001and myself saying you're not included in that. Everyone here tonight and we're going to start with accentuate the positive. I don't know if we have anyone out there who would um like to say anything. Okay. Not right now. I thank Mr. Barry for the bonus. That was his team here. That was a pleasant surprise. You're welcome. Well deserved. I'd like to read something from Laura Laam. Uh the PTE is pleased to share the tenative contract agreement that was reached with the Phoenix Town Schools on June 6th was ratified by our membership on the last day of the school year. And we look forward to this new contract starting July 1. We appreciate the long hours and hard work of both teams to come to this agreement. Our members are enjoying their summer break and we
002are looking forward to a restful summer before coming back to the fall for another amazing year. We appreciate all your work and we will see you in August. So that's wonderful. Do we have anybody online? Does it look like it? It doesn't look like but Joe Joe's here. Oh yeah. So no citizens comment. So, can we go back to accentuate the positive? Yes. Can I have the positive? Yes, please. Thank you. Um, I just want to thank everyone for graduation. It was a great graduation, but scary and staff was really great. Um, Mr. Barry and Officer Hull were on the phone a lot. Um, and it could have gone a lot worse. I had a lot of people that were at graduation or saw it on TV and they were very complimentary of how well
003it like it was calm and collective and we were able to get all the kids graduating but also um knowing that there was a lot of trauma and um you know people wondering how close it was to their home. And so I just want to thank everyone for the hard work and being calm and um just the great resilience that our district has and and support of everyone. So um I just wanted to say that. Thank you. Yeah. And the first responders. Yes. Yeah, that was pretty scary. Um now we'll go to the superintendent brief. Yeah. Mine was just the appreciation of of the graduation as well just for um definitely the first responders the the the audience the board we you know that's a that's a milestone and to uh walk across the stage
004means something so just appreciation of Sergeant and his communication and we got through it and that's that's the only one only thing I wanted to reiterate so thank you yeah it was kind of like such a great coordinated effort that happened in that day. Um, our next topic would be the special education services model for our per report. Tiffany. Oops. Turn it off. [Music] There we go. Can you hear it now? Now we can. Yeah. Can they speak? Yes. Are you doing the presentation? Yes. Okay. world. Thank you for bron to talk about special education. Do I have a time limit? Just kidding. All right. Um I wanted to share just some changes to our special education service where we're going uh for next year. Um just just to remind us we've come a long
005way in the last six to seven years when it comes to providing inclusive education for all of our students, but in particular our students with disabilities. So it has been a lot of hard work on the part of our special education staff and our general education staff, but it really couldn't happen without a supportive school board such as your stuff. So, I just want to thank you um and a supportive superintendent who has really promoted um inclusivity as well. So, students with disabilities, it's it's one of the um groups that are traditionally marginalized but still very much segregated in our schools um because a student was born with a disability or had an illness or an accident that caused disability. Oftentimes they have to attend different schools, different classes, they ride different buses. many times
006they don't get to attend the same field trips or assemblies that other students without disabilities do. And that was really something that we wanted to change in Phoenix Town for our students. And our first step was making sure that all of our students had the right and the ability to attend their neighborhood school. So we had students that we were serving in Central Point and the ESD provided classes. We contracted out with Central Point as well for classes. Um we then started our own programs here. If you remember, transition was we contracted out with um Ashlin. And so it was really this movement to bring our students back in the community where they live with their peers who don't have disabilities with their families. A lot of our parents of students with disabilities said it
007was the first time they could have both their children or three of their children in the same school. So it really means a lot to us. Again, we had to increase our staff. We started um the program here at Phoenix Elementary where we brought staff in. We started our transition program. We moved a teacher at the high school from part-time to full-time. We added more speech um pathology staff. We also added a district nurse which really allowed our students with medical needs to be able to attend school with their peers as well. Um then what we did was we shifted the programs. We moved a classroom from Talent Elementary to Orchard Hill Elementary so we could provide a continuum of services at every school. So right now every school in our district has a TLC
008classroom which is our sitebased self-contained classroom and what we call ERC which is our educational resource centers or resource rooms um at every school building. We're going to make some more changes as we continue our journey. Uh we had a team uh we've we've done leading for all which is a book written by um the special ed director up in Westland Wilsonville school district. um they have a fully inclusive model. This last year we took a team of special educators and we visited. We needed to see the high school. We want to see ele elementary school. We wanted to see what full inclusion looks like. Full inclusion means there are no special ed classrooms but there are special ed staff. Their schools were really built around pods to provide a fully inclusive model. And I'm
009not sure just on the physical structure of our school if we could do that. But we did get a lot of ideas of how we could make our program more inclusive. So we are under the belief and um that special ed is a service not a place. Sometimes we say uh kids with disabilities are in special education but truly they're kids first. They're students and they also have an individualized education plan or an IEP. They also have disabilities. So it's about the amount of service we give them, the amount of time they need with those special ed services and not necessarily where they are. But we've labeled kids to be honest. We've said those are TLC kids, those are speech kids, those are um resource kids, and we'd like to remove the stigma of the
010labels as such. So, we're going to to continue to provide special ed service, but at our elementary level, we're ready to make it more of a seamless program that all special educators are special educators closely with our general education staff and make sure all of our students have an entry point or access to a general education classroom. For some students that might be 10 minutes in a general ed class. Some students it might be most of the day. Kids will get what they need and it'll be individualized. Putting the I back in IEP individualized education plan. Our big thing is we want all students to feel part of their community. All students make sure that they feel like they belong and that they feel safe doing that. And research and best practice shows that students
011that are included more in a general education setting do better academically and socially. and it's also flipped for students without disabilities. So, um, inclusive schools have better results as well. So, what we're doing for elementary, we're we're removing that silo from TLC and ERC to just special education. Um, we're one cohesive program. It doesn't mean less staff. It actually takes more staff. The reason historically in special ed we have self-contained classrooms, it's because if you have 10 kids with significant needs in one classroom, you can do it with a few aids and a teacher. But now we spread them out into, you know, six to 12 different classrooms. It takes a lot more staff to get that. Um, but I think the benefits are worth it. Um, we're also looking at our case management right
012now. For example, if we have a resource teacher who has um 30 kids and a TLC teacher who had 10 kids, that's their case management. But if we now split to a K235 model, which is what they do in Westland Wilsonville, each case manager has 20 kids. So, it just seems a little more fair in the paperwork aspect. And it doesn't mean like they're going to be the only ones providing service. It's just who manages the IEP and make sure that services are being accounted for. So students who were in a sitebased class will now be enrolled in a general education class. So every student in our elementary school next year will go to their neighborhood school. Um and it's like this was our first year that we had elementary attending their neighborhood school. Feels
013really good about that. Um but now everybody will be in a general education classroom. Again, some might just be for 10 minutes. That might be just what they're ready for right now, but everybody will have a general education classroom. The things that won't change is our sensory rooms. Um all students if they need a sensory room um we we have those available at each of our elementary schools and we'll continue to run pull out groups for academic and social skills. Sometimes it's just hard in the regular ed classroom to have distractions of a bunch of other kids around. So we'll still have special ed locations where we will pull out for those um groups and students will all receive the same amount of services in their IEP. No kids's IEP is changing. Um they'll have
014just as much or as little as they need. It's just in a more inclusive frame. So um again, kids might have a lot of time in special ed or a little time, but our default when we have a kid move in or we have them is our default is in the gened space as much as possible. So when we talk about field trips or we talk about assemblies, kids will be rostered with their gened class. They'll all have a desk or a table space in the gened class and that's our default there. And we'll ensure that individualized support is never lost, just enhanced through intervention. Again, just like some of the worries, rumors that inclusion means less support. It's actually it's not less support. It's just better support with all of the team, all hands-
015on deck, serving more students. So when we have our full team together with speech pathologists, instructional assistants, special ed staff, and then our general ed staff, our students uh get better service because everybody's trained. Everybody's aware of their IEPs. Um it's just I think going to be better. Now, there's a lot of things because we're we're crossing a big threshold here next year. That's like a big point. It's not going to be all perfect, but um we appreciate the patience of like we have best intentions in mind. um really trying to give a good inclusive experience for all of our students. See, I kept it to a good time. Any questions? Any questions or comments from anyone? I have some comments. Amazing. Um, sorry. I don't really cry at all the board meetings, but um
016I I'm so glad that we're doing this because it's been a fight for so many parents to we were one that we didn't get to go to our neighborhood school. Um we had to fight to get inclusion. We had to fight to get all those things. And so it's just wonderful to see that change is happening. So, I mean, that's the whole reason I came on this board was because I wanted to see this kind of stuff for every student to have the choice. And um and I love that they're assigned to a general ed class because a lot when we were having problems, they wouldn't let him go into a class until the second week. By then, he didn't know any of the rules because all the kids already got the rules. So, it,
017you know, it was like he's not following the rules. Well, he didn't get the rules the same time everybody else did. So, I really appreciate that and I really appreciate the neighborhood and the and the a lot of the work that you're doing. I can't wait to see how well it's going to be. And um I think it's something that um will be really really um supported by our families. I know it's kind of scary sometimes, but the um outcomes I have seen and they are just amazing and the support and I've seen some students that have grown up with um kids with disabilities. I had one that um went to college and they were in a class with someone with a disability and none of the peers knew how to support it was a
018more private school knew how to support this student in their class. And she's like, "How come no one knows how to do this? it's just autism. And I'm like because they're not in a student, they're not they've never had a class with somebody with autism. So, I think it's really important for all kids to understand so they can support each other and because we don't have a special needs target or a special needs, you know, outback. We all are eat and shock together. So, thank you so much. Thanks, Don. And we've seen data with our own students that those are the students that have been in more mainstream settings have better long-term outcomes, too. Um, and then being in their community. Um, when we were at Westland um, high school, we were in a health
019class watching and there was, again, it's full inclusion and this was their 13th year doing full inclusion. So, um, we're in a class with, I think they were juniors, um, and that's been their entire education has been in the inclusive environments. And so, you know, we're talking with people, taking notes, doing what we what we can. And there was a student that was being suctioned. Um, you know, so air suctioned right in class and nobody seemed bothered. His peer partner was still talking with him through it. It was it was seamless. But there was one girl by the door by me and she was like, "What are you guys doing here?" you know, and I I said, "Well, we we came to see your program. You know, it's fully inclusive." And she's like, "What?" I
020said, "Well, you know, students with disabilities are, you know, in class right here with everybody else." And she's like, "Why wouldn't they be?" I said, "Well, in our um school district, we have separate classes that students with disabilities attend." And she gave the most disgusted teenage look. And she was like, "Ew, why do you do that?" And I was like, "I love it." like it was like such this important thing that like these kids understand like why would we send kids to um a different classroom when they're just their peers, they're just their friends. And so um we we would like to continue to increase our more inclusive practices through secondary as well. Um we're starting with elementary. We're doing we are making some changes in the middle school by locating classrooms close together, scheduling
021classes like English language support, math support, social skills and life skills at the same time with their three teachers. And then students can be placed in those classes because they follow a bell schedule based on their level of need and what intervention they need instead of based on who's TLC and who's um ERC. case management will still be a TLC and an ERC case management, but that's making some changes there, too. So, um, our big change being elementary, but as we have kids that grow up together in schools and they just become used to it and that just becomes our new normal, then we'll start to see that flow into our secondary as well. We we'll have our kids saying ill. I'm curious um what are we doing to prepare those students to go into
022the classroom because that's going to be a big adjustment for some of them or I mean what like like Don saying not waiting a couple weeks before so they don't have a head start on everything. What are we doing to make help them make that transition? It's a really good question. We've been we've been doing it as we've gone along. This has been like I said yearslong practice and in and in increasing time. and really a focus of our special ed staff to start mainstreaming a little bit. We call them entry points. Where's an entry point that a student can go into a gened class, maybe PE, maybe recess, even lunchtime, and we've been increasing that. So, most of our students have had some time. In fact, I can't think of any student who hasn't
023had time in a mainstream class. I can think of one secondary student, but most of our students have already started that progress of going into regular classrooms. Um, at Orchard Hill, for example, after spring break, they already started the case management shift so that they could start working on IEPs with next year's case manager and it went pretty well. It's just about increasing that time. Our big thing um maybe more so than um students because we're preparing them for practicing how to sit in circle time or how to sit at your desk, but um helping our general education staff feel like they have the skills to teach every student and their thumbs. And so, um, you know, Brent can talk more about it that our, you know, theme for inservice and such next year is
024about instruction and inclusive practices and making sure our teachers understand about universal design for learning, um, how to implement accommodations. We have a lot of collaboration time planned between special ed and general ed staff so that people feel confident in making sure that each student is receives a a quality education in in a regular classroom. Mhm. From my own personal experience at Phoenix High School, I had a classmate. She I think she was a year behind me, but she was with us in the mainstream and still friends now. I mean, in life like it's it was um an opportunity for me to help her and to be a partner crime with her as she needed help in the classroom. It's interesting how I I think maybe over time and also maybe at that time we
025had another place where people went and I'm not aware of that but we had that mainstreaming going on when I was going to Phoenix Town School District they were in the classroom with me. So, it's interesting over time the theories that we've gotten. I don't know that there were IEPs at that time at all for sure. But, um it for me that changed me looking at her and also being a help to her and to be I mean I still see her in our community and I'm really grateful for to know her and to know how like you said someone knows how to show up for someone else. So important. So, I love this. Yeah. at our high school is does a really good job with mainstreaming a lot of our students. Miss Sandlin's class,
026her TLC class, all of the students in there um only spend a couple periods with her. Most of their classrooms are in the mainstream. She has them for like language arts and math and then like some social skills, but they they're all taking electives. Um and every one of our high school students at least takes one elective in a mainstream. I saw this happen at graduation. And it was beautiful the support that was going on with there with those folks because it was so extremely hot and the support that we had for those folks that were graduating and it was a struggle to sit there and and all that was going on. It was beautiful to watch that um nearby us for sure. Especially if you have like sensory needs or medical needs, the heat
027really difficult. Yeah, it's um I love the students to see our students at the high school. was just telling Nancy like how helpful her son was with people and that's really just like learning that empathy acceptance of all people and that you just can't teach out of a book you know that's about um like embracing the diversity of the students including neurodiversity and um you know just that we're all different but really feeling part of the community and like I feel that at the high school it's great um but they already do a really great job it was like several years ago, we stopped giving certificates of attendance and switched everybody to an extended diploma, a modified diploma or a regular diploma. And to get an extended diploma, students need to have two full credits
028and of from a gened teacher. So, that was that push that we were able to do to make sure every student got to be with a regular ed teacher, too. And a lot, you know, that special ed staff's in there with them with in the classroom. Um, but not, you know, still allowing the students to have like dignity of risk with talking in class or getting in trouble sometimes, but getting that extra support that they might need. But a lot of times it's those peers. If we can encourage peers to help out. Yeah. It's it's even better to have that. I mean, I became a special ed teacher because in high school, I was an aid in the special ed classrooms. Um and it just uh like opened my eyes to like the amazing people
029that and students that we have in um our schools. And so for all teachers to be able to experience having students um all students including our students with disabilities is really a great gift. Um I think they're going to love them. We have some really great students in our district. Thank you. Thank you, Stephanie. I really appreciate this um how you opened up this conversation and bring kiddos back to their neighborhood schools. I know the experience that you're sharing on that firsthand experience and how important and I mean it's so beautiful to see that emotion and I hope people never have to feel like they have to apologize when we're human because that's part of us thinking crying, laughing, anger, all of those things are really great. Um I really love and appreciated the the
030comment about removing stigmas because that is really important, right? Because sometimes our brain likes to categorize certain things and how do we minimize those othering of other students of different students. Um so that feels incredibly wonderful. I really appreciate what you said about um we want to have our kids feel like that they're part of a community where they belong and they're safe and um what happens to students and staff that have significant needs because I think that there's still this complexity of equality and equity, right? We we intermix them, we change them, and with different students, they have different needs. and not that we're othering them. We just want to show up in a way that it's really going to support their growth and development in a way that also creates safety not just
031for them but for the people around them. And um I've had the pleasure my best friend has worked in a um special ed classroom in or not Phoenix but Medford forever. I mean that's what she did for a long time until she got sick. and just remembering a lot of the stories that she would tell and just hearing the challenges and she continued to do it because she had this incredible love for these particular students. Um, similarly to what you said, right, you you being in a classroom when you were in high school prompted you to be a special ed teacher. Um, I think that that was also her motivation to to work in special ed in my school district for many, many years. But I'm still curious what is, you know, what how do
032we mitigate those risks because I do I guess in my head I'm trying to figure out how do we strike that right balance where we're bringing safety and protection not just for that particular student but the students around them and staff around them and the whole school system around them. Safety of course is like number one concern. Yeah. Right. And um sometimes we have students that um might have difficulty uh communicating which then leads to some behavior um that could be unsafe. I mean I've been in special education for 26 years now. You know it's not unusual that sometimes like scars from being bit or you know being hit and such but when we take it as like well this is a means of communication. It's really finding out um what needs we need to
033meet for that student. Um, when I think about our own district and even the past year, a lot of our students, especially if they were new to our district and we were trying to like really find out their needs was where we struggled a little bit. So, I think the big thing would be training. Um, making sure that we get our specialists involved and we have school psychologists, we have speech pathologists and autism specialists. Um, and um, we have behavior plans, safety plans that go into it. Um but our big one is you know sometimes FaceTime video sometimes we have to provide protective equipment and gear uh while we teach students some skills um so that they can communicate in a more effective way and that's just part of our job. Nobody goes into special
034ed um because they're like banged apart like you know like we're every student's different every student is a challenge. So, if we can equip our staff with different tools and support, that is really um how we're we're going to get through. I can't say that we won't have behavior needs. Things are going to happen. That's that's going to happen. That's going to happen if we have a a classroom of students with just disabilities or they're in the regular classroom. But, um do know that we have a team making every decision for every child. And we wouldn't want to put a child in a situation that we deemed as being unsafe or that we didn't staff well enough. We've had some that we we've hired one-on- ones. We've had a couple kids that we have two
035one-on- ones for um that we we've increased our our staffing and our safety levels that we have. Um you know, when we when Senate Bill 819 passed and we could no longer do abbreviated day that we did see some bumps in the road with that. Um but I think we're able to mitigate those a little bit better, too, because some students just don't have the stamina to be there all day yet. Our goal is to have everybody there full day. Um but yeah, training, you know, trying to predict protection, having those behavior plans. Yeah. And I'm grateful for that. Um candid comment that, you know, it was a learning experience and we hope that one day we do have a student that's like, "What? That is such a foreign concept. What do you mean we
036don't have everybody included?" Like what a cool thing to aspire to. And um my hope is that during those transitions and again I just really want to reiterate um not just the safety of the student but the safety of the people around because that can be incredibly hard in times where I am very fortunate that I get to be in a lot of different meetings for a lot of different things and the burnout is really real for teachers. You know there's there's a lot of um students with behavioral needs. I mean, that's not even speaking about special ed, but just things that like a young person hasn't quite learned or figured out or been able to manage quite well. And I'm just thinking about, my goodness, you know, teachers are asked to do so much.
037there's an incredible workload and how do we make sure that we're supporting in a way that it's really thoughtful and dignified as people's profession and not just like how do we hold both because both are really important, right? We want this incredible important inclusion and we want to be able to protect and um support staff and people around students that just need additional support. So, that's really important. It's a it is it is a balance. Like I said before, it might mean that we have more staff. You see how many openings we have because we do realize that more inclusive practices require more staff and more trainings for staff. Um just so we can provide those supports throughout the school and different locations. And I'm hoping we might get like maybe more updates on how
038this is going throughout the year, right? Like we've heard updates on referrals or other updates. It might be really nice just as we're learning how to build this as as it's growing that we can do the same. Sure. Thank you. Thanks. So much gratitude for all the work they do a lot. Okay. We have a consent agenda. Um would someone like to make a motion? I move to approve the consent agenda as presented. I'll second it. Okay. Thank you. Um and now we're going to go on to the information discussion. Um we have a legislative and OSVA update. I don't really have much to say. It's towards the end. There's only a little bit going on. Um things some things have passed that are going to be a challenge to our two districts. And then
039there's, you know, there's some good things, but um we'll just have to figure them out and hopefully um if there is some challenges, we can bring them up a short session and um go from there. There's some more cuts and how they're going to work out isn't quite there yet, but we are getting there. I think uh we have a call on Friday and then I think that's our last Friday call but then uh there will be some time to give input. I don't I think it's called the rules. I I participated last uh two years ago and then after bills are passed then then it goes to like the rules to figure out the the small things and no one ever goes to those. I went to one and I was the only one
040online so I just like they're like do you have anything to say? And I'm like, "Sure." I just talked to him for like 30 minutes. Um, and there was no one else there. I wasn't taking up any. They had to be online, so I might as well um use their time wisely and um advocate for our district and our um region. So, I think that will be coming up. So, just kind of keep an eye, but things have have slowed down in that aspect. I'll just share a little bit too with um as we start getting state school fund that's uh getting locked in student uh success act is getting hit a little bit um as well as high school success so we'll see those final numbers hopefully soon um I think I mentioned Don
041um earlier I am going to uh attend the AASA which is the superintendent national group advocacy conference in DC in July um KOSA is supporting that. Um so it it won't cost the district uh as much as it would to go in uh normally, but they will support that effort and my focus will be the mental health grant that we said um are going to be losing in December and advocating for that to continue as promised for two more years. That's all I have. I did see that OSBA update saying that the they cut 45 million in the funding for early childhood Yeah. programs. That was today. I didn't think anything deeper than that. Early is that that's early childhood learning. Uh special life services. Yeah. So I I will tell you just for overall
042K12 did okay. Their early childhood I mean there are other organizations and and services that that got hit pretty good. So, um, for the most part with the partnership of Kosa and OSBA, um, we we hung in there, especially with that current service level state school fund, but still not nearly enough. Okay. And then we have a financial report. Speaking of not nearly enough, um uh Yas mean is uh finalizing the numbers and and you know we have incumbentries throughout the year so she has these as clean as possible and um you know with her leadership and really moving into next year as we knew we were we're carrying a balance in that um is favorable and positive to us. But we know when fire fire relief money is gone that that gets uh that
043dwindles pretty quick. So I'll turn it over to you as me. Yes. So I I have the report through May. It's just an update from what we had in March. Uh we pretty much have all the numbers that we have for the states fund and for property taxes that were already calculated on the projected everything through June. uh and they may change a little bit after the audit because we always have to um see what the county is showing and we think then we have to make some adjustments but it's pretty much what we will have through the end of June. Uh that percentage went up a little bit. I had to push somebody else to next year because they won't be done uh through the end of June. Um so our percentage right now
044for balance is an estimate of 23.5%. Uh what I was going to mention is that the um ABM security grant is already available for us to claim but since we have a lower budget for next year we're going to wait to claim it until we can go ahead and and use it for next year. Well, I just wanted to mention that it's already available and I assume that they only wanted to go ahead and fund it because the end of the grant is to so was unexpected but it's available for us to pay. Um other than that for June the calculations I have is just interest maybe about 75,000. We have some PS TSC revenue for the choice in equity about 300,000 250 to 300,000. So it's just some miscellaneous revenues that I have calculated
045but at the end of the day you know it depends on what we receive and these numbers may change a little bit. So anyway, um other than that, I don't know if you have any questions for general fund. It's pretty much very similar to what I have given you in March. Uh just with more finalized numbers, more questions. Well, for the second page, we have the the bond fund. It's a little bit lower, but I have the milk because we had some other invoices that came in for the Cber Road project and also some that we had that we didn't know we needed to pay. They were all invoices for the finishing up the tennis the tennis force um at the high school. Sorry, I have I had a cold and it's hard to say
046some words, but uh so um it's about 100,000 less than I had anticipated our input balance. So I just wanted to mention that to you. Excuse me. And for the um C funds, I had to remove 332,000 that we were supposed to pay at the end of June, but I talked to John. It looks like the project for the TMS solor is going to be pushed until the end of July or August the completion. So then um that's why showing a higher balance than we had in March. So it's about 674,000 that we're expecting to have. And I think that's all I have for you. Y you have any questions? Rick's not here to ask the question. Thank you. Thank you. And then we have um sure Oh. Um so Denise has done us a
047favor to put all these things together. So um I I don't know if you took the time to read those, but it's talking about like who's in charge of what basically. And these are for your review because at the next meeting we will be having them as action items. So, I don't know if anyone had any questions about those. It seemed like a lot less than typically, which I think it looks less because they're in this. It looked so big when they were on I mean, we used to have them on the agenda. Okay, that's right. Yeah, that's because I'm like it seems like it's less than normal, but maybe. Yeah. But yeah, I just want to thank Denise for looking into this and seeing how um we can do that and streamline it a
048lot. So um and this is the way to do it. So great. Thank you. Thank you as always keeping us in line. And then we have the certified negotiations that we settled. Uh we had that statement earlier and those uh copies are there. Um, so the f the final there's still a meeting that's going to happen and then after that probably the next meeting taking care of that, right? Yeah. I just want to thank Jessica and Don and and that team for um and our partner with PTEA. They they worked uh um late into the night on that June Friday and um got a deal. And so they're going to uh really kind of go through with the fine tooth comb next week and this will be on for action in July. And if you
049have any questions about something, you can ask me or Jessica or Brent. But um yeah, because there's some changes and it may hopefully it makes crystal clear sense, but if it doesn't, please do ask. So do we want to skip the recess and go to action items or everybody good about that? Okay. Um, so the first one is I'm excited about this and I I talked to Rick last tonight and he said he was excited and he wholeheartedly supports this first one that we're talking about. Um, the board member development funds request for Rebecca. Um, I don't know if uh, someone would like to make a motion and then if we have any questions. I would move to approve um, the board member development fund request as presented. Please second that. Any questions about this?
050We kind of talked about it last time. I would just say I'm so glad that Rebecca is going and one of the people that is speaking spoke at Pace and he was wonderful. So, I'm glad that she's able to hear them too and I think that um she'll come back with I can't wait to hear all the ideas and just as she comes back and and not only for our board but for the safety committee too. So, I'm very excited for Rebecca for our kids and our community. I think that would be really great. I always want to say thank you for always taking like the best notes over there in your Just in case I need to look back. Yeah, I love it. I'm not making fun. I love it. Um because I sit
051by you when I go to the OBA conference. Um the next one we have an action item is an academic calendar. Oh, sorry. You have to vote. I forget this every time. Okay. Then you have to tell me. Okay, Nancy. Yes. Rebecca saying I think you need you have to vote tonight. That's right. Because there's only four. Yes. Yes. And I vote yes as well. Forget the part. Abstain can count as a no. He needs to be here. Okay. I'll just let him see. Not at all. Okay. And then we have the calendar where we had the change for the kind of the inservice part with the newly hired staff. Yeah. And it just it just impacts the community hire. It doesn't impact any other um students or the regular ed staff. And we're moving
052that first day to Thursday because we will have it's technically a non-contract day, but we'll pay staff to do CPI training on that Friday. Good. Um and do we have a motion? I move to approve the change of the 2526 academic calendar as presented. Second that. Okay. Any other questions about that? Um I will vote. Nancy, yes. Rebecca, yes. Don, yes. And I vote yes as well. And then we have our next meeting agenda which I'm excited about because someone in the audience is going to be joining us. Very excited about this. I'm excited to hang out with her in the community as well. Got to do that this week. So I was happy about that. Um and then we have those um items up for action that we talked about that the summary that
053we're doing that um that we talked about today. Any questions about that? I will likely be online. Okay. And that because that's a week of the advocacy conference. So Okay, sounds great. Okay, I'll adjourn 650. Good job. Number 10.