001Welcome everybody. I would like to call up Georgia Williams. She's going to come up and lead us in our flag salute and then we're going to take a little picture afterwards you and me. So it's all up to you. Ready? Yeah. Just look at the flag and say ready begin. Thanks. >> I pledge allegiance to the flag of the United States of America. And to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Yes, dear. >> Come right over here and I'm going to kneel down and you might have to help me get back up. And you're going to come around right here and this young lady is going to go one, two, three. Oh, yeah. Here we go. One, two, three. >> Like >> one,
002two, three. >> Let's do one more. Oh, jeez. >> What a great smile. You're better than I am. >> [laughter] >> That's for you to get. Thank you. >> Thank you, Georgia. >> Thank you. Did you give somebody the board assessment? >> Me. >> Okay. I feel bad you guys all the time, so I'm just going to do it myself. Um okay, where am I at here? I'm looking at which one. We got this done. I can welcome everybody. So nice we have guests unless you're here to complain about something. Other than that, we're good. Um anything any public comment? >> No. >> Any additions or deletions? Uh we should to to keep everything in the consent agenda now. The only thing we do >> We're adding a minute to recognition. >> We're adding what?
003>> A minute to recognition. >> Oh, yes. That's right here. But we're going to kind of do the consent agenda as soon as he calls. I'm kind of getting to where he can do that. I'm going to get off on a different tangent real quick. Um The policy We are going to have a change these the the two policies. Where are the two that you sent out? >> the study session. >> Oh, yeah, yeah, yeah. So, anyway, we won't worry about those. We'll just have this one and this is the We are doing a motion on this one. Okay. I don't see anything else that needs to change. Do you think we have time to go right to here? Do you think then do the recognition? Do this one first. Okay. We're recognizing you. >>
004[laughter] >> Because I have to tell you something. You were You were willing to uh first take my phone call, uh actually talk to me about getting appointed to the board, which I very much appreciated. I'm sorry you were on the wrong side of the street and I had to work some magic there, but um you did step up and do it and I appreciate that more than you can imagine. And uh so, we're going to have a little something for you and then the three little board members in the rest will all stand here and take a nice little picture. One, two. >> Keep your center of gravity. >> Thank you. >> Oh, yeah, we'll get that. >> Keep your head behind you. >> Gee. >> Keep your head nice and straight. >> Angel.
005>> Yeah, there we go. >> Yeah, is that what we're doing? Get just a little bit in there. >> One, two. >> Three. >> [laughter] >> Everybody say reindeer. Everybody say reindeer poops. >> Stop. One, two, three. will do one more. 1 2 3 Beautiful, thank you. >> Can't say anything about anything about the people that aren't here because nobody knew about this. So, you can leave. Why don't we chair those now? >> Hold on. Yep, it's right here. >> Okay, so we got Trey going to call in in a minute. We're going to jump to the consent agenda. Then we'll come back to you if that works for you. We had a little snafu with who can vote. So, we missed a couple members so we had to bring one in on a phone
006call so we could actually get a vote. >> I can do my superintendent report quickly. >> In a minute. You got a minute? >> All right, so we had the migrant fall parent night the other night. Had about 50 parents just in the parent session and that was really well attended. And then I I participated [clears throat] on the interview process for the new YVC president. Narrowed down the three candidates. We're excited about that. One of them is Teresa Rich who's the our interim president. So, I think we're going to be in good hands. And then middle school sports are underway. And we had tricky bingo. Uh I think it already happened, didn't it? And then Thanksgiving break this week. >> Yeah. >> And then middle school high school wrestling starts, basketball starts, and then
007we're going to winter vacation soon. Not that Not that anybody's Not that anybody's getting down but everybody is getting down. >> Okay. >> That's my superintendent report. >> Are you there, Trey? >> Yes, I am. >> Perfect. I appreciate you calling in. Thank you. >> You too. No problem. >> Hi, Trey. >> Hi. >> So, what we're going to do is we're going to move directly to the consent agenda at this time. And I'd like to call for a motion to approve consent agenda. And Amanda, you will have to sustain from this. >> I make a motion to approve consent agenda. >> I second it. >> Okay, all in favor? >> I. >> Opposed? Okay, motion carries. Did a great job, Trey. Thank you. >> All right. See you. Perfect. I like it. Okay, now
008we're going to move back to Cultivating Kindness. So, uh everybody doesn't have to sit through the rest of our spiels, and uh Amy's going to take over. >> Thank you, everybody, for coming so much. We appreciate you showing up. As you know, when you get nominated, somebody writes about you, and sometimes they show up to speak about you, and sometimes you know, sometimes they just prefer us to to speak what they said about you. So, um do we have Brenda's uh Brenda Sanchez here? We don't have her here. >> Nope. >> They do we? Okay, she nominated Tanea Alarcon. Did I say that correctly? >> Alarcon. You want to come up here and hear what they have to say? So, Brenda Sanchez is a co-worker of yours, and you're in the Transportation Department, newly hired
009with Chris, right? With recently hired, I guess. Talk to you. This is what she had to say about you. She is always even-mannered, treats everyone with respect. She always greets us with a huge smile, and she adds calmness to our department. Thank you. These words were made by a sophomore, and yes, they were really proud to do, and so if you don't mind just kind of handing it out, and you got a picture of her. Thank you. >> They usually show up. >> Next, we have Patty Beach. She's a GMS teacher. She was nominated by Angela Gonzales, who is a parent, and Miss Gonzales is here? Thank you. I printed this out. Would you like it? Oh, yeah. That's how you do it. >> All [laughter] right. >> I need it. I need it. I
010do. Okay. >> Nice to see you. >> So, Mrs. Beach, I'm going to read what I said. Mrs. Beach, Mrs. Beach has dedication and effort have been truly exceptional. They go far beyond beyond her regular duties. >> [laughter] >> She was my son's sixth grade teacher last year and she recently stepped in to take over the seventh grade IEP case management. This move alone shows an incredible commitment to her students' continuity of care. She shows a sincere interest in my child's educational progress and overall well-being. This is the truth. Um she has acted as a fierce advocate for him with his teachers, always working in his best interest, is highly communicative and always available to answer our questions. On more than one occasion, she has stayed late and she is a mom, that's true, to
011make sure probably was fully solved for my son showing her willingness to prioritize his needs over her own time. She has fostered a positive and trusting relationship with both my son and our family, which is invaluable to his his success. Mrs. Beach is an outstanding professional, prioritizes her students and demonstrates a level of commitment and sacrifice that clearly wants this recognition. It has been a pleasure to have her as my child's teacher and Grandview School District is lucky to have her. Thank you. >> [laughter] >> When we go outside at um >> And then next we have Jeremiah Hunter. He is in this locker. Who is a high school teacher and he was nominated by Isabella Hernandez or Nico and she's a student. This is what she had to say. He teaches his class in
012a way that's engaging, different from any kind I've ever experienced. He cares for his students and adjusts his teaching style to suit their needs. For example, if we're testing, he'll make sure we're up and active the next day, entertained, and more active. I don't have better words other than I genuinely look forward to his class every day. It's certainly my highlight, and I feel safe and welcome there. So, I will bring this to Mr. Hunter tomorrow and get a picture of him as well. Thank you very much. >> Awesome. Thank you. Thank you. >> [clears throat] >> Now, we're going to move on to Betty's going to come up and uh do her stuff for the um CTE work that's being done. >> You all still I hope did everybody get to look through the
013the documents for those? >> Mhm. >> Did anybody have First off, did anybody have any questions about the anything in either the comprehensive local needs assessment or um the four-year plan? >> Okay. >> If there's no questions, I'll just start with that. This is annual um project that we're all supposed to do across the state. And it um >> You can pull a chair up if you'd like. Yeah, it's You don't have to stand before us. >> Great. Thank you. Um This is just a So, the way the way this has worked historically is that each school district did it on its own, career tech ed. And now, because we're part of the We did this last year also in the same manner, but now because we're part of the career readiness coalition, um so,
014about $5,000 out of our Perkins annually supports the work that this the team is doing and they're serving um many many districts and region in the ESD um five region. So, we're sharing a huge amount of material and it's taking um a noticeable load off of individual districts. So, for example, the this is something we just do by ourselves and all of the names and information we have to find and do ourselves, which is fine, but the way this now works with the um career readiness collaboration um our collaborative is a they complete it for us for everything that aligns with all the work that we're doing together, but then there's sections that are just ours where we take care of ourselves. So, it's it's been a huge um lift on their part and um
015it's really nice to have that connection with the um CRC as we call it. And to be able to to be able to just get the work done that really is important um and and still have all this common um work that we can share. So, that's that's one of the big changes with comprehensive level needs assessment. More importantly for me, this is what we use when we upload um to OSKI. This is evidence we use for the courses that we're trying to um bring on board or when when we are renewing courses. Um it's just another way to to verify that we've looked into it um It's a needs assessment for the careers and opportunities in in the area. So, this is a way to document and verify. We also address um how we're
016serving a particular group of students. In my case, um I've identified multilingual learners and um also as an aside, newcomers. That was kind of my area of interest this year. But, that's not to say that anybody else is excluded. They're all still part of it, but that's the area of interest that I I want to focus on and see how we're serving them and how we can um, better serve those students. So, there's a number of points with this that we're supposed to do for Perkins funding, for um, accountability, and then also just for measurable tangible results. I just wanted to share this with the school board because, um, I want people to know what we're doing, or what I'm doing, and then also to find out if there's any, um, feedback or anything maybe
017I've missed that you want addressed. Um, and that'll just get added in there and I'll share it back with our CRC, and we'll be good to go. Any questions about the CLNA? Pretty boring stuff, but it's actually really interesting. I do like the data. It's really interesting. It also is a way to identify gaps in areas that I need to pay closer attention to, and I think we're doing really well in that section. Oopsie. And so, I have to mark which score and why, and what I'm going to do about those gaps. So, that's it's it's definitely a good reflective tool and and guideline for me. So, um, I'll go on to the four-year plan. Um, this is district-wide, so this would include the middle school. Um, it's it's heavy on the high school because
018that's kind of where the outcomes are with, uh, graduation and jobs and things like that, but it does include the middle school. All the quality criteria on the left side, those are the key components that we have to be accountable for for both PI and Perkins funding. These are common across the nation. Um, and then, um, I add in here as a reminder mostly, but under curriculum, instruction, and evaluation in bold, I've um identified programs that have to be um reapproved. And so, that's what we're working on right now. By January 31st, I need to have everything in for the business and marketing staff. Um programs, I'm sorry. Next year, um ag science, following year, skilled, and so on. So, I just kind of keep a running um reminder there, but also it sort of
019helps me think more about what we might need for those programs as time goes by. STEM has a huge turnover with um technology and equipment. So, it's an extraordinary turnover where construction trades maybe not so much. Um so, there's there's a way for me to think about things as we're looking in the future [clears throat] and what we want to do. Um you guys you folks mentioned um the importance of math, which is a agreed. One of my big goals is to identify um CTE math courses so that we can incorporate those and there's several that we can bring into um the district. And I'm really, really curious to be very deliberate about it and then to um match the data and see how the data um plays out, if it plays out, how it
020helps us with other classes. Um Well, this is also where if you have new courses that we want to bring in as some of you know, I'm very, very interested in an um diesel mechanic program and ag vehicles. Um the two courses that go with not not lawnmowers and weed whackers, but ATVs and things for the ag industry. Um that's something that would start here and then those conversations can continue on, but if it's not in here, um yeah, it's hard to hard to build on it if it's not going to go, whatever else you might be thinking about collectively or what I'm thinking about or what I've heard from other people and from my own community, too. And it just is every 4 years. So, it it's um I feel like it's a pretty
021responsive um document. Things can change. If something doesn't happen, I would just document what what happened like COVID happened. So, that would be It's not an excuse, it's just like that's what happened and that's why we didn't do X, Y, and Z. Um And uh sometimes they can just get rolled over because of funding and that's it's it's not a do or die situation, it's just keeping track of things and being able to communicate it. So, if there's ever interest from the board of things that they want to see, um this would be a good place to start and keep conversations going from there. That's really all I have. I just wanted to update you with um some of those. We will have a guest speaking about next month to update some more um stuff
022happening. Um it's kind of cool. I'm excited about and um yeah. Are there any questions, comments? >> Uh I would like to see it grow. >> What do you mean grow? >> CTE. >> Yes, sir. >> Um I would like to see the land get [clears throat] some develop or at least have a plan um looking forward as to what can we do with that property that we purchased that's sitting there and just has gravel on it. Um >> Do you want me to make the appointment to talk or do you want to >> Uh however it needs to work, but I would really like to see something like that happen. You and I think you already know this with my goal or what I envision is a Lower Valley Tri-Tech. A Lower Valley one
023where Prosser, Mabton, Granger, Zillah, Sunnyside, Grandview can all travel to and not travel all the way to the bigger towns and >> There there are some opportunities and I'm I'm very interested in visiting with anybody who wants to talk about it and um see where it fits. >> I know a few years ago they sent me a thing from Othello where they bought them a semi, donated a semi and they do truck driving and I've actually talked to several of farmer friends of mine that said, "Wow, we would love to look into something like that if we could help so that when kids get right out of school they could be a driver for us." And so there's little things like that. >> Mhm. >> West Valley is building an airplane. >> Mhm. >> Really?
024>> Yeah. Yeah, part of it cuz there's an aeronautical fabrication program over there in in that region. So >> The Raisbeck um high school over on the west side they build a plane every year that they sell at the uh Northwest aviation conference. >> And then what we'll do is we'll have the Central Washington University aviation program students to test pilot it. >> Yikes. >> [laughter] >> But you know, if you took a if you took a an old semi from somewhere that somebody donated and you rebuilt it and fixed it all up and I mean, you could sell that or do something with it. >> use that for the CDL program. >> Yeah. Yeah, but I think you can get one donated for that, too. >> Yeah, but part of it was Gloria do
025that. about >> Welding, um this the engine repair, huge. I know kids that are trying to get into Perry to do those same things and if they can go here and it costs a lot less and then get a boost on it, it's only a benefit. >> Yeah, we have a um a terrific volunteer in the welding um program and he >> Mhm. >> He it's just amazing what's going on in there and he's um he's on the floor all the time with the kids and I I'm working with him with some material and some kind of instruction related things, but he is a volunteer. He's team gave quite a bit of time over the um the break we had earlier in this month and he's working with the kids for SkillsUSA and um we
026have a girl that's comes back all the time with them, so it's it's pretty productive in there. >> So the last time I'll see him is Corvette parked outside of the last time I'll see him is the chopper. >> Yeah, I've seen him there. I've I've talked to him there. Yeah. >> Yeah. >> So during COVID the first year, this is a quick little story. First year I got on the board, um they would do the um thing with the Is that Rotary or What is it that they give away the all the No, no, Dollars for Scholars. So anyway, they would have board members go up and shake the kids' hands and give them their little stuff and we do it outside cuz it's COVID. This young lady comes up and I ask everyone
027that come up, I said, "What are you going to do? What are you going to be?" "Oh, I'm going to Central and I'm going to do this. I'm going to WSU and I'm going to do this. I'm going to This young girl, not very big, she comes up and she goes, "I'm going to CBC for the welding program." I told her, I said, "You're the smartest one here." >> [laughter] >> I said, "I'm telling you right now." I said, "If you need anything to make that work, you let me know." Because you have just set yourself up for life. >> Mhm. >> [clears throat] >> We do have um a pending field trip to Othello with the two teachers. They're going to go and observe in the spring. Um Othello's welding program is AWS uh
028American Welding Society certified. And if our volunteer is probably more than qualified to be able to um move in that direction. And so we're we're sending our of um >> Nice. >> Mr. Harrison and Mr. Harrison they wanted to see how it works and how it felt it was. I'm completely on board with that. >> That's a >> I think that'll be a a huge benefit for our students to have certification that certification. >> Perfect. No, and and being a mechanic on things, I know a kid right now that's going up there to Perry to be a mechanic so he'll come back from the farm and and take care of all their stuff for them. So I mean, if we can help them get a boost on that and save everybody a little bit of
029money >> [clears throat] >> it's a bonus. >> Yeah, there's a lot of options out there and that's my obligation is to serve them. >> I'm already I'm already trying to get a hold of the people that own the property where we can get an access way to Fort Sill from the Hunt property. I drove by it the other day and saw that little alley through there. I said, "We need to get a little easement through here and get a road that goes that way." >> Anybody have any questions, comments, frustrations? Okay. That's it. >> Thank you. Awesome. >> Thank you, Betty. >> You ready? >> Happy Thanksgiving. >> Yeah, have a great Thanksgiving. Okay, so we're going to move on to Mr. Shreve. I have a quick little story about Mr. Shreve I'd like
030to say before we get while he's getting ready. I did a budget class up at uh Wasda and there was three people from from three of the ESDs that put this thing on that help all the schools and audit and different things and when Brad walked in they all said, "Brad, Brad, come sit with us. We You a chair right here. You can help us. Come help us. >> He's like Norm from Cheers. >> I'm telling you. >> But mostly I'm going to go through the power points today, but I've given you the F-196 if there's any other questions you might have. And yes, it's 82 pages and I believe you have what theory? Most of them. Yeah, this is really getting into all the way down to um actual revenue codes, actual expenditure codes,
031which um when you do receive the AL basis comes out, there's links to the entire F-196 >> inside there also. But anytime you want to whistle on that, please let me know. >> And the doggone over here is already starting looking at all the paperwork. >> [laughter] >> I like it. >> Look at that final number. >> So let's switch this over here. On the screen, here we go. Okay, so this is the year of financial report. If it's okay if I just sit right here. >> Mhm. >> Is that um this is for the 24-25 school year, which ended on August 31st, 2025. Um the first thing we always talk about is enrollment for the enrollment drives most of our it drives all the basic aid dollars that come to the to the district.
032How do we do as far as projecting enrollment? And you can see the enrollment was pretty doggone close. >> kid off. >> Yeah, so we're 3.23 um below what we budgeted. Uh CLC was above, though. And so, yes, the overall is down by 1. And then, running start with running start has been increasing. We projected 58 FTEs. You know, they're not number of students who actually participate in the program, but FTE, that's And so, there were 70.76. And that doesn't include a small uh FTE that we had running start which lined up in August which they allowed them participate this year. They didn't last year and this year and the state would pay for it in the summer. In the past, they would not. So, that happened this year. And then, dropout reengagement program, uh
0336.78. So, that's that program started to come back and it really kind of dropped off uh from a high with about 15 at one point in time. And I didn't I didn't bring the parent numbers in. I think they're up close to eight or 10, aren't they? >> No. >> Oh, I just saw the numbers, didn't we? We just talked about them. Seven and eight. Seven in September and eight in October. So, uh vocational ed, uh projected 320, 320.73. We're 0.73 over. And then, also the CTE program. I still call voc ed. I need to change my verbage here and say CTE. Uh on 7th and 8th, we projected 45. They averaged in 41.99. So, they're a little bit below the mark there. So, how does overall enrollment look uh over the years? This right
034in here, the blue up here are the actuals. And so, we really like to see the actuals above budget. We had a little we came very close here in '17-'18. Then, it took a dive and went, "Oops, what happened here?" And we corrected for it the next year. And then, then the blue line is above where the budget is. We always like to see it that way. We don't want to be upside down like like some school districts are anywhere from 100 to 300 students upside down where their budgets were at. We know there's going to be a decline, but we're budgeting and aware that we're going to have a decrease. And we'd like to see the two numbers fairly close. Like in 2021, those are close. That's That's That's great. Uh that we had
035a big gap in uh '23-'24. That's not the gap I'm always shooting for, but it's a nice relief to say, "Oh, look, the enrollment leveled off and went up a little bit." Um a little bit more than we anticipated, which was good. But this year, then looks what happened Look what happens this year. Thinking, well, it'll stay level again. We budgeted 3364 here. Uh came in at 3362.87. So, all of a sudden, this decline happens. And trying to take a look at that and say, "Hey, is it because of birth rates? Is it the kinders coming in?" Cuz that's where it usually where it is. Um then you see there's more seniors that are graduating than kindergartners that are coming in. Um and then it's always nice to see these additional programs that are supported
036within our district supporting our students. Uh we have the Title I program in here. Uh the TBIP, uh transitional bilingual program. The LAP program, the migrant, um and then sped. And this has a percentage um of students. Let me come back and then refer to as Title I shows uh the percentage of students that are participating in these programs. When it comes to Title I, uh three The three elementaries and the three elementaries and the middle school are Title I school school-wides. And so, we get a chance that we count all the enrollment at those four schools. And then at the high school, it's targeted. And so, otherwise, we have all all of our schools. And CLC is also a targeted class. Targeted just means that it's not a school-wide program where all the funds
037can be blended. That's what it is, a blending of funds. Not all funds, but we blend the ones we can that allow us to put money within a school-wide to blend it to support the programs. Um TBIP, transitional bilingual program. Uh you see the percentage there is at 40%. And then What did I say? 40%? It's 40% of the enrollment that are part of these program part of our overall enrollment of 3362 we that seen earlier. And so 40% of our students qualify for TBIP, LAP 41% qualify, and LAP and title one they kind of work work hand in hand in our schools. We for the most part push an awful lot of LAP down to the elementary at this point in time cuz the target from the state LAP is state dollars. Um and
038the target there is K3. So literally like to see us spend as much we can within the K3 we can spend in other grades but that's really the biggest target. So we need to spend more dollars per student in those in those class in those buildings in those classes. Uh then we have migrant migrant ed and about like 20 19.85 20%. And then you have sped special ed and about 18% and we're approaching Well we did approach. We're 606 students were in special ed on this last year. And so that number starts to climb and you can see it's 18% of the population. Well the state only funds at 70% of the dollar amount. So anything that's over the 70% last year that another extra percent they don't give us an enhancement. We get funded
039basic ed but we don't get the actual enhancement for the students. This year there's no ceiling so there's no 8 17% there's no ceiling and they give us a few more dollars per student. Which is helpful. Uh then we're all about numbers. I'll go quickly and I it's nice that that before the meeting tonight that you had a chance to go through the strategic plan and everything we do we're talking about today. I know these are numbers that I'm referring to but they support this. Whatever it is whatever the target is support the programs to increase that growth that we need to have growth in students um in their test scores those types of things. And so I know I give a high level but uh we'll kind of continue to go here on the
040revenue side, we receive dollars locally. Those are for our our levy. Um local all local includes levy. And then any other money we might collect to the state is from uh state basic ed. Um and then federal dollars, those are federal grants coming in. And then the other agencies, and you can see the other agencies, the budget had included a $1 million contingency. That's why the number looks so large, but we collect is is much smaller. And that contingency still is maintained there. And then we receive grants. The grants, you can see the grant actually we're running more grant dollars than we had um anticipated. We anticipated 232,000, running 249. I know I picked out just one line right there uh for the most part. Uh and our state dollars came in higher. I would
041jump up here 1.1 million higher than we anticipated, which is great. Always like to see that. And the local dollars are a little bit lower, and those will just be from um collecting local dollars, levy dollars, and other such things that would uh be local. They also have consider the state considers uh the TK program. It's a state program, but they consider it to be like a local dollars. It's not considered basic ed. So, if they were to cut TK, and we receive a million dollars in TK, they would take a few pennies. So, if they cut TK they could cut TK this legislative session without making a reduction to what they consider basic ed. So, just be aware of that. So, that's a large number right there, too. Um and then you can see
042in here that uh overall um we budgeted 66 million, we brought in 65 million. So, we brought in a little like 553,000 less. However, they had this we had to book This is an accounting thing. I had to put in here to match. If you go through and you're looking at your F-196, and you look at the first page, not the first but the second page, you go your revenue says 65,719 and your slide only had would add up to 65, 65,526. I don't know what's wrong. So, I had to put this one this 192 in here as a booking in thing that we need to do for any leases we have a long-term lease on our fiber. And so, when we book that, it makes it look like another revenue. We book a revenue
043with an expenditure at the same time. I'm just just I'm trying to say hi here. Just that's why this odd number shows up. I want to make sure it would balance back to your documents. And then, revenues not received. That's an example. Um if we expended money in a grant, we claimed it. We don't leave money on the table. And if you know, we I've spoken with you numerous years and say, "I don't like to send money back to the state or to anybody else if we have a grant." So, we do everything we can claim those grants. We qualify for them. All the activities we have including things that are that are in the strategic plan, a lot of things we do qualify with with most of our grants that we have already. We
044align with what we're already doing within the district with our grants. Um Now, I go to the next slide. So, you can see here that most of our dollars come from the state, 83.83%. That can be in basic ed. It can also be in additional grants from the state. We receive grants from the state, but it's all considered state money. So, we put all the state in there together. It could be the LEA as part of that number, which it is. So, the LEA is in there, it's part of state. The LEA could disappear if we lose our levy. And I didn't put a Oh, I didn't put an LEA slide in here, but we can always discuss that later or today. Um expenditures. Um inside the F-196, they're the ones that break them down
045and they say, "What about regular instructions, special ed, vocational ed, compensatory ed?" Compensatory ed are categorical programs such as lab, title one, different things like that that are are the have a target and and such as the same thing as special ed. Special ed in here is state dollars as well as the federal money. So that the state money coming in here for expenditures today's expenditures. This is expenditures in special ed that are state and federal all how much of special ed we spent on special ed this last year and you can see it says 7849. So we're under by about 125,000. Vocational ed is on here. Voc ed also includes the state. Most of it's state. There's a very small piece that's federal. Our Carl Perkins is an example is only about 40,000 and
046so it's not much of this federal to begin with. Compensatory ed is going to be all the title programs. The title one, the title two, title three, title four, title five. Title one we talked about earlier which is the biggest one that we support the students. Title two A is professional development for teachers and administrators. Title three is for um migrant students and and support within the program for mostly professional development title three. Title four is mostly tracked for social emotional. Title five is a very small one kind of depends on how it comes in but it can align the same with title four. And title five would be the same. We don't get We don't always receive title five so it's kind of an anomaly when it does come in. Again, other instructional that's
047for the contingency. I put a little footnote footnote there that's the the $1 million contingency so you can see why that's quite a bit lower. Part of the contingency which is a set aside in case we receive other grants those types of things. And federal stimulus we still had a small amount that we were able to claim in September of 24. That's why it's 50,000 in here. Finished up one of the grants again we finished up claiming 100% of our extra money. Community services are in here. We budget about 35,000 have enough capacity for those types of things. That's usually reimbursement to um um as we might have a have a game and when they have a game they reimburse the district for uh not they reimburse us only for certain positions such as the
048supervisors. We don't charge them. They take care of the ticket takers, those types of things, but we'll but we as a district take care of the ticket uh um the supervisors. Um and so I really got that a little bit wrong cuz they don't reimburse us for that, but the other ones they do reimburse. The money comes into this part of it is reimbursement. for programs. And then support services are all the things from school board, superintendent, business office, HR, communications then we have all the maintenance pieces are part of that. You know, you have maintenance custodians are all part of those things. >> You were right on the budget on that one. >> That was almost right on. >> We do what we can. to make all of it. So, uh what about expenditures?
049What does the pie chart look like on this? Regular instruction is 43.78. Regular instruction could be all the way across the board. Not necessarily Um oh my gosh. Okay, look at that. What is that? I think >> It's supposed to be compensatory. >> Compensatory. >> Yeah, sorry. >> [laughter] >> I spotted it though. I called it out. Sorry. Um >> [clears throat] >> I'll fix that one. >> Um so anyway, I have regular instruction, special ed. You can see to special ed is about 12.3%. Uh CTE is 15.55%. Um 13% is going to is going to be the compensatory piece. And then the brown support services is 24%. And again, I I mentioned that all those pieces of the county to support services. Uh general fund summary, so here's the summary. Um we had revenues
050of 65 million, expenditures of 64 million, and that for operating uh balance was 1.2 million. Then we transferred out 500,000 capital projects, 100,000 to the transportation capital fund, and where's where's the drum roll? So, we ended up with 600,000 and 55,000 to the good even after those two transfers. And we went through and described the books really well this year and were able to recoup about $340,000 in federal dollars that we could then claim, federal and state money that we could claim and raise the amount of revenue that was coming in, and then expenditures we made some reductions at the end of the year such as we didn't order we're going to order a a lot of computers for the staff and for the parent for the students, and we needed to turn around and
051do that now. We want to make sure that we weren't going to go too far over. So, we look at things and say, "Well, let's cut this and this and this and let's see how summer school comes in cuz summer school um has been large in the past. This year is not as large as it has been previously like during ASB. I mean, we had a couple of full buildings, didn't we?" >> Hopefully a lot. >> So, we could have actually done our full transfer now that we knew that. Cuz we were going to do a million, right? >> We could. But I also want to buy those little student computers, so >> No, no, no. I'm with you. I'm just saying. >> Yes. >> But they were being conservative and then we found out
052at the end of the day after it's all over that we could have. >> Yeah, hindsight's 20/20. >> No, but we can do it at any time. >> Yes, we can. Plus in the current budget you can transfer 1.1 million, so you you would do that piece first and then we would, you know, take a look later. So, those are available. We'll see how uh enrollment comes in this year. He is so far looking fairly good, but we need wait and see what happens January, February type of a thing. That'd be my recommendation just to >> Yeah, you'd much rather be about four or five high. That way you could lose a little bit. You don't want to be right at it and you could lose three or four and it could hurt. >> Yes.
053And this time of year we'd like to be, you know, I like to hit that target at least 25 to 50 over this time of year because it drops off in the spring. >> When would you want to get the computers? End of the year? >> Actually been I've been talking to Jesse about doing that now. >> Okay. >> All right. He's going out and he's going to work with the principals. He has a meeting tomorrow to find out what the the elementary principals will start there. Elementary principals, okay, so what is the highest need? What's your priority? What grade level is your priority to start up to um >> Mhm. >> looking at the priority first of all and then fill that need and then look at the elementary this time. >> There's a
054December date where the price is going to jump up by Remember the percentage for when you pay said? >> Um highest level digit almost 10. >> I want to say 20, but maybe 20's not the right number, but we want to get them as soon as possible because by December the price is going to go up. Yeah, no, that makes sense. >> Yeah. So then it ends up being over 100,000 we need to bring it in. So we might get the first group just to to give you a heads up and get the first one coming through about 90,000 or so as we get it through because the board meeting is going to be December 9th and maybe it'll be at the time he's not right. Just want to make sure we want to the
055policies you have in this $100,000 or more of a freight bill. Just you're aware. But that's where we're heading and it's really targeting computers right now for students. And there's a few staff members that need them too that are the their laptops are getting old, so >> Mhm. >> taking a look at those pieces. >> Yeah, Jose has a loaner right now, doesn't he? >> Yeah. >> His died. >> Mine died. I think that new one's in. I think it is from Jesse, so >> I think you told me today you're going to get it tomorrow. It's going to be Christmas early. >> Wow. >> I'll thank you. I'll thank you. >> Get it for a 5-day weekend to get it all >> Mhm. >> to learn it. >> Yep. Good job, Brad. >> Good
056job, sir. >> Good job. >> Yes, sir. >> So, then here is the fund balance. Um restricted we have the restricted, committed, assigned, unassigned pieces that are on the F-196 and we're going to just have those four categories. Um you can see what the beginning ending is at each one of them. And that uh the ending on the restricted has gone up a little bit. The committed piece has dropped. The committed is the one you're going to approve tonight uh later on cuz required to for that unemployment pool. So, it's gone from 280 down to 217. Um Interesting thing about that unemployment pool, if I may just take a moment. I've been taking a few moments, haven't I? So, um the unemployment pool, we have not paid in for all three or four years because
057we had such a reserve in there. You can see it's 280,000 and this last year I spent it down all 60 about 64,000. We had interest earnings and some other things, but the actual unemployment was a little over $60,000 and unemployment claims against the school district. Um with that happening, which which we're fine, we still have quite a reserve in there. So, we'll start taking a look about starting to charge again for unemployment within our our payroll ranks. Um but we're fine. It's it's fairly been very Um our the reserve that we have within the pool has always been large. So, if there's years we need to cut back and not pay like we have in here for a couple of years, uh that's just fine. The the reason we'd want to continue to um
058just pass on some knowledge real quick. So, the reason we'd want to continue to charge unemployment rates, maybe it's a 0.002 uh per hour per per dollar type of thing coming through, which is a small number, is so that we can uh collect from our federal programs. Because federal programs, you can't just automatically pay for unemployment unless you have it as a payroll cost. And so, by building these things up, we're able to pull them from like ESSER was in place and all, let's keep doing this. ESSER is here. Let's continue to collect unemployment on those dollars that are going out, dollars that we're paying in payroll. It was a small number. You know, it's 0.002. It's not a large number at all. So, um that's that piece of what and then the assigned piece
059is, uh, 2.5 million and then the unassigned is 8.173. Um, assigned would be some of those we have some capital projects that are coming up. And so, they may go capital projects or not. We've got to discuss that a little bit. I didn't actually print that the document I put together. The different projects we're thinking. So, there's a reserve for that part of it that's part of that assigned part. Um, restricted restricted actually balance of restricted or our dollars we've already received such as, you know, LAP of which we do have a LAP carryover. And so, it needs to go in this restriction because it's it's dollars we've already received and then restricted to be spent money. And so, one of them happens to be LAP, another one happens to be CTE. Um and then
060again here you can see the ending balances. Um it's not my intention to to grow a large reserve. It's trying to keep it balanced. Um, as as we can. You never know what the end of the year, so And and again, that percentage as the that's the overall fund balance, not the unassigned. So, when the state looks at it and they rank it, so we're talking about ranking the districts and they look at only your unassigned right now, which your unassigned fund balance and what percentage it is and then they give you a ranking and rate it either one through four. Um, I think Dan said it Would they talk about that a little bit in there? Uh, you can look that up. I mean, show three of them in there. And part of is
061your fund balance. It's also important to keep a a larger fund balance down the road when the district decides to go for additional bonds cuz it helps with the bond rating. It's not going to help us move up the bond rating. Right now, we sit because of our our property values in the in the Grandview are where they are. It really will not um it won't help us move up, but it helps us stay where we are. Being an A1. And and and so part of that is because of the financials where they are and Moody's has made the comments about that numerous times when I've sat down with them when we go out for bonds. They said, "Well, yes, yes, yes. Well, we would have moved you down a notch, but because you have
062a you've been very good stewards of money through the years, we're going to keep you at this level, but they can't move us to you know, this because we don't have the property basis to move it up to triple A. Um and then one of the new things in here I should have grabbed a few more in here cuz I mentioned them, too, but uh so the new thing in here is a they have a new thing through the state of county committee decided that we should talk about CTE. And so I put on here CTE the carryovers you're aware of it. There's a 44,298 carryover at the high school. The middle school did not have a carryover, but the but high school does. We've had this number be as high as 100,000 in previous
063years. And so they have spent quite a bit down this year. And and the reason I bring it to the board is the new state law allows for the the ending carryovers that you can place the carryover. Um you can blend the middle school and high school and you can put it in another building if you want to, but the more important thing they changed is allowing that year-end to say, "We'd like to reserve it into and put the money in the capital projects fund and build it the capital projects fund." So Dan had mentioned building a building. So if we had a large reserve, we could say, "Oh, we'd like to put this in capital projects and start to build that reserve to build a structure of some sort. It's It'll probably never be
064enough then to build a building on this reserve side of the house, but it would be, you know, to buy a build a uh greenhouse. Uh chicken chicken coop or something. I don't know. >> Rabbit hutch. [laughter] So And then here's that reserve for that employment pool again the 217 383 down there. Um and then we did have carryover. I had to bring up the spreadsheets real quick. We had carryover in lap. And um there's fundraisers all the buildings that have fundraisers. The elementary schools have fundraisers. Those dollars they fundraise, we put them in that that also the reserve account that carries over. So that is So we maintain that in uh the spreadsheets outside of the the um accounting system. We know what the revenue expenditures are, but we maintain what that actual reserve
065is. If you'd like to hear about those, I can uh share my screen up and get bring those numbers up also. But I was trying to keep the numbers sides. I don't know. I tried to keep it so I didn't have a whole bunch of slides, too. Okay, so I can't see this. It's blocked in the front. So you can see here over the years how have we done as far as revenues and expenditures? The revenues being in a a fuchsia color, I guess, if I may call it that. And the yellow has the expenditures. So you can see that over the year year year after year after year, for the most part well all the years. So you can see up here that the ex- the revenues have ex- have exceeded expenditures. This does
066not include transfers. But this is operationally how we do it. Operationally, we main- stay within our budget. And then this line down below here is where it was Where is the fund balance? And you can see the fund balance over the years way back here was 6.4. Um up until today we're 11.47. We've pretty much stayed pretty steady here. In 1920, moving forward, that line is looking pretty level, which is good. We have a fairly large reserve. Um there's no point in really growing it, but we'd like to just stay stable if we can. And be able to weather any storms that might happen. If the economy turns down, um like it did in 2007 through 2012 or so, we were able to weather that storm by having a reserve. And that's that's what it's
067really for. >> Your reserve's going to have to grow a little bit because your expenditures are growing. So, your storm gets bigger. So, it's got to grow a little bit. I'm not saying it's got to grow, you know, millions of dollars, but it's got to somewhat keep up with that growth to a point. >> Mhm. And when we let it level off here, that slide before, let's see if I go back to that slide. Right here. So, even though it was leveling off in here, you can see that this is a very large percentage. >> Yeah, you started out high and you're just more >> We're trying to get in in this range, probably in this range right in here somewhere. We've talked about this before. >> Yeah. >> Haven't we? So >> 15, 16
068>> And so, it may even Well, even if it if the fund balance drops a little bit this next year, if it can still stay within this number here, yeah, sorry for that one. You're still We're still doing much better than 90% of the districts, essentially. >> If not 99% >> It's It's not a bad thing to be above average. >> [laughter] >> Not in this case. And then, that's the other thing I was going to say. But, we want to maintain and support this. >> Yeah, the strategic plan. >> And if we need to do something in there to really support it, we need to say, "Hey, we need to shift through the middle of the year, whatever it is, we need to shift to really support that, putting resources at their disposal." I
069mean, when you do a budget, all those resources are already looking at this document, doing every everything we can, but sometimes things change during the year. So, we'll be able to do that. And this shows where um we do not have 24-25 state averages yet. We're going to have put up here what our calculations are, which are not always going to match the calculation from the report card on the SPI's website because of the way they do their calculation. But we're still very close. So, if someone were to look at this say, "Well, we don't look at 22-23 district said 18,288, but the state says the grand total is not that. You're lower or higher." Usually lower. And just the number of students we use. >> Well, we dropped the last a couple of dollars
070each of the last 2 years per student. >> We did. >> We're not the only ones losing students. I talked to a few >> No, no. This is how much money we spent per student. >> No, but I'm just saying the number of students. >> Right. We're not the only ones losing students. >> So, students start coming So, so yeah. So, check if we go back to the enrollment up here in the top and we talk about how many students and what we anticipated. >> Mhm. >> That way up here. Right in here. So, in 2022 22-23, we budgeted for these number of students, we hired staff based upon those number of students, and then more students came in. So, that would lowered a little bit when we start looking at those gaps. Um this
071one here came fairly close, didn't it, Chuck? So, looking at this one, I've got to go back and take a a close look and say why was this one um that tight. But some of the things we've done is we've reduced some of our expenditures like like buying those computers I mentioned at the end of the year, we started to come back and making sure that we were still going to hit our target. Um and then I have the other funds in here. Uh Uh the first one is capital projects fund. Capital projects, we had projected enrollment I had projected revenues to be 1.6 million. It has that transfer of a million, okay, to be the but really only transferred 500,000. We had federal purpose in here in case we had additional assets because when
072we did the budget way back in June and July, we weren't sure if we were going to expend them at all or if they were going to finish the projects they were working on, how much we need to expand. And so, um we didn't we did not have to we didn't bring additional dollars in um in here in capital projects anyway. We did bring in some additional we mentioned earlier about those federal dollars coming in but it was in the general fund not in the capital projects. Um because we'd already [clears throat] claimed all the dollars on the capital projects on the projects we had at the Smith and at the middle school. Those extra dollars paying for the HVAC had already taken care of that. So, there you can see we we brought in
073600 964,000 and here are the basic uh uh projects that we had completed and worked on uh for 2.1 million. Um and then the excess and we had expended more and we expect capital projects to start to drop. It doesn't have any revenue source coming in other than a transfer. And so, the excess revenue uh which is actually under the expenditures greater by 1.1 million and so, the fund balance is here on the bottom. The fund balance is 6.5 million and we ended at 5.3 which is pretty darn gone good when you don't have any we hadn't had a bond, haven't sold a bond. We had additional dollars to finish the high school back in 2020. That's actually done uh bodes well for the district as we start to move forward. We still have other
074projects we can complete. Our debt service fund. Oh, and I should really talk about this real quick. I'll just interject this one. We will be applying for a capital projects. It relates to facilities. So, it's a facilities facilities discussion. Uh we qualify for a study and survey from the state. Every six years you can you can apply for a study and survey. And so, I want to inform the board and my superintendent that we'll apply for a study and survey uh from the state. They'll give us a grant and then we have an architect come through and they evaluate all of our structures again. You know, Kevin had come in earlier and he talked about hey, how are buildings looking structurally? Are they Are they stable? Are they okay? Do we need to do some
075some repairs? So, they just they look at everything from you know, from the walls, the foundations, the the roof, the HVAC, you know, all those types of things and they'll come through do an evaluation of that. Um the grant should be about 44,000 and he'll just do that for whatever the grant is. >> And then they actually give you a percentage of life like a life percentage of your building. Like this building is 65%. >> Used or whatever. >> Yeah. >> They did that They did that Do you Do you do that every year or >> Well, every 6 years. >> 6 years. >> Okay, cuz I We just did We did that a few years ago cuz I remember he came in and gave us that spiel. >> We We did We did a
076short one, but we haven't done one for It's been about seven kind of Um we're cruising along. High school's been built. And so, it's time to do one and if we do one out in 2026, um the next one will be available in 2032. So, that timing might be just right uh to start looking at bonds and where facilities are cuz you'll need a study Generally, you need a study and survey that's fairly recent when you go and go for SCAP money from the SCAP. That's what they call the program with the state of Washington and that's where they have reimbursement for our buildings. That's where we had all of our buildings under that program and then you just have one of those completed at that point in time or really very close to that.
077Um debt service again, this is paying for the debt. Um This is the bonds. The only bonds we have outstanding are the bonds in the high school. There's two separate bonds. One we sold in 2017 and the other one in uh for the high school. Uh you can see in here that what is the cost of the uh bonds, um the principal as well as the well as the interest on the bonds. So we're paying the bonds down, paid down 1,245,000 on the principal this last year. Uh we pay a leasehold tax. It says bond transfer fees, but that's actually a leasehold tax that is paid on leasing the property on the Wilson Highway property. And we pay that to the state of Washington. Uh beginning fund balance 1.3, we grew a little bit till
078we 1.3 uh million in the debt service fund. Debt service fund needs to be fairly large when we close the books is because we make two payments. We make one payment payment on June 1st, another payment on December 1st. June 1st is only interest that we pay on the bonds, but the December one is interest and principal. So, that's why it starts to grow a little bit and then we we pay back that big payment December 1st, and we want to make sure we do have enough dollars to make that payment. And so, we have a little bit of reserve, you know, what's it look like December 31st? That's really our gauge. And we worked with the the bond companies also, our our underwriters. Okay, this can be at a certain number. It can't be
079too large. We can't be, you know, making a big bank account and savings account out of it. So, I try to hit that as close as we can through these years. When the bond the bonds are all paid, if there's money left in there, does it have to stay there or can we put it somewhere else? Um usually you do a refund, but you've already collected it. I'd have to go back and look. We haven't ever continued on. That's an excellent question, and I just haven't run into all of it. Usually for the most part, those are yes, usually refunded or you find a way to maybe move it to capital projects. There's one thing that we do that's unusual that other districts do not, and that is in our debt service fund, the investment
080earnings we have, we passed a resolution way back the ending of dawn. >> Mhm. >> And I passed that resolution. So, all the investment earnings and debt service are put in the general fund every single month. >> Oh, okay. >> So, it's legal to do that and it's sitting there and it just continued on. I really would have liked to have had it go to capital projects. Would have been a nicer, but you know, it always allows some of the things we'd like to do. >> I'm going to investigate that. It's been a few years since >> they change that? When did they? Okay. See if we can move that around, huh? >> Yeah. You set it up once. You can set it up twice. >> Uh treasury, this is for the yellow school buses.
081Uh you can see the revenues in here. Uh the state money, the 274,000 that happens to be the depreciation the state paid. And uh locally happens to be investment earnings and there's the transfer that came in, 404,000. We only paid for it looks like here, two buses ordered 23-24. One showed up 24-25, so there's only one bus we paid for, 179,000. Uh another bus is on its uh what in 24-25. One bus showed up in the fall and you and uh we're going to pay for that one right now, actually. There's a bus that showed up and there's another bus on its way. So, we'll be paying for two buses in 25-26. They were ordered last year. There we go. And we're getting ready and you just ordered another one. You approved another one. It'll
082hopefully be here in August. So, if everything plays out, it would this this when we close the books in 25-26, it may look like we've paid for three buses because they they money are starting to ramp up and have buses through. Uh then ASB ASB, these are all the different all ASBs across the district. You have each one of the schools have ASBs. Uh the largest ones that really move are the middle school and high school. The elementary schools the only thing they put in their ASB at this point in time um happens to be their book fair that they run. And that's mostly in and out. They collect the money, they ship it all off. They have a few other things to drain them down. Yes, they do fund their fundraisers, but their fundraisers
083because the state attorney general allows us to have fundraisers in the general fund. So, we put their fundraiser in the general fund. And that was one of the things we kept active on the reserve. I mentioned the reserve earlier. So, they elementary schools have fundraiser accounts and those are kept in the general fund. And the reason for the general fund um just to answer your question, it wasn't asked but I do answer questions. So, uh ASB, if you raise money in ASB, you're restricted to what you can spend the money on. It can only be for activities outside of what happens during the day. So, if you want to give a reading goal like AR, you used to have AR and you give out, you know, if you met your goal, you would They'd like
084to use ASB. They cannot use ASB. But, if they raise it in the general fund, then they can do it for curriculum types of items during the day. And all the other things that ASB can pay for. So, you the best of all the worlds is put in the general fund and then you can do every all the pieces. So, I changed that. Oh my gosh, at least 15 year or over there 15 before that. >> Yeah. >> Um right here, if you just look at the numbers in here real quick, bottom line is overall 222,000. Uh revenue expenditures, they increased by 14,000. They have 236,000 in there. You can go up here and look at the ending balance of each one of the schools. And um The auditor does like to see that ASB
085um spends their money like if you have it in the high school, if they're going to raise money, they need to spend it that that year cuz it's for those students. So, they shouldn't be trying to build a huge reserve. Now, if we had a band that was going to go to um the Rose Bowl and be in the parade or something and they're they're to go every 4 years, well, that would be a good reason to build a reserve. But I mean maybe the reason money and those types of things. So, the discussions I have within my office with Heather, and she then has it with all the high school staff, and periodically, probably once a year, I don't have it very often, maybe once a year I'll go talk to the principal and
086and talk and you know, say, "Okay, look at all your clubs." Or even Michelle, cuz Michelle's running most of them, you know, make sure that they're spending the money on those students right then. Or if they want to save money, then maybe they can save it because they're doing something special the next year and need 2 years to get to that. Um the trust fund we've talked about that before. The trust fund is 470,000. Uh probably an investment earning is 15,000, spent 14,000 on uh scholarships. Uh that'll be coming up here on in January. So, I'll need to bring in let you review um the guidelines first. We'll bring those in. In fact, I you know, if I think about it, I can even bring them to you in December. You at least get a
087chance to read them and then make a good decision in January. If you want to change anything, you always have that option as a board to make any changes and how you allocate it out. Um and then we'll come back after you make that decision and we'll cut a check for the scholarship fund that goes to Dollars for Scholars. That's been has been has been the the mode of operation here for the last few years. >> Cuz didn't we raise that this last year? >> I don't have it right here, but yes, that's why the 14,000. >> Actually, I think it was 10. >> Yeah, and then we raised it to whatever the interest made >> Mhm. >> to give the interest away. >> Yeah, I think we need to look at it again and
088say a minimum of 15,000 or whatever the interest is. >> Yeah, make it a round number. >> Well, but min- maximum of 15,000 or what the interest is. So, if the interest is only 12 and and actually you should make it 15. We ought to do it There's no reason this couldn't go down a little bit. >> Yes. >> I mean >> Mhm. >> you just keep an eye on it and see you made it at 15 if you made it at 15 and you brought in you know, it's just a minimum of that even if you only brought in 13,000 in interest. So you went down 2,000 bucks. Who cares? >> Mhm. Yes, and you need to make that decision. And so with this so the reason the scholarship fund is less than the
089investment earnings cuz investment earnings are based upon the fiscal year from September to August. Whereas when we when you give it out the award of scholarships, we use okay, what do we raise from from January to December? >> Yeah. >> We we look at it that way. That's why they're they're off a little bit, otherwise it would have been exactly the same. >> Mhm. >> And this is the not the first page but the second page in the F-196 and has all the funds on here. Um you can look here the first row going across the across the top you have the general fund, ASB, the debt service, capital projects, capital vehicle fund. The permanent fund is really the trust fund, but because we're a custodial fund because of the way that that it was
090organized, uh what is shown up on the permanent fund um as a trust fund in there, but because we're organized as custodial fund, it doesn't show up on this document. And then you can see that the first line is the revenues. Uh second line expenditures, other financing sources. You can see if there's any additional dollars that are uh or uses, excuse me, uses and that shows where the general fund we had used 600,000 in a transfer down. Um excess revenues and So so those transfers didn't they don't show up on the line on here because the 600,000 for the other funds the debts the capital projects and then in the the capital vehicle fund it shows up underneath the first line under revenues. It's embedded in that number is listed. So there there you have
091it. Um any other any questions you might have? >> No, good job, Brad. >> Welcome. >> If you have any further questions looking at documents, and or if you hear about anything else on the district doing something that we're not doing, uh feel free to ask me a question. >> Thank you, Mr. Gibb. >> No, I never do that to them. >> I I beg your pardon. >> Thank you, sir. >> You're welcome. >> Thank you. Okay, we already did the consent agenda. We'll move down to new business. Um the middle school's uh improvement plan. >> Make a motion to approve. >> All in favor? Aye. Opposed? Okay. Um Policy 6220. >> Oh, yes. >> Thank you. >> This one uh the federal um guidance has changed and allowed us to increase those dollar limits
092uh from 10,000 to 15,000 to be considered a small uh purchases. Um and so I'm suggesting um highly um requesting the board approve it because it makes our jobs a little bit easier in creating those uh the part of the bid law that exists for the federal side of the house. And so we'd like to have to follow those as soon as possible. Um so I modified the the policy um 6220. I haven't seen one from WASDE yet, but we it was just changed and if you look at the policies, it's changed these numbers. Right? That's all it is. >> So on the federal side. >> Is this the first reading or we got to prove it in the next meeting or can we approve it now? >> I would love it if the board
093would >> It has on here make a motion, so >> Okay, I make a motion to approve policy changes to uh 6220. >> I second. >> All in favor? Aye. Opposed? Okay, good. And the fund balance, we need to make a motion on that. >> Yeah, that's an unemployment pool. We're required to reserve it. >> Make a motion to approve. >> I second. >> All in favor? >> I. Opposed? >> Unified basketball schedule. >> Make motion to approve. >> I second. >> All in favor? >> I. >> Opposed? Motion carries. Okay, we already did Mr. Darling's report. No. Sabrina, aren't we Are we missing one of these three? Or these the three we actually >> These are the three. >> Right, but >> It was EL >> 14. Okay, it was EL 14. So, EL
094Just so you guys know, I don't know if you've seen it. Uh there was a snafu with what came through, I I believe, and wasn't able to do it. Uh Sabrina was going to have it added, but most everybody was at WASDA, so we were going to table that till the next meeting, so it'll get added to the next one. Um I did notice we only had four responders to this. Uh I don't know who didn't respond. >> I have to look back into >> But anyway, um I didn't see anything on there, and I didn't leave my computer open to >> There were There were comments on the one that it was They were mostly It was still approved, but they they filled out the comment. Yeah, and it was like uh not enough
095data. We'll have next year. I didn't have too much I didn't have a problem with the comments. >> So, um we'll do each one of these separate. >> Okay. >> So, we'll do a >> Make a motion to approve GP12. >> I second. >> All in favor? >> I. >> Opposed? >> Do I don't think that one had any comments. >> No. >> I think the next one does, so that's >> academic standard >> stay approved with comments. >> I make a motion to approve EL13 with comments. >> I second. >> All in favor? >> I. >> Opposed? Motion carries. >> Uh make a motion to approve N6. >> I second. >> All in favor, I. Opposed. Okay. Um The board assessment, I did it. Some of the stuff I actually put as fours cuz
096some of the stuff we really don't do much of some of it, you know, like we didn't get into some of the stuff in the weeds, but so anyway, it was still good. Um [clears throat] I don't know if this is the place for that or not, but the two that we tabled, they were put into the our study session prior, um but I think they need to be in one of our sessions that we're going to start looking at policies. That so >> I agree with that. >> What I would like to do is take those two, but I want to add a couple things to them and see what you guys think of this and then we could add it to our next study session. Um Uh so it's those two policies that
097we talked about was 60 I can't remember which ones they are now. >> One second. >> Anyway, yeah. Okay, but the other ones um I would like to see about putting a committee together and we can set this committee up at our next study session to see about getting students uh I'm not saying voting rights on the board, but part of the board. That makes sense. And I think Rob actually sat in on a thing on Saturday that was a more into that that could help. >> Yeah, I sat in on one two years ago and they can't have voting rights because they're not elected >> Right. >> officials, but yes, they can be here for comment. >> So I would like to see about putting a committee together to see how we would make
098that work. Um and if we do the committee, I was thinking of a couple board members and then they can do some research and bring some stuff back and we can discuss that at the study session, but that was one. Um and then the other one was setting up the committee for the policy uh evaluations, the one we were just talking about the two. The other one is the cell phone policy and I don't We already have one. I just don't think we follow it. And um I think it needs to be reviewed. I would like to add that to uh um to the agenda to put a committee together to evaluate that and see if it needs to be updated. Then how we're going to enforce it and that will be more on Rob's
099plate. >> So, do we want to do a I mean, we we We could kind of roll all that up into a little bit of professional development and maybe do it on a Saturday morning. >> we need to have another little study session on a Saturday and I think we had some different dates set up that we weren't sure what we were going to do, even thinking about doing it possibly between the holidays or right after the holiday, trying to find a thing to do it. Yes, I would like to troll all roll all this up and put it in the agenda. So, we would have the the two evaluation uh uh policies, mhm. the how do we get students involved in the board, the um um cell phone, reviewing the cell phone policy. So,
100yes. >> See, we're going to need to have an onboarding, too, in the next month or month and a half. >> And I think we already have that in the Don't I thought we already had a date for that in our calendar to do onboarding with potential new members. >> I I double check. >> Yeah. >> I kind of thought we had somewhat planned for that. You had sent us our board calendar that we put together and it was attached to a uh uh board packet. What would be the chances of getting that sent by itself? >> Like the resolution or the one that I created? >> No, the board the board calendar that you created. >> Um I could send that out to you guys. >> That might help cuz I yeah, I think
101we put some stuff on there and I just I would have to do some digging to find it. >> Yeah, no worries. I can pull that out. I mean, you know what I'm talking about. >> Uh the other thing that I'm just letting you know I'm going to add to the agenda and I'll get with Sabrina on it is um I want to would like to get, you know, five or so minutes from each of the members that went to WASDA to give us a recap of what they experienced. Kind of like we're asking out of the kids that we send that teachers that we send off for development. I think we got to do the same thing. You know, what did we get out of it? What did what was positive? What was maybe
102negatives, which no valet parking. >> [laughter] >> But uh uh uh but I think we need to give some feedback and and even from from you guys for that went into what session cuz I'll tell you I only sat in was it once? One session I sat in with someone else. It was just that budget one with Brad. I think I was in a session by myself on everything else. So, nobody else was in my session. >> We were in the cell phone one all night. >> Yep, in the cell phone one. So, but I think we need to help other people with those what we sat in on. So, we can put that in the agenda for the next meeting. So, we did the board assessment. Anybody else have from the board? Um I
103don't think I have anything else from the board. >> So, we'll have for the the next retreat students on the board, cell phone policy, the two evaluation policies, and then all of the thing. >> Yes, okay. >> And at the next board meeting, like a lot of the learning and reflection. >> Yep, okay. >> Yep. Um, okay. We On the FYIs, we've already talked about the enrollment. We've already talked about the cash flow. We already talked about the budget. Um, one of those those two were board evaluation and superintendent evaluation, are they not? Were those two policies? Yes, okay, perfect. I read them over. You sent them, and I printed them, and then I forgot to bring them, but I did read over them. They're very very generic. I think we just need to look
104at rewriting those to have it line up with policy governance. So, >> And I And what I can do is I can take the requirements from the Z evaluations and overlap when it's roughly a year in our policy governance and which policies tick the boxes for those to kind of give you like a kind of a road map. >> Yeah, cuz there was in there talked about um Washington state requirements of things you've got to look at. So, we need to make sure that aligns with our policy governance or add that to either one to make it aligned. If our policy governance could grow or could change based on those things. >> Yeah. >> Okay. Um, anything else? It's a lot of stuff. It's one of our longest meetings we've had in a while. >>
105Mhm. >> We want to keep you here as long as possible. I'm going to give this to you. >> I'm going to invite him to stay. >> Um, okay, nothing else? Okay. Uh, mine looks great. >> Yeah, that looks good. >> Well, >> uh hey, can could we uh log on to that thing maybe with my phone cuz it's not a school district phone? >> We already got it. We could we could we could put it on your phone. >> No, no, no, I don't want it. I'm just saying you guys sound like you guys were having trouble with the internet. I didn't know if maybe going through >> got he got to change the color. >> Isn't it? Yeah. >> Oh, have I not noticed it? I thought it was going to flash at
106it. >> Well, they couldn't make it flash. We wanted to do that when Rob was giving his report. >> Oh, there you go. You know, I was worried about that cord being too long. It's not too long. Adjourned. >> You want to go over the quorum for anything? >> I'm all right.