half a 50%. Right. I mean, always blows me away that that world's get I mean, >> you know, we fought that with the when when Kings Valley got declared a rural school and >> it's only that the elementary age like for King's Valley, they only get it for the >> elementary. Oh, that's right. That's right. Still, yeah, it' be interesting. So, the point is closing it down does have that. There's 50%

032of those 22 kids, you're losing 50%, you know, or a third of their >> which is enough for a teacher. >> Yeah. Anyway, that was always that was always in the equation when we talked about this is it's not you're not just if you transfer all those in, there's actually a chunk of money you won't get. >> Yeah. >> But that chunk of money, >> it's not covering their expenses. Well, that that's what I >> Yeah, the point is you take a you do take actually you don't it's not a you don't just purely save money by going to the budget. You could actually lose money by going to the budget. You just got to make sure we know what the things I mean the building maintenance all that maybe it is lost but the

033point is we do lose each other. >> It would be nice to know >> yeah what the net loss of operating budget is. I mean not an ounce of the penny don't spend but if we could get an idea if you were put the money these two bring in >> and do it maybe three different um you know enrollment levels they got 22 30 35 what would that >> I've done it in the past and around 30 32 is has been the break even for the last three years that I've done it I haven't done it for this year >> and if that's break even that's covering the maintenance of the building >> and there were 34 last year I think went down to 29 And yeah, >> and and I guess that's up to

034the board to decide is break even >> I can do it again based on what last year's numbers were or >> I'm thinking of in terms of the staff let's call it stress and everything is the break even is break even work >> don't know I'm just just >> throw something even >> we have to break even >> yeah I mean yeah so But >> I think Jennifer the question >> we really need to ask right I think what you're getting at or maybe it's >> this year >> it's not so much the break even point but if we decide at these threshold if we decide well how much money do we lose because we lose the royal school money right for break even great that 32 kids covers that but if we decide all

035right we don't want to break even well now we actually have to come up with $20,000 or whatever the number is because we lose that 50% % of all of those kids, right? So that really to me is more of the if we make the decision to close. So probably what's the break even point and then if we decide to close at that point, what do we what cash are we walking away from? Net cash meaning you're not operating it none of that stuff. So you take that out. All right, but now we still, >> you know, yeah, we're saving all of this, all of the, you know, mileage and and the building and all that, but we're also losing this. And so the net loss is this. And you know it's a few thousand

036no big deal but if it's 20 30,000 that's we're back to what I remember from previous conversations is we lose money by clothing. >> Yeah. >> The thing almost in the back of my head that I been hearing about is designed for that extra wing on it. >> Okay. >> Does the sale if the sale if be sold does that cover the wing so that the campuses are closer together and that's that's always been in my head is the old building it gets sold. will that cover the wing so that our campuses are all walking distance and the staff is all close by. So that's always been my wonder. >> And the other factor is I mean you'll have some dieh hard you know um country folk who you cancel budget they'll go to King's

037Valley and then we lose that revenue too. >> Yeah, it costs us a whole bunch more. >> Yeah. Yeah. >> Yeah. It's it's a >> Well, I'm a fan of the small school. I just look at it going Yeah. So we have to be really tracking. >> But hold the the good the right question. >> But that goes my point again. If let's say we break even or we decide no that's not good enough. Okay. But because we're all school we're going to lose 20,000 and then we're going to lose you know eight of those 22 students. That's another 20,000. Now we you know we've lost 40,000 by closing. Is that correct then? Right. So we just need >> we have two licensed staff out there. Would we need both of them to come in?

038And that might be a savings because we wouldn't need both of them to come into the district if we move the students in. Literally savings, too. >> And it's kind of pennies in terms of the cost, but do the instructors that go back and forth, do they get compensated or they're so there's a cost to moving them >> unless they drive the district car and we encourage them to drive a district vehicle, >> but they are getting paid for their time, >> but they get paid for their time. Yeah. And probably the what 375 a mile is the state rate or something now. Whatever that they drive your own vehicle there's >> what I can't even remember what it is. Yeah. Around 65 something. >> I was going to say >> 70 now. But we

039encourage them to use a district program. >> So from us you need to me it sounds like you need direction on on >> Yeah. It's really just about where do we stand? um you know, because if if the board's going to say, "Nope, we're supporting um uh preschool programs at all cost or um we're it it just is um affirming that we're making the right decisions in the kinds of things we're doing. Um uh >> so my opinion would be we can't support preschool at all costs because they just send you it's like having a house builder mechanic just send you random bills without any just here you go here you go you just can't do that >> right >> so I'm only done that because they knew we had to graduate and they got

040to know yeah the drive >> and that's our conversation with them in this year but but the idea with that too was if if this group like some others said, "Oh, no, we we've got to pay into the future and preschool's it and so you got to put a hundred grand into or whatever into it." Um, I just wanted to know that I'm not acting outside the interest of the board. >> Attempt to speak for all of us apolog, that we're putting in right now. And that's just helpful to me, >> right? That's precisely. This is general guidance you're looking for. That's right. Anyone correct me if I'm agree with that, >> too? Space, use the space and start charging. However, sliding scale, get get grants for, you know, low income. I mean, that's what

041strengthening rural families does. Well, >> Yep. Well, and I'd like to say, too, that we put it back to strengthening rural families to get repeal. Get creative. see what you guys can do because we can't help you beyond this point, but we support your program and what you're doing. So, be creative. How can you do that? >> One creative solution is we'll partner with LBCC. >> Absolutely. And I was thinking my talk with Daryl Henchburgger about the fall garage. I was talking to Daryl prior to the new bleachers and they're trying to figure out how they're going to keep the rodeo going. And then he wanted me to come meet with him when Christine Drezen came and I wasn't busy that day and they commented we can't afford to fund this anymore. She goes, "Why

042don't you do grants rural grants for everything?" So Christine Drezen, she was running for governor. Is that right? That who? >> Yeah, she did. >> Okay. So she was running. She told her assistant, "Give them grant money." Two days later, they called and said, "Here, fill this paper out." And then there's new grand stands at the rodeo arena there. So when I talked to Daryl, they were working on he stepped down president, but he was still president. They told me they're working on the event center. If that happens and there's rural grant strength and rural families can move to their building that they're working on. So I think as you guys have commented, looking at places to rent because you're you're out of room to expand. There's a chunk of building this is looking to

043rent something because they don't have enough room. >> That's all. >> No, no, the the administrative office and and so for school district >> has been looking at rent a place because they're out of space. Then we have a building. We're letting a >> they're an outside group of third party. >> Yeah. Third party group used. But there I I understand rural grant was easy to get and they couldn't believe how easy they got this money for the grass test that they ground that they could >> generally not easy to get. Just to clarify, there were some wheels that were set into motion at a speed that's not normal in that instance. >> But if that could happen again, but I think you'd also give more motion if you have a pre kindergarten program going

044into a community >> program. They might just need to look for if those two could partner together somehow with the LBCC and all the field partner not kicking them out of school. So certainly let them use it but if they could use that leverage to build a place at the Frolic which eventually could house a new pool and thing there's lots of things. >> Yeah. >> If that was a park and Rex district that they're somewhat trying to work on. I see this as a five-year thing that if that park rec district takes off, it might help us with our pool and our space constraints because if the rural community can pitch in for all that. So, I guess in my mind, I'm thinking we're looking for a maybe a band-aid solution as trying to

045get some the rural community grant money um to move out of here to help offset some school losses. >> So, I'm going to suggest that what we say is this is a problem that they need to solve. We will work with them as we can >> and we are carrying on as we can almost an hour into our agenda. We are on our first item or an hour into our meeting on our first item. And real quick on the pool, we need to do where do we tell what are we saying to Susan on the pool just as a guideline? The pool is a net loss of 100ish. >> I always said and so I mean that's >> does it continue on if the structures my I know nothing about the pool but my thought

046is the structure is good and all our students are taking time in it. We help our if we're cutting one program >> we yeah >> help our other program. Well, we already budgeted 10,000 for the preschool, which is what we're offering them. We budgeted 75,000 to the school, which is what we can offer it. And if that has to change, it'll you'll bring it to us to discuss moving forward. But they forget retirement just even operating I I totally get that and to do it for $100,000 um and you are basically teaching children how to survive the water uh is to me a very small bargain Right. >> So, we're not going to cut, but we have >> we've approved a budget. We're not approving budget right now. So, that's kind of where we're at.

047And if it comes up to a larger amount, they can bring it back. That's >> discuss. Yeah. >> Okay. Thank you. I was just wanted to make sure that we had some some agreement. So, when people come to me and say, you don't know what you're talking about, then >> I think I'm glad it would be helpful to get these numbers break even and then what happens if we close it? What is the net gain or loss? >> My sense is it might be a loss. That was in the past those conversations we we did that math and it was a loss because it was a little school. >> Yep. Yeah. And I think it is it's a full extra rate for a portion of the students not all of them. And I I'll have

048to look at that calculation. >> Oh full extra. It's too nice. Wow. I didn't >> but it's not it wasn't it's not a complete >> the full amount of students. >> Susan from my notes I need to give but how much did we give the preschool last year through all the grants and everything? We gave them I'm gonna look at you because we paid for Maddie out of out of some of that >> total cost in that fund for the year with 107,000 10,000 of that was general fund transfer in >> okay >> 75 was that grants and then 15 was the other KPI what what did KPI stand for kindergarten partnership and innovation. Thank you. >> So, moving on to the summer conference report. Um, I was able to attend the pre-conference as well

049as the full or uh OSBA conference and Aaron was there for the the Saturday, Sunday regular days. Um, so I just wanted to give a as quick as I can overview of some of the important topics that came up and then just recognition that they'll be inserted into various board agendas throughout the year as the topics actually arrive in front of us. Um, so the hot topics before us were cell phones, the EEAC, which is the Education Equity Advisory Committee, um, board stipens, and a whole bunch of other things. Those were the three kind of like hot topics that had a lot of people talking and questions >> and all sorts of things. So um in addition to that in addition to that um I attended a lot of sessions on my own. Uh one

050around parliamentary procedure that I do think there were some things that I gleaned from there that were very helpful that would probably speed up some of our business meetings to some extent which I would appreciate. I think a lot of people who attended our meetings would appreciate. I want to get your new agenda. And did you do that? Like the the one that was emailed to us that had the time that >> Oh, that's part of the new system, which I do in fact quite love. Um that it has the times, which um you know, maybe we can get those like in our printed agenda as well to keep especially when we have people giving a report. It gives them an idea of about how much time we're allotting to them so they can tailor

051how many slides. Maybe they don't have 372 slides in their deck and they just have five. Um, that's a slight exaggeration, but I think maybe not too much of one for a couple of reports we've gotten over the years. >> Um, so I will raise some of these topics as we move through today's agenda um because they fall under those, but there were a few things that I thought uh were super helpful. Um, >> can you have the EA EAC in court? >> The Educational Equity Advisory Committee is a law that was passed in 2022 and initially was launched to schools that had enrollment over 10,000 and now it's everyone else. It's all of the schools in Oregon are required to have an educational equity advisory committee in place beginning next month. schoolboard members are

052not to be members of that committee, but um that does not mean we can't do other equity work within the district. Obviously, the advisory committee is supposed to be made up of parents, community members, students preferably if possible. Um and then whoever else Susan thinks is the best to join. The reason schoolboard members are not to participate is because it is a committee that reports to the superintendent and not to the board. They changed the law to reflect that because there was a lot of concern around having an equity committee that was uh under the purview of public law where people would have to be reported, minutes taken, all of that for any testimony or feedback or conversations that happen. So they decided to move it out from underneath the role of the board and

053move it under the superintendent. So, it is a committee that Susan can either report back to us about or if they wanted to do a written report or if somebody wanted to come and tell us what was going on um then that is fantastic. The other very important thing for us to be aware of is if we have um an open spot on our budget committee, we need to have a member of that advisory committee on our budget committee. that came up which was a new bit of information for me. I don't I I heard that it was an encouraged but it wasn't a thou shalt. >> I think they want it to be a thou shalt but that was something that Spencer I believe is going to send information to Michelle about >> such

054now it's the next time we have an open >> the next time we meet as a budget committee. So this year we will have openings. We know that and um we need to invite a member of that committee to join the budget committee. Now we can't force someone to join the budget committee. So I think that's why it's not not a thou shalt, but I think it's a thou better try really really hardest >> to use the old e English. Um so I thought that was really interesting. who who invites >> um I believe it would probably be the same process of like we publish their vacancies for the budget committee and then we just really make sure that that group that that >> that's um it does mean a very small portion of that

055equity committee would be eligible right because not everyone can join the budget committee I don't remember the rules around the top employee you can't be an employee in the district ah so that that makes a small pool of people even smaller. But we just need to make sure we do our diligence to let's just make sure they're invited, welcomed, and uh given access to to that process. And I think um the the reason behind that to me is very clear. If we're talking equity for students in their education, we need to be talking about equity for students in our budget. So, and how they're represented in there. So that made perfect sense to me, but that was a really important one. Um, likely there will be a policy update that goes along with that. We

056are, speaking of policy updates, going to be receiving a very large number of policy updates this or next week from OSDA, including a few that we will need to take action on pretty fast is my understanding. The educational equity committee one being one of them. Um, I think it's gonna be a language change, but I can't remember if we have I don't think we have a copy of it in our policy right now because we weren't affected by the law originally. Anyway, that's one of the big ones. Um, going through my notes, procedure, um, policy. Um, a big reminder, an important thing for us to follow is that the policy committee is a committee that reports to the board. So all policy committee meetings need to be published, recorded, minutes posted, etc. It is a

057public meeting. Um, board members are not required to sit on the policy committee. I think it's a fantastic thing that we do. That's just my own opinion. Um, but board members are not required to sit on the policy committee. So when we talk about our roles later, if a member of the policy committee, I can't remember off the top of my head, I think it was Tom had said, "Sure, I'll do it." If that doesn't work out, we could have one board member on the policy committee instead. Um, another thing that I found out that I think might be helpful with policy is we can actually include policies that we believe or that the committee believes will be entirely non uh contentious. There's no discussion likely to come from them. They can be included in

058the consent agenda and approved within the consent agenda, which I think is a huge improvement. Um, so that would be things like we've literally changed the word student to students. You know, those sorts of words just there are grammatical changes. We get those every single year. They're changing the name of something very small. Um, or the headlines policy, you know, is that something that's going to be the board really needs to be getting involved in the nitty-gritty of >> Thank you so much. That I felt pretty proud of that pun. um those could be involved or added into the consent agenda and then any policy items within there if we do determine we need discussion we just say I move that we pull that policy from the consent agenda and move it to discussion and

059that's perfectly fine to do um but it can streamline things um we because we have two board members on the policy committee or have we've treated the first reading of policy um as that policy committee meeting if we only have one board member I think we would want to have a first and second reading of our policies. If we're doing work sessions and business meetings, we can consider a work session could be the first reading and a business meeting could be the second reading, especially and and we can approve on a first reading. Anything that's um urgent, like that's completely legal, totally fine to do. The reason you have a first and second reading is to give people an opportunity to come to the meeting to discuss if it's something that they feel very passionate

060about. So, Um, I'm just putting that out there for consideration about how we might want to handle those. Um, >> the policy and if I understand what we've done in the past, we have to adopt the policies set by the state and defend the school district, but most of the time there's no options. We have, is that correct? The state OSBA sets policy. >> No, no. Policy committee goes through and makes a lot of determinations during those meetings. That's why we meet usually monthly for about two hours and we go through each of the policies and they basically will have like brackets with words inside of it and you can either choose from those words or write your own and we can change any word that's in policy whatsoever that we want to. It's just

061we might be breaking the law by doing so. >> I would say I would say >> but policy is not governed by anyone outside of the board. OSBA does not govern us through policy. They review our policies and they can give us um recommendations if we ask them to. Um but we there's no governing agency of policy unfortunately. So even are required >> other than state law that's the race is right we write our own policy >> and the reality is responsible for not >> we ignore the law >> and OSBA provides that >> and we could choose to violate the law. I mean, I don't recommend it ever, but we know that we have neighboring school districts who've done that in the past and it hasn't gone well for them, so I don't want

062to do it, but um you know, we don't have to pass any policy. Even when they come to us from OSBA saying they're required, they're not actually required because they can't make us do anything. Um that's not what I want us to do as a board, >> but they provide they have staff that literally >> they have an attorney who looks at it. identified required to enter the policy then we spend a lot of time looking at the policy we're required to take >> right so why do we spend to do it >> but there are a lot of questions that we answer before they go into the packet so you know it could be anything from like determining whose role it will be to do the things that are within the policy whether it's

063a superintendent or a building administrator or I don't know playground supervisor to that level >> yeah my question just that's a good example something we're going to have to adopt that OSA provided us with a draft for but we have a lot of >> we will have to answer a lot of leeway is the right word but like there's a lot of decisions that we'll have to make. >> Absolutely. Um, another thing that was recommended in that policy, um, and I, my notes are a little all over the place on this, but, um, that we create some sort of a check back to make sure that the whole list of policies that we get, if we determine we're going to do all of them, that we make sure that they got published correctly, which I'm

064imagining you already do because you're amazing. But I I wrote that down as a note, so I wanted to raise it up. uh raise it the list of things that we should be expecting to see in the next week or so. Our policies around instructional materials, cell phones, charter school size cap for virtual charter school, so we might not actually see that one. Concussion protocol and that one is an effective immediately policy I believe. So we'll want to get that one passed right away. >> The EAC as mentioned, the educational equity advisory committee, which we can call it something else. We don't have to call it that. It is a long title. um graduation requirements, military leave, board stipens, and student records. Those are the ones that they said they're prioritizing getting out to us

065within the next week because of OS changes legislative session. Um okay, moving on. Another thing that came up at the end of that that you might already know that was new to me is there are school districts and maybe we already do this that are receiving Medicare Medicaid reimbursement for their speech language pathologists for their behavioral health and their mental health counselors. I wrote that down just to share in a meeting in case we have not been doing that. But maybe we could be doing it. I don't know. That feels like a lot of work, a lot of paperwork and a lot of getting into things that stress me out. We used to, >> but it was a costbenefit killer. >> Okay. >> Because it was it was taking our speech language pathologists and our

066nurses more time to to work through the paper trail and the claiming um and taking them away from kids. And so we said until the state gets their system put back together and has one way of being able to do business, then we'll start thinking about claiming again because it would be more streamlined. But yeah, you're you're absolutely right. Um, okay. So, the next hot topic, I'm just in the order of my notes, um, are board stipens. So, as some of us know, a law was passed a couple of years ago that allowed school boards to to receive stipens for their work. Um, unfortunately the Oregon Ethics Board said, "Yeah, the law is there, but you can't vote to give yourself money, so you actually can't enact this." Um, after this last leg legislative session,

067a new bill was passed that makes it so we can. And it actually clarified for a lot of um, elected boards who do receive stipen payments. it it clarified how they can do that and didn't clarify a lot of how they can do that. Um, so I just want to raise that we will be receiving that policy. We can choose as a board whether or not we want to enact the policy at all, whether we even want it to be a point of discussion. Um, if we decide to, we were given really clear instructions on what we need to do. Um because to vote on receiving a stipen for yourself is an absolute clear legal conflict of interest. However, to vote as a board that a board position will be eligible for a stipend would

068be one person saying I have a conflict of interest and abstaining from that vote with the other four board members saying I have a potential conflict of interest and being allowed to vote. This does not mean like if we were to do that position by position and we were to say yes, we want our board to be eligible for a stipen, which is up to $500 a month. The boards who talked about it were saying mostly what they were hearing was around $100 a month and it's reimbursement for mileage. It's reimbursement for child care. It's reimbursement for the real and necessary expenses that board members occur incur um as a point of equity. So people who can't afford to pay for those things would still be able to serve on a school board. It it's

069to get more voices of different communities involved. Um >> that is one of the foundational reasons behind it. >> Of course, but can first of all that scam call it that scam of how you get by the uh conflict of interest seems absolutely absurd. That seems like a complete scam. But anyway, uh so yeah, I totally get the equity thing. That's always been the argument about stipens and that kind of thing. Could you just do without a stipen just do reimbursements without you know and and that's and we just acknowledge we have a policy that volunteers we learn from volunteers if it's mileage or I mean we get we obviously when we go to conferences we get that paid for that's different than a stipen right we can do that now without without this >>

070yes and this law actually states that if we do not offer stipens our district is required to reimburse us for the real and necessary costs Um, >> okay. Well, that's that's >> it. Also says that you can have a stipen and you can still have reimbursement. So, um, there was a lot of discussion about this. Obviously, it's a hot topic. It's been being discussed for three and a half years now, I think, at this point. Um, the other component of that is we could there's lots of different ways we could go about it. We could say that um declaring resolution effective 2029 that the schoolboard members at that point would be eligible for the stipen which would mean that it would be after a re-election for every single one of our seats. We would still

071have to declare a potential conflict of interest because we could potentially be running again and we could potentially win again. So, um conflict of interest law is really interesting. Um even if we did decide to and I I spoke incorrectly we would be updating the policy and we would be calling a resolution for each of the seats. So each seat would have separate resolution whereas lots of legal legal ease we declare a potential conflict of interest. One person recuses themselves from voting and then we go around the room and kind of a roll call. Um that does not require you to receive a stipen. You would then have an offline private conversation outside of this with our business manager to say, "Yes, I would like to receive this statement." All of this is predicated on

072the money being available in the budget. That is, even if we were to say, "We all get $500 a month. Woohoo. Let's party." If the money's not in the budget, we can't do it. So, I just wanted to share all of that. Um there was really robust conversation that was important to hear about the equity components of it. Um in in the room where we were discussing this, I thought it there were some really salient points brought up that were important to hear. Um yeah, >> I mean just because again looking at the agenda and what we still got to cover, I would you know is there anyone on the board who would with um an interest in looking at sitins? >> Yeah, >> I really appreciate the equity conversation on it. I think that's

073super important because I'm I I come from a place of privilege to be able to walk away from my real life and volunteer my time to do this. But that is not the case for a lot of people whose voices really need to be heard in this conversation, >> which would be the reason that this approve it so that in the future we don't have to have a board member who runs for school board and then has to say in public meeting we need to enact this policy. I can't afford to be on the board. That would be one reason why I would think that it's important to pass it. Um, we don't have the money in the budget right now anyway. So, none of us would be getting this this year or next year

074probably anyway. >> And I was talking spectum reimbursements to me are a no-brainer. There's really no discussion for that. And again, we can all submit for the reimbursement or not. For those who need absolutely should and can. >> Um, but the statement piece that to me is a whole different thing. I I would push back a little bit on that. Thinking about like the single working parent who maybe has a night shift >> and a Thursday 7 to 900 p.m. would cause them to have to lose >> an income once a month. >> That is where I can see it being an appropriate place to use it. >> I feel really gross about I agree with you. I feel gross about like recusing myself and it's conflict of interest. If it makes you feel any

075better, the Oregon >> Board of Ethics said that is the way to do it. >> I just I wouldn't feel comfortable writing a policy that would I wouldn't feel comfortable having a policy that would give cart launch to a statement like being I mean I think there has to be oversight. >> Well, and we would we in the policy would also set the amount just so we're clear. So, we could actually say $100 a month maximum or we could say $100 a quarter. You know, we can we can set the dollar amount and then it could be adjusted with inflation. It could be kept the same in perpetuity until we edit. >> So, sorry, I'm going to put you on the spot. Like in that case with Jennifer, like you said, you would have to

076have an offline conversation with Jennifer. >> Would there be is there any sort of allowance for like um for review? Like if Jennifer assesses the situation and it's like this is bologoney. >> If we allow for it, someone can ask for it. We don't want to >> require Jennifer to say yes or no. >> You're no but there's no um requirements set on that as far as like the allowance of the statement being it would be >> it would be whatever amount of money we set as a board per month would be available to someone. So it could be there's just one month that somebody needs it, you know, like they are doing a lot of extra stuff. They've had to take time off of work. One month they they actually need the stipen, then

077they would be able to ask for it just in that month. There are uh paperwork requirements that pushes on Jennifer. She'd have to send out 1099s for anybody who was over $600 a year. All of that. I apologize. They they kind of a little bit considered it, but not really in the legislation. So they consent about being paid as a 1099, not as an employee because you can't be an employee district. >> Yeah, it would be like having a speaker I think like that same kind of process. So I just wanted to raise it as an awareness. We don't even have the sample policy in front of us to consider yet. Um nor will we for another week probably. Um and there might even be changes between now and then because as you know more

078information comes down all the time. So ODA may OD may choose to step in and say here's exactly how you have to do it. We were hoping they would but they didn't. Um so I just wanted to share that. Um and we are very kind of behind on our our timing here. So I think I will leave the rest of my components out. I did not attend the cell phone session because I knew that you were and I thought all due stipens you cell phon um so the legislature had a bill in front of it to require a school cell phone ban. It was not passed, but then the governor passed an executive order like requiring a cell phone ban for all schools in so we are required by October 31st to have a policy

079in place and have it in effect as of January 1st. So OSB has a sample policy that I assume will come down on >> and and we talked about it at our admin suare last week and so that's on the board agenda tomorrow night to be able to have an update on where we've come on that. So >> it is very it was also a very hot and contentious discussion in many >> it's been hot and contentious since July 2nd >> when we all thought that we were going to get away from >> the >> summer meetings >> and you know June 30th people were saying half July we're not going to have any any more of these meetings in July and July 3rd we got to meet because July 2nd was >> so it

080it has been >> and is but I haven't rent paper about the executive order. So if they're a bell to bell executive >> unless unless you're campus lunches and things like that they take their phone with them with an exemption like this that file. So there are three exemptions. Medical exemptions, IEP or 504 exemptions, and then >> a very loose category of exemptions due to >> a series of of >> we have way too many students with way too many off campuses, but that's all we're doing. >> Yeah. >> And I think the biggest the biggest discussion that was had through the whole thing, there were two. One was the concern about the the potential for litigation. Should this the cell phone have to be taken into possession and anything were to happen or information

081be accessed off of it or in any other way things to be compromised. That was a >> better time. Goodness gracious. Um it did. And then also the lunch the concern that if it is a belt a true vel and kids are not allowed to use it during passing time or lunch it would discourage children who otherwise would maybe be receiving lunch at the school. it would encourage them to leave school grounds and therefore not receive lunch because they were prioritizing leaving campus in order to use their cell phones during lunch which is a horrifyingly like poignant situation. I think that would probably be very very >> well we've heard from very few but we've heard I mean not here but but just in general that there are some families and and kids if they're

082allowed to to leave the charge in their home if if I can't have my cell phone I'm not coming to school >> and that is precisely why we don't want them to have their cell phone so >> that is the wrong freaking >> right and so we're I mean we've jumped on it I think in good way that um uh you know takes things on and answers the intent of the law. There have been some people who had said, "Well, if they can't have their phone during passing period and it's about um instructional time, can we count those 5 minutes in a passing period as instructional time?" Well, no. I mean, and so you can look for all the loopholes to try and find that you want to. But what we said is there was

083an intention to that law and we need to be able to follow the intent of that law um rather than try and find the ways to circle that. So I think we've got a pretty good plan. >> Okay. And you'll present that to us. >> Yeah. >> Tomorrow night >> tomorrow meeting. >> Yeah. But I believe we're getting into this already tomorrow. Uh I'm willing to put down uh you know a big money bet to say it would if it's a bell bell which sounds like now executive order that's got to happen that uh there will be people kicking and screaming kids in particular until they've lived under it a few weeks and I'm willing to bet they will be pretty happy with it. >> And that's exactly kind of the the the general ten

084we're taking. >> Yeah. This is absolutely in the best interest of their mental health than America. >> All all of the teenagers in my house though, all three of them, when I said I was going to go to this this board meeting, the very first thing that they said is, "Are you going to learn more about the cell phone ban?" Like, that was their the I mean, >> the fact that they knew it all. >> And my graduates are like very annoyed by it. And they'll say, >> "Yeah, it's big. It's big." But but it's um I feel good about her. >> We failed our we boiled this frog, you know, in the 90s and we we should have got in front of it way back then to never let this be acceptable. Bring these

085things back, >> right? Even get rid of them all. By the way, >> it also includes smartwatches and tablets and nonschool given >> personal devices >> with the exception of like Chromebooks if schools don't provide that. >> Yeah, we did not get into the watch conversation, but smart watches are included. >> Well, of course, it's same thing. Just just one last very quick comment that that whole notion about all of the liability of you know if we take the phones and what if we access the phone you know it's like oh my goodness >> we for God's sakes we have uh responsibility for your actual child >> right >> I'm not worried about the cell phone >> it's about them being stolen >> broken I totally understand but people are flipping out about that like

086we literally have parental responsibility for your children for six hours a day that's a bigger responsibility and I haven't obviously I haven't heard what you're going to present to us tomorrow but I mean I think both Aaron and I reaction was we >> we just don't get to that point >> like let's work really hard to get to the place where we taking kids >> home from home >> put them in your locker >> strap yourselves in folks >> so moving on to the annual board planning calendar and processes Thank you so much. >> Um, this is fantastic and Susan, thank you >> for putting this together. Um, it's a lot. So, uh, if we miss anything, >> we miss an email. >> No, this just showed up just now. I didn't >> I thought

087I emailed it but notification. >> Well, there were no packets for this other than the agenda. Okay. The only thing the packet had the agenda like eight times. >> Did you see the consent agenda in there? I didn't see the consent. I just had it. Okay. I haded it yesterday. It was okay. Great. I haven't checked since Monday. I had 1120 but I saw >> I'm talking about today's >> I've been juggling a lot of things yesterday >> to the consent of it >> I it's mostly so that I know that I'm not >> yeah why I was asking you >> so we've got our outline here we've already done July I don't think we left anything off of July August is a busy Um, this is a busy week. Um, for those of you

088with board experience, please scroll scroll through scan through and um, try and see if there's anything that's missing. Um, I see the big ones like division 22 and the March dates for um, licensed staff, renewal, non-renewal. I do see an inclusion of the annual evaluation of the superintendent. So, thank you for that. Um, I didn't I didn't have anything that I could come up with that wasn't on this calendar. >> We went through the old robust >> and then added in some things that we we have come to expect and that we knew in this year when they were going to be and and so really tried our hardest to clean up. >> That's fantastic. Um, can I ask a question as a new board member about the the schedule of board meetings? Is there

089like is de is a December board meeting normally scheduled or is there >> It is. Okay. Yes. But we usually do it a week earlier. >> Yeah. >> Or so that it's not falling in into the break. >> Yeah. Okay. >> Yes. So, um, that's a very good point. >> Remind me what's division 22. That's the old everything report the Oregon administrative rules and in section 22 those are all the um are you adopting instructional materials appropriately? Are do you have the right number of instructional minutes? Do I mean it's it's those kinds of things >> all the things. >> Yeah. Um and then you'll also see these dates to remember which thank you so much very robust list and I like that. The superintendent evaluation calendar should be familiar to three fifths of us.

090>> And that's the case you want any of these items plugged into the >> I would like them to be included in the calendar. Um this year we did not do >> this. Yes. So this >> talk about this. I don't think we need this. >> No, we don't need that. Um, so last year the we did a formal superintendent evaluation with OSPA with Vince Adams helping us. This year it was chosen that we not do that. I think we should bring it back next year because I don't think that we did our um responsibility to you season for you with you. Um I don't think we ever closed the loop on everything. So I want to make sure that we do that so that we are giving you the best tools, our attention, and

091the time that you need to talk to us about this kind of stuff. So um that we don't have to make that decision right now because that's not for several months, but I just wanted to raise that since we're talking got paper in front of us. Um, we will talk about your superintendent goals and board goals a little bit later on the agenda, but I just buried there it is. Um, so if there's no questions about the calendar right now and we can come back to it if we need to. Um, I think we should move on to processes which part of that is I mean one of the processes that's very important is the superintendent evaluation. Um, but we've got our schoolboard operating agreement. Um, that's printed here. This was another thing that was

092brought up a lot at the summer conference in kind of as a larger general session. Um, I wanted to make sure everyone on the board is aware of this and knows that if we want to modify this, we can. We have the ability uh to make modifications to this. One of the things that came up in the stipen meeting and a couple other meetings was talking about board attendance policies which I think you can understand under a stipen agreement people were very concerned about that. So um one of the people in a meeting sent me this um and I'll just read it. It's from the Multma Education Service District. So slightly different than a school board but not that much different. Um, board members are expected to attend all board meetings unless excused in advance

093by the chair of the board and or the superintendent. Failure to seek and be granted an excused absence in advance will cause any absence to be considered unexcused. The maximum number of allowable unexcused meetings is 1/5if of all board meetings. If a board member's record exceeds the allowable unexcused absences, the board chair and vice chair will within 30 days of such violation address the board member's absences and the reason for such absences. Thereafter, the board chair and vice chair may make a recommendation for action to the board. I wanted to share that in light or in alignment with the board operating agreement because it's not something we co I don't think we covered in here. I did reach this but my brain it's been a week >> with the very first part you said I

094requested from the both your board chair and the superintendent or just the board >> it's board chair or superintendent so like if I had to miss one then I would but you guys could reach out to me or Susan you know if you don't like me whatever >> or my phone doesn't have phone number >> yeah if you don't have a phone number um and this came up in a meeting where somebody was talking about having a board member who was missing considerable amounts of board meetings and that it was causing an issue with them among their board operating agreement, but they didn't have any language to cover it. So, that was the suggestion. That's the one thing I wanted to raise that we don't include in our operating agreement is an absence policy, which

095theirs is probably what ours would be if we had one, which is BBDD. Um, so that might be something that we end up adding from the policy committee. The reason you all I mean most of you at this point know I'm a little bit of a policy nerd. I like to have something to look at to tell me what I'm supposed to do if something happens. It's like if I've had a catastrophic thing happen in my life, I want to know who I'm supposed to talk to to figure things out instead of just sending a whole bunch of emails and going like what am I supposed to be doing here? So I like to know the rules or or the guidelines if you prefer that. Um so that's why I'm raising that. Um, also I

096think did we have a new I forgot to ask this entirely. Did we have a new board member onboarding training for these two? >> We met with Aaron just we sat >> gathering. So there was >> kind of >> You mean an onboarding training for Susan and I to know how to onboard or >> Oh, my wording was a little weird online that anyway. Yeah, we met with Aaron. >> Okay. >> And then since Tom was already >> that I met with Tom just a whole myriad of stuff. >> Yeah. >> Okay. Um, one of the things that came up in the hot topics roundtable, you have 15 minutes to learn everything was that OSB is developing a new um, tool to help onboard new schoolboard members. And I, for one, am super excited about

097it. I actually have copies of it that I can hand you if you want to copy them for yourself. Um, but it's basically breaking down your first year on the board into a goal of something to learn each month instead of trying to learn everything in the first two weeks. Like nobody learns everything they need to know for a job in the first day on the job. And it's really unfortunate for boards to expect that of their members. I hopefully we've never expected that of anyone. I know it wasn't expected of me because I would not have lived up to that. But I thought it was a really neat thing. And actually um even having been on the board for a while, I was like, "Oh, maybe I should use this as like a goal

098for me to make sure I know everything that I need to know." Um so they are going to That's not it. um they're going to have this as a resource available and they'll have a notebook like an actual binder that you or workbook that you can purchase but I think we would only need to purchase one and then you can copy it. >> Um so I just want to share that um and I will give that to you. I'll give you all of these at the end and then we can make copies of um okay then I wanted to talk about word self assessment. We got to do it. I'm only going to talk to it about it for a little while. We've got to start doing it because we need to be held accountable.

099One of the things that was suggested is adding a check-in on your agenda for whatever you're you're actively working on in those goals. I think we need to be held accountable to ourselves and the public. Um, our meetings are how we're held accountable, but like here's what we said we're going to do and did we get it done or do we need a little bit more time or do we need more resources or information? Um, and I will talk to both of you about how we can integrate that into the agenda. Maybe you have ideas because I don't yet, but I can get some. Um, I can either grow them or get them from someone else. Um, okay. I'm trying to go through really quickly here. um superintendent evaluation we've touched on. Um and then

100communications, making sure we all know how we're supposed to communicate with others. Um communicate with each other, communicate with staff, teachers, community members. Like we all know polic or yeah, policy KL. Somebody's got a complaint, go look at policy KL. Don't ask me. I don't know anything. No. Um, I think that today's email was a good example that we all got an email from someone. Um, I did copy everyone on my response because it was anformational response and not any sort of request for input or information. Um, you didn't get it at first because your email address was wrong on the initial email. So, I forwarded it to you. So, you do have it now, but you didn't get it the first time around. >> Look at my Um, you know, if you are getting

101cornered by a board member of another group asking you questions that you don't know, you can direct them to me to answer those questions. >> I know sometimes you a lot >> fine, but several people brought this up like what you say in the forest room, but I don't know what you're talking about. >> Yeah. And also that's not our job. Um, so yeah, I think this topic and other topics, I think it's because you're available in the community and people know who you are. >> That's fine. I say you go just talking. >> So, it's about knowing how to respond to people when they come up and ask you questions. I think at this point enough trainings have happened and you've had enough lived experience that you probably know how to do it. If

102you're ever not sure, just say, "Hey, I need to ask about this." Back away and then run to your car. And um yeah, call call Susan or call me um and we'll figure out what the right thing is to do because sometimes it's not immediately obvious. Um I've made my share of mistakes. I'm quite willing to admit. Um okay, records retention is another one. You all I know Tom's a noteaker. I'm a noteaker. If you take notes, you got to keep those notes for five to seven years minimum. Some of them you have to keep for five years after the end of your term on the board. So just keep them. Just hold on to them forever. Or when you are done with your term on the board, you can turn them in to Michelle

103and Michelle can hold on to them forever in a folder. >> So uh >> all the comments I make about Michelle. >> Don't worry, I won't read any of those. >> And honestly, anything you write down in a public meeting is public record. So if you're like that Michelle, you better end up with really right now today. >> This this is news to me that um you know I I don't think I've ever written anything down and been giving me trouble. But uh certainly official communications I know that anytime I send anything out whether it's in my personal email or the school. >> Yes. And any note you take during a meeting is considered public record. So you could get a foyer request to submit your notes. It's so wildly unlikely to happen unless we

104are going through something majorly contentious. >> This your records are personal notes, >> right? >> I mean obviously any official document I create on behalf of obviously that's >> also your personal notes, your cell phone, your emails, your board emails, personal emails that pertain to board business, any of that can be subpoenaed as public record. any of it. Like they could literally have your whole phone and go through your cell phone, your text messages to make sure. >> Well, that anytime I do a communication on behalf of my schoolboard work that I get in public record, but my own personal notes, that's news to me. >> Yeah. Yeah. Yeah. When I learned that, I was like, "Oh, I take a lot of notes." >> Crazy. >> Um, you know, are they legible? Am I going

105to be able to tell someone what it says in six years? Probably not, because sometimes I'll look down 30 seconds later and I have no idea what word I just wrote. >> But, you know, You have to be able to transmit them just as you have to maintain. >> Sometimes I get mad at myself because I don't know what I just wrote down. >> What was that? Ryan >> said or find them >> or find them. Well, that's the thing is you need to be able to find them. So, um that's why I brought that up. It was again these are just things that were mentioned and I like put a little star next to it in my notes. The person who gets Ryan's cell phone won't know how to turn it on. >> Um,

106okay. Board reflection, successes, and areas for growth. Um, we wanted to look at Did we do anything right this last year? >> It was just really this was a was a place of kind of open season and conversation. >> Okay. >> To be able to do what people had thought. to reflect that if we had the time for >> open conversation >> I say we table or not >> we've done nothing good >> don't table I'm trying to remember which language I'm supposed to use >> I did learn that >> before you go back so I think we just talked processes because we have this >> board operating agreement >> did you just cover that you feel like that would >> very quickly I I'm just curious where this this all things from living regional

107jamters where this document came from >> the board operating agreement >> is it stored in our policy and I couldn't find it. So I think that is another thing is I think it should be stored >> something that Vince got for me because I kept asking what we do. This is something that Vince brought I think. >> Yes. >> I remember Lilian passing this on to me. >> Yes. Do we have a digital copy of it anywhere or I guess we can scan it. My recommendation >> it's in my files from my my from Lillian. >> I think it would be fantastic. It's it's not a policy. So um it would be stored under policy. >> I'm just curious what board you know >> in the >> it's more just curious but there's nothing in

108here I disagree with >> the system that I can't think of the new website. No, in our our >> Thank you. on board. >> Oh, okay. Maybe because isn't there like a document library things into >> you brought this up? No. When I scan this, I read number seven. >> Two board members supposed to agree for an item placed on the agenda. >> Does that mean two board members are supposed to talk prior to meeting to >> that is something we're going to talk about very very very soon, I think. >> Okay. >> Like to maybe today. >> Today. Okay. Yes. Um, >> how I read that was in the meeting. >> That was how >> Yes, that probably that's probably how it should be stated, right? >> Which one is that? >> Number seven.

109Number seven. >> That if you know that really I mean it talks about the board chair and vice chair with superintendent setting the agenda. Normally it's the chair and the and the superintendent setting the agenda. Um, and then if at the meeting another topic had to come up. I I actually was talking with the majority of the board. Someone had to make a motion. Someone else had a second. and you have to agree that we're going to add this on. That's fine if we're saying it's only two, but that's what I think it applies to is in the meeting, not prior to. >> So that's where on the agenda is requestation. >> Yeah. Yes. Exactly. Or anytime throughout the meeting if some topic comes up that okay well we we wasn't on the agenda but

110we probably should get into this. Someone can raise that. >> Yeah. And that's what you quoted Tom was uh the gist of the policy of of board agendas. >> Yeah. So, are we good to make that one modification? Um, Michelle, when you upload the document, just modify that number seven to say um an item is placed on a meeting agenda during the meeting. Just add during the meeting. >> Yeah. Perfect. >> Okay. Otherwise, this is great. I think this is a whoever put this together. >> Make sure you keep that note down, Michelle. Absolutely. >> Okay. Um, okay. So, are we okay with moving on from >> Thank you. >> just want to make sure and then >> I mean I guess maybe we just does anyone have any objectives to what's up and that

111we're agree to operate this way? >> I haven't read it. We can also um >> postpone and bring it up tomorrow >> or we can just agree if once people have had a time a chance to review this if there are any questions bring it up and we'll discuss the next board meeting after the question arises >> and then two of us >> so um >> for board reflections we agree that we are going to do this throughout the year Um then I think we we don't need to have any further discussion on the board reflections right now for the sake of time because there are a couple of meaty >> topics on here still. >> Can I say one thing about this though? What you were saying is are we doing our follow through?

112Are we doing our due diligence when we bring something up? One thing we do in 4 is we always have old business on the agenda >> and I don't ever see that necessarily the way that we use it. We use it as a reminder to follow up on those bullet points to make sure that yes, we took care of that. >> So, is it closing out action items that were taken on a previous meeting or is it uh >> just things that were still open that were unresolved from the previous meeting? >> Yes. >> Yeah. Okay. >> That's all old business is anything that was discussed prior to >> that has not been closed out. >> We have a set our agendas for a while with old business, new business. they've had different headers, but

113we consistently go back and forth and say, are we really in the right ballpark with how we have agendas set up or not? >> So, if there's ideas and thoughts about ways to delineate that, well, clearly, um, I would be very much open to being able to say what makes the most sense to be able to, um, have that work for us. So >> yeah, because I do see that as an area that we need to work on because I think a lot of stuff gets dropped and we never >> just throwing that out. So I I yeah to me it's always good to end the meeting or even the meeting you say there were these two or three topics that we are looking for whether it's feedback from count from the staff or you

114know our own personal work or whatever we just didn't have time right >> those three things need to be on next time's agenda obviously that would be up to Aaron to make sure that >> happen a very quick example we just asked Jennifer to get us the number right >> that is a topic on the next meeting where are we at with this and obviously we're happy So again, hopefully you have a list of topics to bring to Sus to put on the agenda for next one. There's your first one. >> Yeah. >> Wonderful. >> Yes. >> And Jennifer, I'm not going to be with us tomorrow night, so you wouldn't want me giving you that budget information tomorrow night. >> Okay. Um, affirm superintendent and board's annual goals. Um >> where did these come

115from? >> These came from um a combination of things. Um we did when we did our our um work session last year. Uh we went through and took a look at from uh both staff input and survey and what the board had talked about in terms of um what we wanted from me um and what we looked at in terms of um our mission statement and targets of what was most important. So we've put it together in terms of what would be my goals um and then what which I need to provide you information and how does the school board support those particular goals. So the idea was if we're looking at ensuring equitable opportunities for all students as a board we're going to base our decisions on equitable support and advocacy for the academic

116and social emotional needs of all students. So, we're making policy, we are spending money, we are um the things that we do support what's happening for the superintendent in the district. I would like to hold off in some degree about the affirmation of these until we go through at least the other meeting of our strategic planning tomorrow. Mhm. >> Um we talked about this information um inclusive of our mission statement and um the the key performance measures that have been around for a while when we met last week as as our administrators and like we did a year ago when this group talked about um changes and ideas and things like that. We did the same thing with the administrators last week. And so we have some thoughts and information about how how has the

117mission statement shifted in terms of the last 10 years. Um uh we looked at the performance targets to say things like um are we collecting too much information or do we have targets for which we are not collecting any information but they remain as targets. Um, and uh what what do we want to look at that's the highest impact of information that we share with the board and we share with one another that says that we're making progress towards something. And so um Vince is going to talk to us tomorrow. He's going to go over some of the um the summary of the meeting we had last time and then is going to talk about priorities. That's going to be our our deal tomorrow. and he asked for some data and so it was a

118good opportunity to take a look at those key performance measures and the information and pull together some data because I could share it with Vince, I can share it with this group, I can share it with the administrators and say is this what we're talking about? So for instance, one of the things that we had in our key performance measures was um uh technology literacy at fourth grade and seventh grade. We have never created a clear way to measure and so it stays on there but nobody's doing anything. So if we want to keep it there which technology literacy is very important. How do we take a look at that? um what are the other things that we need to make sure that we're taking a look at that answer questions for us in terms

119of are we moving forward and being successful and and um let's make those be of import. So for instance, attendance um has been one that's been at a couple of grade levels in the key performance measures. the state has asked that that be added to K2 um and a couple of other areas and we said let's look at attendance across our whole district. Let's make that a common metric that we're going to look at at every grade and take a look at um who are our um kids who are chronically absent. What are our percentages? How does it compare with um uh student performance? I mean some of those kinds of things that we're really starting to hone in on. How do we know um that that what we're doing is making some kind of

120difference? So um so this is kind of a way of of being able to say let's put this in front of you and say nope that's not the direction we want to go. Um but I think also tomorrow's conversation could play a role in that also. >> And what's tomorrow? >> Tomorrow is strategic planning work. Tomorrow afternoon >> you remind us the time and place. It is 2:00 >> here. How did I miss that? >> On my statement from Michelle email got it twice. >> Oh, okay. So, okay. I probably confuse that with this session. That's what I already This was on the calendar. >> Yeah. This this was the week from the week after meeting the week of board meetings for many of us. >> So, this is this is public administrators and Yeah.

121So, it's what time? 2 to 4 in. >> 2 to 4. >> Yeah. >> In this room. >> Yep. >> We'll kind of live here. >> Yes. Um, >> I won't be able to make that. I'll be here by time for the board meeting. >> Thank you. >> So, I I think at this point we will postpone item six to our next work session. That way, we'll have time to think through, we'll have more information like you mentioned. We'll be able to hopefully um take some action. I also would very much like our goals to be measurable. >> Yes. Can I comment on that? Uh so I I've a core part of my profession has been doing strategic plan and strategic planning and writing robust objectives which measurability is one of the most important things.

122This whole almost everything on here really reads more of a as a philosophy statement or a guide set of guiding principles. Right? ensure equitable opportunities for for every student. >> What's the measure? >> How the hell do we know if Susan is making progress on that, right? Um promote ongoing success and growth. I mean, these are her day job. This is what she should be prioritizing and doing all the time, right? To me, an an objective especially these these are marked 25 26, right? To me, these should apply for all time. I mean, almost all of these are right. >> Yeah. change number one to uh you know so ensure equality opportunities for every student. If we if it was you know in we want you know 10 we want to see 10% improvement in

123uh you know this uh underserved group's performance. Okay now that's a measurable >> I agree that's >> um facilitate completion of the PS2 strategic plan that is a measable goal that >> um and so I you know I have no problem with any of these but these are guiding principles. I need to set a set of actual goals that are measurable. Yeah. And if you if you look at this longer sheet, there's there's more words. I don't think it >> falls into smart goal or whatever the heck you want to call it for those of us who have like >> an eye twitch every time someone says smart goal. Um but as you can see from the date, this work died on the vine. >> Um >> and so I just want to make sure

124that we pick it back up that we're very intentional. Um, we can have a mission and we can have our vision and our values as every organization should, especially one with a servicebased purpose like a school district. Um, but we can't hold anyone accountable to their goals if they're >> right. Exactly. Aren't both of these things things that we went through with events that we did these interactive things? started the work and then we never finished. >> We never had Vince come back for our final that was what you training session. >> Um, as far as strategic planning, I apologize because I think that I asked this once already. What is the time frame for for the like final >> kind of configuration of said strategic plan in this document that document >> separate from

125the packet >> or hopefully >> it's a long it's a longterm process but there's there's like at some point we're like this is the strategic explain it. We will begin the work now. And so that's the that's >> that information is very clear somewhere. We did >> that's the >> we have that somewhere. >> Yeah, it's it's >> so again it's I think getting terminology and definition to me it's >> I agree. >> A strategic plan is I mean which I think with what is being OSP again >> who was here and I'll be here tomorrow. Yeah. So I I think that's a five-year strategic plan. Is that right? So there's that. But then but then you know what should fall out of that or cascade that is okay what are the objectives this year?

126>> Yes. >> Very specific measurable goals, smart goals that will help us toward our strategic plan. Right. There's no point in a five-year plan if we're not going to start working on it in year number one. >> Absolutely. Absolutely. So that is what I've and so you know and I would argue it would be best to start the school year with that already in place but we don't have that. That's fine. It's >> whenever we get to it we get to it but we should get to it sooner than later. And but we should as a board say these are the four or five things that strategically the board and the super we want the superintendent to really be focusing on to make happen. Um and we all have our ideas. Um and that's what

127I think we need to get to sooner than later. what I just gave you that we're not going to spend any time on today, but Vince has been given this data and this is some of what I put together for the administrators just to take a look at. Um, for instance, if we want to take a look at student enrollment um, over time and see what our trends are. Um, that was just a way of being able to take a look at some of that information. If you look at the next page, there's information on what they call regular attenders, and that's the percentage of students that attend school 90% or more of the days in the school year. And um then we've got regular attenders by school. Um then the Oregon at a glance

128report card. I put some of the key measures in there. Um we will talk a little bit about the changes in the state's accountability um where they're looking more at local assessment which we do instead of at the state assessment to be able to um take a look at student success. I put that on the chart and it said data is not available. That's just because the teachers aren't back yet, but I can't get it from them. And then the last page, I just did did a rudimentary cut from my um spreadsheet data of students assessment so that we could take a look at some of the information there. This was the kind of thing to give us a start to be able to say instead of taking measures on 45 different things, what are

129some of the essential things that we want to continue to look at and these may not be them over the course of the year in order to be able to give us some continued information. So Vince will have this as part of tomorrow, but if we're talking about measurable kinds of things that that truly is a direction that we had talked about last week with the administrators of we need to hit that way. I need to head that. So, um, uh, it gets away from the concept and gets to more specificity. >> Do you know if he's going to do the same kind of format as he's done before with breaking up the group? >> I don't I I would assume so, but I know he and I are going to talk after this one's

130over because he and I have talked about a couple of things. Um, uh, >> where do I go for that? um he wants to talk about what are the priorities and so we'll start to get there but after tomorrow um it's kind of like where are we and where do we need to keep going because it's kind of like what what is our work what is his work and and where where do we go and so it's it's kind of a multiaceted look tomorrow >> and I and yeah I get all that I just feel like the way that we've done it is so inefficient and so elementary just feel like we could be way more productive if we talked as a group. >> That's my opinion. >> I'm not a huge fan of the

131breakout rooms. >> No, it's like it's not efficient. We do that five minutes a year, five minutes there. >> The problem is you when you come back, there's this belief that every group should get equal waiting when one group may be representing a particular topic that everybody is excited about. another group, it's just a couple people in that group are excited about it and yet >> we somehow all the groups get something on the list and that's not how it should work, right? It should what is across the board. What do we think are the most >> and ultimately what I want to make sure is that it's ours. It's not OSBAs, it's ours, >> even though they're helping us with it. And so, you know, it's what can we take from the learning? And

132um it was very interesting the conversation we had with administrators cuz we were just I mean it was people got excited about um let's put a focus and and and if we say we're going to do something, let's do it. And if we're not doing it, let's not say we're doing it and collect data on it. >> Right. >> And so um that part of it is very good. Well, um, verifying board leazison roles was the next thing on the list. I think we're verifying since we signed you up for stuff, Ryan. >> We want to make sure you're okay with it. >> Well, but I've always had issues with these leazison rolls. Not the fact we don't like when they're on there going to the rotary or something. there's you go there you have

133nothing rotate you can >> and it's been removed if you look at the bottom of the page those are all removed now >> we can if we want to but they've been removed >> in general the liaison roles so part of it was >> I think all of us with S and I started and then you and Joe we tried to make a big effort to get to the schools and I think that kind of backfired and it caused some hostilities versus so then we quit doing that stuff because it was causing issues amongst the staff and administr >> so >> well so listening sessions very different from the leaison role also >> but it they but they kind of overlap when you as a leazison on your lesson on to this school but it's

134awkward when you go there because people are like why are you here you can't talk to you it becomes what's supposed to be a benefit almost seems to be more of a problem. >> So >> I don't know how we fix that but that's but as we've gone around they've become a problem. >> Yes, I think that's a very valid point. Um you are on the middle school list for this time. I will say the middle school holds site council meetings. They're very productive. There's a lot of information involved. It gives you opportunity to take action like actually like volunteer for one of the teacher appreciation events like I got to hand out coffee to teach. >> Um and so it that raises a question I've had and I don't know the accuracy of this

135statement but I've been told several times that we are required we the district is required for all schools to have site councils. There's some law saying that >> that's on our Yeah. And it does not appear to have been happening for the past four years except at the middle school. >> We have used um our parent group as the site council of record because they already meet for the elementary level for for andes >> and the high school I have to work with to be able to take a look at what can we because we do have to have them across the board. And um uh >> is that also for blahit >> and blah blah is really >> we have to figure that out because they either play with pees um um for them

136to have a full-blown site council is really hard. >> Okay. >> But but yeah, that's it's it's conversation because we do need to have >> So then the academy also needs to have one. >> Yeah. Um, okay. I think what that might be an item for us to raise again at our next meeting to see where the progress is on making that happen because, you know, if we're required to do that, we need to be in comp. >> Yeah. We've been talking a lot about division 22 and it's nice to be able to say we're in compliance, but we need to be in compliance. >> Yes. >> If we're going to say yes. Yeah. >> The middle school does meet once a month. It's what, the first Wednesday or the at 3:30? At 3:30. Yes.

137It's usually pretty painless, like 45 minutes. It's not like Steve keeps it really a tight meeting. You're in, you're out. >> Good. Um, the times that I couldn't attend, I would get an email summary from him. Like, I'd ask him like, "Hey, just let me know what's going to happen. I'm so sorry I can't be there." Because the reality is, we can't attend everything that we want to attend. Um, I would love to go to every single performance of everything that's ever happened in this district. I can't do it. So, um there will be times when we're not able to attend those site councils and but checking in with whoever runs that meeting. It's usually the principal of school, I think. But I'm sure they're >> I don't know. It could be like a um

138dean of students or somebody running those. So, whoever runs it, just check in with them and be like, "Hey, what's going on?" Um, >> so it should just be the >> it should just be the liazison to the school attending the site council so we don't have an accidental forum. >> So I remember when those are because I can't be middle school and I keep in my notes. Uh, does that come out in in the newsletter or >> No, you'll need to reach out to Steve. >> I'll reach out to Steve. >> Yeah. Well, he'll connect to you once the once the principles know who the leazison are, then they will reach out. >> Yeah, I do I don't do online calendar and scheduling. No, they'll they'll reach out and be able to to do

139that as well. >> And so to that question, I guess my I was wondering about the committees. Will they reach out as well? >> Yeah. >> Okay, great. So >> yeah, as we get things up and moving your >> I neglected to let's take all the things I got assigned to in the last meeting. I assume it's in the consent agenda. >> It's also on this page. Sure. >> Okay. >> I'm sure I'll find it. >> Oh, it's right here. There it is. Right. >> Okay. And if any at any point throughout the year we need to change them, please just reach out. We'll add it to the agenda. We'll have conversations, get things updated. Um, >> so I do like this newer list. When we first start, there's all the agencies that >> Yeah,

140>> we had nothing to take to them or get from them >> and and I think that's valid for sure and we have a lot of coverage at these things from various district staff members. Um, one thing that did come up at the OSBA conference, I think I wrote it down word for word. Let me find it because I read it twice already. Um, did I write it down word for word? It was something to the effect of school boards who are active in their community have better outcomes for their students because they're fearing more for people who are affected by what happens in the district. That's not word for word at all, but that's close. >> But word for word, you take out a school board, members of the community that are active in

141their community. >> Yeah. >> Which are the ones that are active in the organization. So >> that's a very schools. >> Yeah. >> So I know you're already we're all acted in different ways, doing different things in the community. So it's just it's it's good to know what's going on outside of whatever our normal channels are. So we will move on to number eight, student representative to the board. Looks we've got our policy here and we've got our process here or our AR. >> So Erin, you're big on policies and things. >> I'm concerned that they what their role on the board. They come to the meeting, they bring very little from the school and they sit here. are they gaining and benefiting? So the they're bringing updates from the school on we're having a

142dance. We did this. It's great. That's a a simple report. That's what we get. And I know it I guess I'm not sure what role they play. If they want to sit here, great. But are they supposed to be bringing more? I don't feel like they're bringing anything from the school. They're updating on two things that happened in the school and that's it. So I don't know a problem sitting here but are they act are they involved in the school doing something to bring us in? I just don't know that it's a value added product. >> So I don't know that we would be asking them to bring us things from the school so much as asking them to bring things from us to the school. Um >> all right. >> And I do think

143that there are ways we can engage them more and I think that would be fantastic. I think we need to actively ask them if they have any input when we're discussing things, invite them to work sessions. One thing that would be super cool if we can get our timelines together, which stuff happens and we didn't. Um, one thing that could be really neat is if one of us is attending the summer school, that's what they're calling it next year for summer session for school board. They're calling it summer school. to one day um that maybe our student representative to the board could attend because that would be an amazing opportunity for them to see what does a professional conference look like first of all they can get a premium letter or something um and they

144can learn more about the processes at the next level up I will say if they are getting experience and professionalism to some extent >> as much as we offer to them they are learning >> is their current representative right now >> not right now because we did not catch it before the end of the school year. So, it's going to happen. >> Start with back to school lunch. >> But I wanted to because when we talked before, we talked about putting it the first of the year and at the last meeting, I think it was a no, we probably don't want put it normally to the first of the year. Let's keep it at the end of the year in terms of where we were with policy. Um we I wanted to raise it because

145um um I want I'm ready to go to once teachers come back to um well actually we're going to we talked about going to the administrators and I'll talk to Mark and Dee and Mike um u about getting together an application process and um I'm hopeful that our members last year that um they will um help promote um because we had talked about that a little bit that Maggie and Levi um can play it out a little bit and so uh but that way we can get at the very start of the school year um applicants they can be interviewed here and the recommendations can be made to the board >> with I just want to make sure we do actively engage them or something so they're going to be here. >> I agree. >>

146We need more than we're having a homecoming dance is going really well. they're going to be here. I'm hoping that we can and probably on here we get to this get our meetings more streamlined, more points rather than stories, like more factual stuff with >> short. Yeah. Let's get it where I love it dumbify it now. Get it dumb down to bullet points and not long. >> Yeah. But if they're going to be here, which is great, but let's have a job for them. They need to and I didn't think about them take I thought they taking a step back to school is a valid point, but we need to have checks and balance, but they need to report something to us rather than we won our football game last night and it was great.

147>> Well, and that's not actually part of their role. They're the ASB president is supposed to come and give that report, but this year they were doing it on behalf of the ASB president. I think probably because of >> Yeah. extracurricular conflicts with sports and things. >> But I agree with you. I want them to be able to come forward and say, "Here's here's the issue of the day or, you know, if we're discussing policy, I want them to be involved in that policy conversation. They're the ones who are affected by the policy the most besides >> the engage in the cell phone." That was the only time I really said, "Oh, they engaged in self >> and they called us out when we did something wrong." I don't know if you were at that

148meeting, Levi called us out when we hadn't followed the correct procedure and taking a vote. He was like, "Hey, I don't think we I don't think you guys did that right." And we were like, "You know what? We didn't." And we were already working on fixing that. But I was proud of him pretty our vote >> when we didn't vote out. But we had a piece of paper, Michelle, and they tall. >> Yep. >> So, I have questions really quick. So, does that student representative is there Does the attendance guidelines include them? >> Oh, the board attendance. >> The board attendance guidelines. >> I think the unexcused versus excused component would, but >> I also think there is more leeway for a student who might have a sporting event or a play performance or, you

149know, there's also nothing saying what means excused versus unexcused. I think it's mostly just like give us a heads up. So, if we're doing roll call, we're not like where are they or should we be waiting? Should there also be an expectation if they if they >> won the spot, >> should there be an expectation that they're going to be there a certain number of times because this other one >> probably would have been and now they don't get a chance to. >> Yeah, absolutely. Okay. And I think >> it doesn't say that they should >> defense that they maybe their feelings. >> There's no >> It was just something to bring up. >> Is it always is it always a a student government student? >> It's not. It should not actually be I don't

150think it should be. >> And the last broader pool. >> Yeah. The last question was does does public law apply if two of us are together and the student liaison is there? Is that a >> no because they're not member of the board? >> Okay. >> They're not a publicly elected question. >> That is a really really good question. >> Do they have to retain all their notes or something? >> Right. We should tell >> I am not sure about that because they are not a publicly elected official. That's why we have to retain our notes is because of the fact that we're elected. I don't think >> I'm going to wear my pants. That's a really good question. I think I did you wear your pants again for 10 years. Um >> I I

151mean I'll be honest. I'm I don't know how enthusiastic this was news to me that we had one in the p you know recent path that we did back in the day when I was born. But um >> last three years we've had a student representative >> anyway. Um, so I just kind of the one thing in the policy though that I definitely question is that they have the option to do it two years in a row. I definitely strike that and say it's a one time. I think if the entire point is to provide opportunity, you don't get to be ASB president more than one year, right? This is is is every bit as important as that. So I would strike that one for sure. >> I think that's you don't want them to

152be able to reapply. >> Correct. one time. >> Should they reapply if they didn't get >> course they only in their lifetime? >> Yeah. Yeah. Yeah. >> Like it's not something we're required. >> No, we're not required to do that. >> Can I just clarify number nine and number 10 >> on the AR? >> Uh yeah. Yes. That will have authority given school board over by parliamentary procedure border and appeal point. So, what what would that look like as a student representative who appealed West? >> So, um, under parliamentary procedure, if someone in fact, I think I have my cheat sheet right in front of me. Look at that. Um, for point of order, that would be something like someone has >> said something that needs to be addressed. Um maybe somebody who said an

153inappropriate word about someone else, something like that. They could say point of order that is outside of the rules of decorum for this meeting, >> which is amazing. Can you imagine? >> And for appeal, they could actually even if they're not a voting member, they could request an appeal to a vote that happened in the meeting. They just wouldn't be able to >> Yes. They have they have the the decorum rules rights and responsibilities around parliamentary procedure but they can't vote >> right >> but it is amazing >> for them experience >> they can make motions they just can't vote >> but no one else can make motions outside the board >> correct >> they're non voting member >> like Susan couldn't make a motion she doesn't want to but she couldn't I don't know

154maybe sometimes you want to move to a journ Um, which I did find out we are in fact supposed to move to a journ unless we have exhausted all of the business on our agenda and then we don't have to. That's why we always get away with not doing it. Um, yes. So, it would be okay. Appeal. The other part that it would come in is if they did a point of order, the board chair said, "I disagree with you. That's not a point of order." They could appeal that decision. They' say, "I appeal the board chair's decision." and then it could open for second round of debate possibly um which again would be a really powerful thing. Uh take a lot of guts honestly. >> So under the AR um the board doesn't have

155to approve ARS uh we could take that recommendation and if you want to modify um >> on the one yes and then I will say um We did have an application that had been created and I >> his office had >> okay you have it but I also think >> the loss of access and honestly the loss of access to Google Docs when somebody is no longer on the board is a really big concern around records retention. And so I think that might be something that we need to address with the technology team because Christopher had it stored on his board Google Docs and he couldn't access it anymore because he was no longer on board. >> Thankfully it was attached to an email so he was able to >> to pull it up. But

156so that's we just need to make sure that those records are still accessible by someone and that is >> another student member of the board. It says the district um the appointment designated to include vice president. >> Tell me where you are. >> I'm on the the uh page. >> I'm on the policy. >> Okay. And I write a diagur application materials communication interview process will comply with require law student tax the board uh where did I see this sorry oh right there I'm sorry it's third paragraph the superintendent or designate will develop administrative regulations to include application selection process roles responsibility but then in the AR it says the superintendent's deadline and process for electing student board members established each year by the board. So the AR pushes it up to the board whereas

157the policy pushes it to the the superintendent. So I think that should be clear that yeah I I would take board out. I don't think we're involved in the process. >> Originally that was the intent when Christopher started um with the push. it was going to be a board interview and decision and I think we've made the determination that that it it's just >> it's pretty untenable to be able to have that happen correctly that >> so what what is the >> I just think >> application process >> each year by superintended rather than >> oh I know I'm asking Susan what the interview application process is going to look like and I'll just go through this whole thing because right now what we're doing um uh rather than going through an um uh the

158ASB class is just the conduit for being able to put it out, >> but it's not just just as kids. >> Um and because of our timeline, um we're going to push it through the office this year. And so um the administrators will in their announcements and assemblies and things like that make sure it gets out um with the interest for folks and then they'll collect the application so we can have a patent and return the process >> and then what happens with applications who's reviewing and approving um Mark and Mark and Dei will do that. Mark and Mike will do that >> and we have a deadline of when we're going to be determined. We talked about being able to have a decision reached no later than the end of September of this year.

159And so they would be uh in attendance at at um >> October >> the October meeting because with it being the second Thursday of the month, that's a pretty quick turnaround. >> Yeah. >> Um for students just getting back to school. >> And so um they could be decided um probably by the middle of the month. And then what I did with um Maggie and and Levi last year was then I met with them before that first board meeting and just kind of got some insight and gave them some information. >> So then on the AR where it says, you know, the June that we will go back. That's what that's what it sounded like from the last time we met with this the desire to go back to a spring election so that we

160can have somebody that can start the year. >> Okay. The year just got away from us. >> It did forward toward us. Okay. So, we've already had a lot of robust discussion around the strategic planning. Were there any additional thoughts or I won't be here tomorrow, but um with that, I liked Vince early on. I mean, I like him, but early on, we got a lot of stuff done, but it just since we've hired him, it just seems like we're chasing our tails. Like, we I I thought we were hiring somebody to do like let's do this, this, this. He comes, all right, let's do this together. And no, I want you to come with okay, I need these answers right now. Let's move on. So, I just want and I knew about last time

161we that I wasn't going to be able to make the one in June or whatever. Just >> it's frustrating of the slowness of the process and we just had that quick discussion with these groups and things. >> Y >> we hired somebody to come with the here. Okay, here's what we're doing right now. Let's do this and let's move on. So, I like to have that conversation with and and truly are all our meetings in general bullet points faster. Let's le action items less more efficient with it after this. >> Yeah, because I >> that you could have Yeah. on that at all. No, we um since the last time we met um I wanted to come up with this next one just to be able to say what are we truly getting and what

162are we not and and and where do we need to pivot? Um and and so that's a big piece of it too is we don't have a lot of time to um we want to move forward >> because the first time we met him was I remember I remember I don't remember what we talked about but I was very impressed with how he took notes what we did he came back present them is this the summary >> great we did something and then we hired him and it's like >> I think what we need to figure out is what roles and responsibilities for each of us are because we might have different expectation of him than we've actually paid him to do. Like we might be owning the the bulk of the work and we

163might be slowing the process down. So I do think we just need to make sure we have like a little level set. >> Yeah. I mean there's going to be a lot of responsibility on us. But the other piece of the puzzle that that that has been acknowledged as Vince said, I'm doing this in four districts and I was Michelle knew because I was killing the messenger. Sorry. um of of uh um why are we just getting asked on Monday when we're going to meet on Thursday for student data and >> and and and so it and and we did it because I you know I think after we met with the administrators last week it had merit in its timeline. Um, but it it's kind of like what's going to be best for us.

164And I think that's kind of what I'm angling for to listen. >> And I was referring to just when he's present, the inefficiency of how we do it, >> that's what I'm talking about. Yeah. Process. >> Yeah. Because if we had more clear here's the information I need by this time, then it's on. But when he comes to us and we spend an hour in these little groups of pieces of paper and it just seems very inefficient to me. Yeah. >> Yeah. More. >> And it's also a process that exists very much outside of your experience. Pretty standard process. >> But we pay you to do this. Let's move. >> I just I'm big on let's get it done. >> I'm more of an action than a talk about it. Let's just do action and

165move forward. >> Well, to me, it's kind of like playing games and baby shower. >> That's not why we're here. You know what I mean? Analogy. >> No, I As soon as you said that, I just went I mean, I it just doesn't seem like it's as at the level it needs to be since we're paying him. >> My point is, we know we can do it because the first time we met him, it was great. We did something. I I don't remember what it was, but it was at the academy building. >> I heard you talk came from RE Sport. We did something. He sent the next day a summary email. Had a couple questions and it was >> that was our kickoff of our >> Yeah, it was a spot on thing and

166then from there it's gone. Yeah. >> So, >> I think we'll hopefully see some tightening up of that process the next time we meet. >> And planning is so exciting when we get to those tangible action items where we can really dig our feet into. So, just all of this like >> prep work and him getting to know us and I mean I wasn't present for those, but every strategic plan that I've been in has felt that way. It felt like we're just like >> waiting and waiting and waiting and waiting, but then you do launch and then it does feel really like actionable and that's exciting. >> I don't know where we are. Right. Well, and I felt that just in the conversation with our administrators when we got together and we could actually

167converse clearly about trying to align those things. It's >> it is great because this is still doesn't feel like we're doing >> it. Because of our time, we can't we can move some of these >> that meeting. That's like a 30 second little thing. I think we I think we can get through the rest of the agenda. You guys, we all work together. >> Um agenda request process. Um, beginning after tomorrow's meeting, Susan and I will, >> this is news to you as well, but also what you've been doing in the past, we'll be meeting um, probably two weeks before the board meeting to set a basic agenda. It might be modified in the interim because, as you can see on this, people can ask to be added to the agenda. Um, one thing that

168came up is that email that I responded to, for those of you who've seen it, >> you already know how I responded. uh people coming and saying we want to be on the agenda when it's more appropriate for them to come and give public comment. So just directing them to that public comment, but Susan gets the wonderful job of screening those and saying, "Ah, maybe this should be on the agenda. Maybe this should be public comment." I'm going to lean very heavily. Most of the time it's probably going to be public comment. Most of the time it's not anything under the purview of the board. Right. So am I correct in my response when this this thing about the horseshoe program I know nothing about? I said fill out the green card >> at the

169meeting. Yes. >> Because they had to nice and said what is our first step? They said as far as I know your first step is come >> fill out the little green card when you walk in it gets brought to the attention >> for that gets on next month's agenda. So nothing will happen. Don't give a comment and then that starts the process. So is that the correct path? You could even say, "Why don't you reach out to our superintendent at the district office and talk to her?" Because sometimes it might actually be something that can be solved without them needing to come and give public comment. Sometimes it's something we don't want them to come and give public comment. They do need to address it with Susan. But if it's, you know, speaking in

170support of an amazing program, it's always nice to hear the program is appreciated, but we're going to limit that public comment to three minutes. We're going to not engage. That's where we went wrong with this last meeting. My apologies for not knowing. We don't ask questions when someone comes and brings public comment because as soon as we do that, we actually move that out of public comment and move it into the agenda as a discussion item. That's not appropriate for us to do as a board. It also opens very bad behavior as we've seen at some of our board meetings in the past of people then thinking that they can interrupt every step along the way of our entire meeting and interject with questions. And that happened by another school board from another school board

171member from another district who came to one of our meetings and acted incredibly inappropriately and I was not in the right mind space to call point of order um on it because I was a little too emotionally tied to the conversation. So let's let's just make sure that doesn't happen. It's sort of the rules of decorum. We live in a small town. We have an amazing community. We know so many of our community members. They're going to walk in. They're going to be people we know. this doesn't take away from the value of what they have to say. It just holds us to be accountable to what we're supposed to be doing. So, >> and I guess I brought that up to Rick. I was at my one of my first board meeting where I

172what's the point is who would come to public comment when they come when we weren't supposed to engage. Who why would you come? And I still hold that true. Why would you come and say them and say thank you and then I wouldn't go back to that. I mean, I don't know how you're supposed to engage with them. >> But that's that's where too the board could say whoa whoa whoa. Um, I think we need to add this as a topic of conversation and then it it >> Okay, so we can't add it. >> It intentionally moves. Okay. >> Um, at that point, but there's no there's no predetermined um if it's brought into public comment, we have to discuss it. >> Okay. For example, the girl that was asking about naming the softball field

173when we're supposed to just sit here, she comes here like to do and then or be say thank you. Well, that seems why would you come? But if we can let's bring this okay just so we know how to couple reasons. I mean they they come because one it's the only time they talk to the entire board. So that alone is some value. Number two uh it is now in the public record that they made those comments. So that's significant. And then third it can and should when there's a board member that wants to sponsor it spawn actual action. >> Okay. As long as there but but there may be times where it's not a priority in front of us and we're like thank you very much and then it ends right there. Right. And

174it's your take on one of us to say this for further discussion. >> That is my question. I want to make sure we can engage. >> The the thing that I that that I raised with Erin is my my biggest concern. Um because we did put a community member, a parent on the agenda based on a request. >> So now we had a request again in this situation to be able to say we want to get put on the agenda. And so at what point does it become I want to get put on the agenda. I want to get put on the agenda and it becomes a meeting of the public instead of a meeting of the board. >> And so it's it's I I don't want to encourage that, but I also don't want

175to say sure you can ask, but every time we're just going to say no because that's not good business and good connection with our community. So in in this particular instance, I've Michelle has reached out and said it's going to be public comment and um then after that um Susan would like to meet with you. I've been in email communication with these people also um with some information from the fact that it's kind it's an operational thing >> and so um I just want to make sure as well right I just want to make sure that we are not setting our public up for never wanting to come back but also not setting it up so that it becomes a meeting of the public instead of >> that's and I will just state for the

176record that the time that that parent was invited onto the agenda A I did not feel that was appropriate to be an item on the agenda. Um I'll just say that it should have been a public comment. >> I think it's also worth noting that we're not required to take public comment. >> Yes. >> And it's a super I mean I talked to multiple people at the conference on this weekend that were like no we would never allow that. So >> yeah, >> yes. Um I I that bounce that you just talked about Susan is exactly what you two as superintendent chair have to walk. Y >> if there is a hot enough topic out in the public and it's got all kinds of chatter and a threem minute public comment is not going to

177do it justice then it should go on the agenda. If there's a one or two or a very small group people who have a pet peeve or a bur under their saddle or whatever it is and then they show up do their public comment and then we see where it goes from there. Yep. >> You guys have to assess that if you get it rolling consistently, the rest of us will >> let you fall under the appropriate governance of the board. So, if it's not something that is board business, it's not something that >> falls under our purview, we shouldn't be hearing testimony about it. And often that kind of leads us down the road of somebody is has a grievance uh that should be under KL instead of coming as a public comment or

178we need to stop someone before they list a staff member's name or something like that. So um >> okay, one last thing. I'm stealing an extra two and a half minutes of everyone's time. OSBA elections are opening, nominations are open. Um you remember we voted for Lihooie Whitebear because our um previous representative had actually been elected to a state position I believe. So she we we kind of midterm elected someone. That position's open as is the position for the OSPA legislative policy committee which is the group that meets and determines what they want to to um advocate for. hesitate to use the word lobby, but it's kind of lobbying for at the state legislative level. So, those are both open if you want to nominate someone or want to nominate yourself. I think you can

179nominate yourself. Um, I can't remember what the process is, but it was in an email that we got from OSBA that outlines all of the steps. I will say my understanding is um neither of those are large time syncs. They meet quarterly with some interstitial meetings along the way. Oh, a sign. It just got windy. We just had a sign blow like oh oh pin wheel up that tree there's a sign is over if there's no further we >> sorry we we got this document draft or it says board and superintendent operating agreements draft >> which that's the exact same title as the other document and so to me they should be one document that we then need >> so we have a board operating agreement and we have a board superintendent Well, we they

180they could be built. >> Yeah, >> but yeah, we it just throw both in there. >> Yeah, >> that's what I would do in policy. >> We do have a we do have this one in policy. I'm sorry. I I melded them together in my head in the agenda. Um before >> we adjourn, let me pull it back. I think there I I would bel them because there is a big overlap as I read it too but I didn't make that distinction between superintendent and board because superintendent's mentioned couple times in our so I would just oneition >> so we have a board superintendent relationship uh policy which I think is probably pretty close to this >> but we could build these two >> um can we have that as an agenda item on our

181next work session which we don't have a date for yet but we will probably set a date for tomorrow Okay. Thank you. >> Because I do think that's important. Um, it's about operating within the balance of respect for one another. >> Yeah, I didn't have any issues with anything I read on either one of those, but you touched on this earlier, but since this is a work session, we're almost done here. I I touched I mentioned this but again on the reports on our agenda if we and I saw this new time came out but if we can work with all your administrative presenters shorten it down we get a lot of information which is valuable and a lot of the charts that could be combined in one page so it can go on for

182a long time and I flat lose interest after that many minutes of talking about this and that if I had a chart that had bullet points on it I would understand. But after 15 minutes, I'm like, I'm I'm done. I don't know what we're talking about. >> I think that when Susan and Michelle and I meet about the agenda, we will put time constraints around certain things and some of them might be five minutes and some of them might be 10 or 15 minutes. I think if it's a district-wide report like um when we get those like outcomes >> the one that has the umbrella graphic like that one needs 15 minutes because there are a lot of topics that get discussed but maybe a school report about a specific thing like that >> and

183an example like we had the report on the academy that was very very long and I put it in >> very thorough >> and I I truly lost interest if it was so long had it been a page that said here's the things we're doing I Yeah, good. I got that. But after 30 minutes or so, I was I taught me that. >> Yeah. Well, and my hope is that those groups where we want to be able to engage and ask questions would be part of work sessions and then our votes and our action items and all of that will be work session or what like business meetings like just dumb it down. Let's just get rid just >> I think we're going to call it adjourned. Thank you all so much. We made it

184approve your cookie for the road. They're absolutely delicious. >> Is there a recycling thing close to >> There's one immediately after I think it's not in here. It's not far away. >> And if it's not there right now, they haven't put them out yet. >> Last month you still >> That's what I think. >> So that's how I got my board last month. >> Um instead of my right now. That way I'll get it tonight. >> It's on the um website. >> Oh, of course. That's probably how I got it last time. It's not that early. I can get it that way. obvious. >> Okay. >> Yeah, I think we said 6:30 and really the content I put in there was >> um >> and I also put in and then I want to talk

185about my position. Sometimes they overlap and if there are six is not much. No, I shouldn't either. But I'm >> cheating from and I did too. Yeah. What about a blanket so much that >> I'll take it so good. So maybe we don't need the size of this but those >> 16 ft >> cookies started Great. drink. I said, "Hey, write down." >> Well, I forget about a while for everything because he can't check. He doesn't know what to do. He now was over there and you were putting If we