001Mr CER pres Mrs Olson here Mr Guri here Mr Rodriguez is pres Dr sotero here miss eron here and Miss Venezuela here all present okay we don't do the AC um you have a motion to adopt the agenda I'll make the in favor passes United States America indivisible so I got straight into the informational items the first of which is the approval of certified employment for perform teer Elizabeth Mr pres of Elizabeth has been interviewed for position for Teacher this Blanchard will not start at first until an approved ivp fingerprint card is received there is no board action necessary this is a study session any questions [Music] discussion so performing art she'll be doing um she'll be doing from what I comic music process is already established so they'll be presenting song or songs and
002then to slowly maybe integrate some theater performances for few but not extensive and the 7 to 12 will be more of the the production so like the Christmas yes programs that Christmas and other one and I guess kind on the same conversation but have EXC me but have we U bandwise that we may have been able to find anybody at all that no band teachers at all that's the work in progress right now I'm sorry to ask but I know the community is [Music] interested there's no more discussion on that we'll go to the next item which is the approval of the certified employment substitute teacher Gerard fernandz Mr President members of the board D fernandz has been for position as a substitute teacher there is no board action necessary this is a study session
003item only note for the board um this is positive this is great news we are up to now I believe eight substitute teachers I believe Mr MRIs Mary right Marissa Marissa Marissa yes mrz and Mr so now we have eight subtit looks like he's also working ctif and what subject is I believe it's a graphic design graphic design can marketing as well so this's more discussion question sir we had an issue with substitutes but this application dat May last year I saw that too so there there was for certifications or I think so when we ad we were looking for um when Mrs uh when Dr Connelly left and uh Professor Q left we had advertised for H open C position um so his application originally was for that one of those positions but we
004decided to bring in Mr Roo instead and then Mrs um uh burill I still keep wanting to call M um Mrs Romeo can teach some of the photo classes that um Dr Conelly was teaching so we kind of gathered that CTE that we were um that we were needing um and then so we had all four CTE classes kind of saved so then we didn't need uh Mr fern so when he put in for the substitute I already had his application for the C so he just sent that letter so he just sent the letter and then I just instead of making a whole new any further questions go on the next item which is approval of the recruitment St Mr President members of the board in May of 20124 the Govern board approved a
005recruitment and retention s for new teachers two monies teachers correctly certified are eligible in December and may of their first year after consultation between District administrators and the legal department Mr hord the administration is recommending misso an and receive half typen on pay period 15 which is 12825 and half on p period 2463 or 2567 you see in your information there uh the adjustment that might have to be made due to feary for so teachers get the performance P so that's just uh for your information there any questions or discussion on that if not we'll go on to D which is extra paid position Mr President members of the board we're very excited about this right here this item um many of you have have maybe have seen Mr voser about 6 to four walking
006around campus the last year or so uh we're very to come AC to cross paths with him he started last year as a substitute teacher he has quite an athletic background He has expressed interest in being the co-ed track coach in the 2025 season um just a little more background information on on Mr bosberg he was I believe an all city and All State quarterback he did uh college track I believe in 1970 he was an all citycity quarterback for South Catholic High School was in tuon high school had a state championship team on their whole right side of the line Center guard tight end running backs made the first team and he was the first team quarterback he also played some football college had some professional football trials exp to AC cross country running
007events all throughout Arizona he did the first ever November Thanksgiving Fun Run and the December Santa fun run here at the football field KS love him he he is he wants to do it so uh we're excited about this and for CAA I believe the track and field meets are on Saturdays so that will help us out so we're getting a sport started again that we haven't had for a while in we're very excited yep I'm all I'm excited about it a good guy he has a loud voice I'm sure I know who he is if you saw him okay yeah plus 6 white hair white hair yeah okay okay there's no further discussion on that next thing we have is the approval of disposal of cabinet sh linator Mr President M the board cabinet
008two Shel units a broken laminator and three sets of speakers are being recommended for disposal because each item has a fixed asset tag board approval a board approved disposal is necessary all the items are broken missing the necessary part or obsolete pictures of them are attached there is no board action necessary this is the study session I don't questions for discussion okay not next item is a report on midar testing Mr pres m board m w and Miss C our move on reading co-coordinators will make a report on M Benchmark testing I believe they have a link right there also for for you to see actually study session item only and I'll it over to okay so good evening everyone I am jle bz um together with Mrs with Miss C uh my co- mower
009coordinator we will the DBL assessment result for middle of the school year so just a quick pickup um what is DBL it is a literacy assessment collected by teachers interacting with students oneon-one it is administered three times per year so we're done with beginning of the school year and we had it last September middle of the school year we had it last December and the last one will be uh end of the school year and lastly libl is to identify reading difficulty monitor progress and inform instruction especially for struggling readers so let's move on to our data over here so let's start with kindergarten I am the kindergarten teacher so we have here um just a quick quick up about uh the colors that we have here so for the red one we have the
010well below yellow is the below Benchmark a green one is The Benchmark which is our goal and lastly we have the blue one which is above benchmark so I have here my Legend number one means uh okay so one here means beginning of the school year number two here means middle of the school year so let's start with our data here in well below so for well below in beginning of the school year we have five students now let's move on to uh middle of the school year three students were retained at well below two of them went to uh at Benchmark which is our goal so that's a very good um result now we have here for um below nine students at the beginning of this school year we have you so we have
011here nine students who are uh at Bel low Benchmark now we have uh in middle of the school year we have one student who went to welo and we were able to identify that student currently that student is undergo uh in my after school tutorial so hopefully we'll be able to support him with that one um for three students here that are retained in below Benchmark and five of those students went to uh Benchmark which is again our goal now let's go to uh Benchmark the green one in the beginning of the school year we have three students in middle of the school year um three of three of those students were retained at Benchmark and lastly for above Benchmark that one student was retained too okay so we have here our different subtests these
012are the different tests that we have for our students so we have there the letter names phonic awareness letter sounds decoding word reading vocabulary spelling rant and risk our risk indicator so for the test here all we got to all we want to see is that um more of the green and blue colors that means those are at Benchmark and of Benchmark so as you can see here uh the strength of the kindergarten students we have the decoding which is we have six students oh 15 students who are um at Benchmark and above Benchmark we also have word reading fluency so we have 15 students who are at Benchmark and above Benchmark and for their area of focus they have letter names and phonic awareness so that's what I mentioned earlier the area of focus
013is phonic awareness and letter sounds and for their um strengths we have the decoding and word reading fluency so just to compare the data of between beginning of the school year and uh middle of the school year as you can see we we want the red and yellow color which is our um well below Benchmark and Below Benchmark to be um deducted so let's say 28% from 28% we have it went down to um 9% 19% and then from 50% we we it went down to 19% so that's a a a good implication that we have a progress for our students who are at bench uh well below and Below Ben Benchmark now for our green and blue students we want them to have higher um percentage so we have here uh from 177% we
014have a 50 uh 57 uh percent and this one is just the same uh the reason why it went below is because um we have more students who were tested during middle of the school year compared to the beginning of the school year so there were students added to my class so this is what I've mentioned the strengths letter names word reading fluency and decoding for their area of focus um phonic awareness and letter sounds so do we have any questions about our data with um kindergarten class okay thank you now let's move on to first grade so we have here we've mentioned we have students who are under um SEI Structured English immersion so these are our El students they're part of it and these are our nonel students so this is for first
015grade so from beginning of the school year number one we have six students who are at well below now we have five students who are retained in well below and then one moved to below which is the yellow color here for our El students here one student was retained at well below Benchmark and the other one went to below Benchmark for our below Benchmark here four students at the beginning of the school year and then those four students from below Benchmark they went to Benchmark which is our goal so that's a good result we have here our Benchmark from seven students five of them retained at Benchmark and two of those students went to above Benchmark so this is our um different sub for nonel students again just to remind you we have to look
016at the green and blue colors because that's our um good result for our students so we have here their um strengths we have reading accuracy we have word reading fluency we also have decoding and for our Witnesses we have uh vocabulary and and letter name so this one is for our El students we have three El students who are under our Structured English immersion program so this one here are the different subtest the strengths of the Kinder I mean first grade students we have pmic awareness and word reading fluency they have to focus more on letter sounds and reading fluency so here um the comparison between beginning of the school year and middle of the school year we have here from 45% 45% um we it went down to 35% and from 20% it went
017down to 10% now for our goal for at Benchmark and above Benchmark so from 35 % it went up plus 10% to 45% and then from 0% now we have 10% of students who are at above Benchmark and these are their strengths reading accuracy word reading fluency decoding and letter names and their area of focus is reading fluency and phony make awareness so I think that's it for kindergarten and first grade now I have here miss C to present second grade and third grade vas all right so moving on to second grade so again her Legend number one is the beginning of the year this is it all the number one's beginning of the year and then number two would be middle of the year so all the number two so beginning of the year
018we have seven students nonel um and then middle of the year that's seven drop to six which is good and then one move to below and then for below we started the school year with six students um for the six students three moved to Green however three moved to well below we identifi these three students we know attendance is a factor we know we have a student we identified at almost had 20 absences in one semester um we the parent already had a conference with the teacher and problem solved some strategies on how we can solve those attendance concerns um we also identified um some CSD referral as well um for moving on for Benchmark we started the school year with four students and then we retained the number four there and then above Benchmark
019five and then retain the five for the El population now second grade is the class which has the biggest number of el English language Learners so for about 30 plus students 11 of them are e um the beginning of the year nine were tested and then it dropped middle of the year to eight and then one moved to Green which is is a benchmark which is really good and then for below we started with one student and that one student moved to Benchmark as well um Miss bagar mentioned earlier we want to focus on the green and the blue those are your areas of strength for this class for second grade you can see the long green there which is 91% um we could say that their class um for the non-el population their class
020strength would be the Rand which stands for rap optimized naming and then for areas to improve those are the red and the yellow if we combine this the red and the yellow here that would be letter samples that would be an areas to improve an area to improve for the non El population of second grade so for E we said 91% for spelling 91% for vocabulary that's an to improve as well all right this is the whole class because in other data you saw how we separated the E and the N so this is com combination for the whole class area of strength would be decoding at Benchmark and above Benchmark and then areas to improve would be letter sounds and basic comprehension um we always wanted the below Benchmark and the well below and
021the below to go up and The Benchmark and the above Benchmark um well we want this to go down and this one to go up reverse um but for this one I'm just going to highlight the positive which is at Benchmark um from 133% we went up to 30% so that's a 177% increase of student hitting the Benchmark areas of strength decoding and then area of focus would be letter sounds and reading comprehension so far do you have questions for second grade class third graders our testing grade level so beginning of the year we started with three students this is the non-el population again number one and then from there middle of the year it dropped to two and that one kid moved to Benchmark which is a good starter um for below we started
022eight students that eight students you know stayed and then for Benchmark we started with three one stay one went down below and then one um uh went to above Benchmark um we already identified the student and um was offered um uh other resources met with the parent above Benchmark we started with four students um three retained and then one moved back to Benchmark and then for E population one student started on green and then moved to above Benchmark which is good um area of strength for non-el population so it's steams we have a long line here of green that's a 95% for reading accuracy and then area of to improve we always include the the yellow because that's below and well below I'm going to say the decoded part would be the area to improve
023for this group of kids and then for E population the red would be reading comprehension and vocabulary areas to improve and then no that's okay and then for the whole class combination of everyone um strength would be worth reading for at Benchmark and above Benchmark and then errors to improve would be the letter sounds decoding reading fluency and basic comprehension um again this two we want this to go down and this one go up we could tell by looking that our third graders would need help um we identify those students who need help um there are several factors you might be wondering what happened to our third graders SC um you know we have a lot in place for them um after school shooing hopefully soon will begin this is the only class that did
024not have an after school shooter um hopefully we can recruit one um and then this is also the class that has the most number of special ed population there are five students in this class with IEPs I know one is in process of testing and there are several for CST CST is what this child study team so there were several red flags and so I know the teacher was able to to capture that and um yeah areas of strength reading accuracy word reading fluency and then area of focus would be letter sounds decoding reading fluency and reading comprehension so what are our next steps so here too um the teachers will strictly follow small group intervention according to D's results we have tier three students get a double dose of intervention on the seventh period
025meaning during morning time Center time they're already getting an intervention and then the seventh period is another allotted time frame for intervention that's why it's double dose of intervention and then after school tutorials um we will continue to invite more students who need help and hopefully recruit a teacher for third grade to do the after school tutoring and then SEI um we had SEI program I think about eight years ago and then this year we brought back um it's geared towards our English language Learners so Structured English immersion led by Miss leoa second grade teacher then cstd stands for child study team so we identified some students and some are already in the process of CST and then finally our teachers that we've been waiting for they arrive in December um Miss Mercy Colm TOA
026teacher on special assignments um started helping our students last December that last week before we hit the holiday break they were able to join the students in the classroom get to know the teacher get to know the students um and then I know this week they were able to collaborate with the teachers and Implement their their small work instructions and interventions and then for those with excessive absences that we identifi the teacher had a conference with the family problem solved strategies and then the next step if those strategies are not effective or not working the next step will be to meet with the principal and hopefully we can find more Avenues to help with those attendance concerns and then last Wednesday the teachers had a refresher course of learning a toz um grass kids this
027is both digital and physical products for tier two and tier three intervention as well as last Saturday the teacher had a Saturday Workshop from 95% um it's again this is AD both of these are ad approved evidencebased tier two and tier three intervention so so far that's what we have in place and hopefully it help us start that yes how many teachers were in the PD 12 teachers sir so that's 3kk first second third fourth fifth six together with special education teacher and the two teachers who just arrived Mr there still such thing of the TR officer yes yes there is do they ever get involved in the kids that have repetitive absences off well the thing is though is our school resource officer does yeah so there is thing as insury officer so no
028no cop that shows up your house of kids go to school I didn't say that but yes that can happen but this school needs to would have to uh request what we do have just like like she mentioned several times during the presentation I'm going ENT te our aware of it just the the attendance so great for some students and just the reaching out school office or Mr case he what they need to do so I've met with a couple of families together with the children and so far it's been has been effective um but if there's more I know so how many kids are Native American what percentage you think break it down only so I don't expect you give me an exact number but how many how many kids do you think you
029have in your classes that are are Native American Fair percentage just a few kids question yeah I think I only have like 10% but we do have J they all and they're all enrolled in that the ones who signed up yes so I'm sorry to ask these question but I feel like I'm kind um do you find that the younger Native American kids are having more issues than than non- Native American Kids with attendance I think we have a candidate with absences with issues regarding attendance yeah yeah one of the yeah attendance in [Music] certain I just just really concerned about those families huh and about those kids um they get behind now statistically I believe they will never catch up and so and I just wonder if a deputy showing up at their house
030wondering why the kids aren't in school might make a a difference I know they used to be right yeah they used to have the but that's that's trly is a last resort situation yeah yeah I mean first Resort would always be meeting with the parents you know the school meeting with the parents first but yeah yeah and again so far the the meetings I had is it's effective like I'm seeing like a family with five or six kids I believe and that that changed and another one but if we have more I know I have asked to schedule a few more but we can let others as well and the fourth grade is The Big Year for reading right you either thir then you don't get to go forth if you don't meet The Benchmark
031is that right there's there's certain um what I say it protection for e um for E if they're less than three years in the program they'll not be retained um if there's fed they're not retained if they're in the process cstd like what youve captured they won't be and then if ever you know they they don't pass the the assessment there's supp of offer there's extra support that we can provide them the summer uh June and July and then to show progress and then we'll continue the support will continue as they move on to something so actually hardly anybody gets detained as much as possible we don't okay but if it's really needed and that's still um I have a question about back to the absences how many of the students live in town like
032in AO the one that has issues yeah how many like is it an issue where they just can't get to school maybe like we can the in town school bus will pick them up that's a good question we can look into it sure there try to be more proactive yeah I know I know for some it's logistic and how how they prepare at home so brings nor for others like I know one family they don't have transportation so I mean at that point if they're living in town maybe we can make that arrangement for them the others they walk they're just very close walking right remember for the number of families that I've met with they are J kids you know um Mr hopin what I wanted to point out on the first grade slide
033where they have the bar graphs I don't know if this continue go back just and I'm just talking we met and talked about this over the last week and and just remembering I taught first grade for three years so it's really kind of uh really uh struck home with me the phic awareness percent at 76% at Benchmark or above Benchmark and the decoding at 71% is really if you guys go go back a little more to the to the bar to the bar gra right there um the phic awareness at 76% and the decoding that 71% and I know Mr barrigas will will attest to this they can have strong decoding skills that's so critical because that there's another term called chunky they can see the word inside of a word that that speaks to
034deing that's a very good um strength to have when you're learning how to read so just just that those two dags caught my attention that's all I it's true with the phth awareness and the decoding when you get a good foundation there you're going to see all the other bars start to improve so those are the Heavy Hitters so I think if you're going to focus on anything it's going to be those and the nice thing about the decoding it's nonsense words so they can't guess about you know what this word is it's a word that doesn't mean anything but they have to be able to um blend The Sounds together to make the word which is really nice um I had a question though on the double Joseph intervention on setup period is that
035a pullout model with Miss Vero oh the double do um it's part of our schedule so during centers we have a small group instruction that's um for the wellow and Below students now for the seventh period we have our intervention only for our well students so she um I think missano will focus on third grade students so on seventh period She will do um intervention for well below students for third grade and then it says um I guess for after school tutoral why can't we pull some of these um most at risk third graders and put them in another classroom that might be with their level because we have a lot of um intervention programs that they could be on to still be able to meet some of their needs I know the after school
036tutorials for Kinder first second and another group they're already big so to add maybe one more just for their class be even if it's on the computer I know we have said in the there are several computer-based intervention programs and to keep those kids for what an hour after school to meet some of those needs would be a huge hitter for these third graders especially if you know mo reading we we'll get a yes from the teachers that braing your lowest performing your most at risk student should be the ones we should really be focusing on and a lot of these intervention groups are based student needs right so to have a whole classroom with a bunch of different needs doesn't really hit you your you know the most right but if we have these
037intervention groups set where this group of students are working on pic works this group will working on I don't know fluency take these third graders and where can we plant them in with their need like centers exactly writing gu reading because I hate to I mean I hate seeing these third graders who need the intervention missing out because you me work in between teachers or that we don't have a teacher signed up we should still be able to incorporate them in other classes you guys know we really appreciate you right thank we appreciate everything that you do president M the board for the usfr uniform system of directors governing board members are required to attend training and F form for conflict of interest and Gifts War secretary will go over the attached bar point and
038the forms will be at your board tables there's no board action necessary this is a study session I don't ladies this prob be pretty boring yeah that's what I was just going to say took the words out of my mouth it's going to be a lot more boring than the than the par point just came through so bear with me but um when we were uh we get audited every year when we were audited for the 22 23 school year um one of the things that was a requirement that's brand new is C interest in gifts and benefits training for the board so like they ask me well when do you train your board like well staff that's what we're supposed to do um and now there's a rule that this ASR that we have
039to train the board for conflict and so as this requirement we told the Auditors that we would um work out every January since we have new board members that may be coming in or going out January just makes sense study session to do this kind training and then to get those for filled so that way if there's for members that are in August the whole thing in so every January board then we're GNA have and sign off for all of this and do the forums that we just filled up so like I said there's a lot of strict rules um the auditor general office ad and um our real um pushing down not pushing down but requiring that all districts of governing board members and any Administration um have to have these forms they have
040to go through this training even our coaches and our substitutes that are even parttime have to have this so that they can have them their file now um the statutes we can go over real quick um 38503 which is not education which is 38 is um anybody so it doesn't have to necessarily be education it can be um any kind of state individual any kind of state any kind of working individual so the 38 means encompassing anything having to do with the state or having to do with the state entity which we follow so uh a public officer or an employee of a public agency who has or whose relative has substantial interest in any contract sale purchase or service session to a public industry so um one of the examples I go into later
041on we had um a governing board member probably about 10 years ago who um owned the only um newspaper in town so we could not uh do business with the newspaper so all all decisions having to do with what we were putting in the newspaper had come to the board and he had to abstain from everything so that we weren't saying oh we'll just use this newspaper because uh this individual is on important so there's there's been rules like this before um but this is just kind of putting a spotlight on it so that we know what we're supposed to do what we're not supposed to do uh this is your other statute um that says substantial add in any decision so before the the slide before was anything having to do with the business
042um this kind of puts it out to any decision having to do um if we have something that has uh uh we had a principal not too long ago who's uh their wife was a teacher so we had to make sure to separate the principal couldn't um couldn't evaluate the wife then the superintendent ended up evaluating the wife and they had to um move everything to to that site so if she had a problem she wouldn't obviously go to her husband who princi she would go to the superintendent and the superintendent was their uh immediate supervisor so like I said this has been around we've we've done things like this before but this is just kind of pulling it to light making sure everybody knows what they're supposed to do and what not supposed to
043do so pretty basic stuff um definition of the word relative spouse child parent grandparent brother sister um Half Blood and us being Hispanic probably half siblings and all that kind of good stuff so uh the gift Parts um no employee 15 to3 DN no employees in the district will accept gifts or benefits from any person group or entity or Desiring to do business with the district so um I know we had a a spread um a spread audit last year and the um and we said oh yeah you know you can you know it's not not the most glamorous thing but you know well well the district will pay for you to go to the cafeteria not really thinking about it and then the people from ad were like no they could they could be
044considered a gift or a benefit and we kind of giggled but we're like well that's you know that's a gift eating at the cafeteria that you know we're um we should probably up our game just a little bit if that's going to be considered a gift so was kind of a joke at the time but they would even take a school lunch for 475 you know paid for because they had to seem like they weren't taking any sures or things like that so um we kind of laughed giggled about it but it's it's one of those things we have to to take seriously um policy could not be construed to redeem unacceptable inexpensive novelty advertising items or General Distribution I know asba comes when whenever they come sometimes give the little bags or the little
045to bags and stuff like that that's fine um policy saying those kind of things uh we we did those every once in a while we have a little U Gifts that we give out as long as it's a low monetary value then um ad and the AG's office doesn't really mind those things um again C8 5c3 uh 504c prohibits a public officer or employee for using their official position to secure anything of value or benefit for themselves that they would not ordinarily received as part of their official duties um this you know getting free lines to Starbucks um do you know who I am kind of thing that's kind of what this is implying um it's obviously it's not prevalent here but um probably sometimes in the valley you hear stories of you know this
046person on the governing board trying to get you know it to do this on the you know this or that or whatever so um ad just wants to make sure that we all take this training this awareness training um whether we're you knowed officers or employees are all the way down to coaches that are only here for couple so um scenario from the A's office a district vendor ABC Roofing invites you to a charity golf event in Scottdale and pays your fee that includes meals hotels and uh and golf for free so according to the J A's office Highly Questionable going to stay away from this as much as possible um a example of I threw these in here a board member owns a local newspaper all purchases must be brought to the board and
047boarded on with the owner board member AB um whether a example board member is an employee of the only electric company in town does board member financially gain or do their relance game so there's a difference between being the owner of a company and then being an employee of a comp so if you're an employee of the company if you work your 95 or you work your 84 whatever you do you don't financially gain if the school does business with the electric comp you're there to work regardless of whether you're essentially just like the school doing business at the flower shop right right you're you're not the owner of the flower shop so you're not financially gaining whether we we and then we also steep into what we call Soul Source vendors so um we
048don't have a choice of where we're going to get our water or we're going to get our gas our sewage if we were um if we were in the city they would be we could go and shop around and see who is best or not best um we don't have a choice of what telephone company that we use um we could scrap everything and get all Verizon but if we're doing land lines and TAA and internet service um there thing that we vote on every August or every July and it's a soul Source vender so there's one flower shop will not sues here anymore there's one flower shop so there's there's no we don't have a choice unless we have to drive to Bates or or somewhere two or three hours and then it costs
049me so um there's a push and pool that we can get for the soul source and then what we can get to are we only using this person because they're you know they're employed by you know SE Jud it's this is his brother sister's cousin and that's why we're using it so Us in the finance office have to justify spendings and and where we spend each each of the taxpayer steps like I said really boring sorry um refrain from no commenting no commenting uh no recommending no commenting no phone calls no emails uh no attendance meetings or even if just toist so um you know hey my uncle's brother sister's cousin you know works on pluming and I you know girl bathroom has a leak um we have to prare from stuff like that um
050that's a huge awful thing um I was born in R here so uh but we have to refer things like that when we can say um we still have to get the three quots we still have to be wise with what we're doing taxpayers money and we have to be what's the word we have to be cognant of of what it looks like from the outside perspective looking in if that makes sense so our employees every everyone every teacher administrator classified employee and board member will fill out the conflict of interest form uh for employees it's gbea A- e and for board members it's bc- e um each and every year these forms are from our governing board policy manual they're required by the usfr and the auditor journal's office and they're reviewed each year
051um that's um one of the things where I have a big file they've been doing the compli since I think 2020 2021 so I always have a big file of all the employees that all have their conflict of interest and then that's when they took me for a loop they said where's the board members and I was like a good question because I did not know I need to do that so it's relative relatively new sorry it's relatively new for the board fill out these files but we're it's required now so we're going to have to do it every every January going to have to sit through these um exciting slides I apologize they even want a signning sheet and I said well they're all on the board they're all going to be there but
052they still want a sign sheet so we had a sign sheet and we had form so um anybody because the the district is um a public entity every anybody can come in and make a open service request to look at these and say hey why didn't this person do this or why didn't this person do that and then we have to um we have to investigate why the form or the allegation of the form is not f up correctly just one of those things we have to do so you all fill those form you all listen to the very interesting PowerPoint and the um fill up form we keep them on file I have to send them to this year's auditor I send it to the auditor General's office and we have to upload all
053of that stuff so they can pick it apart and and look at everything we that we do so thank you for getting through this one question on sure I might be remembering wrong but it seem like at one point we were hiring B um as one of the coaches and then it was stated that well since he doesn't live in the same household it wasn't a of Interest has that changed Ian I know Lonnie's actually been abstaining from all of those anyways I know if that no changed the only the only uh way that I know that the two households can't live together is for board members so for employees it's it's relative but for board members you can't live in the same household so that's where uh before when we had um Mrs C
054was on the board and Mr C was on the board they're both related but because they didn't live in the same household then they can both be on the board or be an employee or VI for together um when we hired another board member the employee couldn't work for the district anymore because they lived in the same household so if they don't live in the same household they don't directly affect that it only applies to the board for so real quick I think we need to get a statute opinion on that because that's the first heard of two board members not live in the same house now employee board member that's a conflict but two board members living in the same house never heard of that statute so we're going to need to get an
055opinion on that no no no that if the the two the board member and the employee are living in the same house get that I'm talking about where you first said two board members cannot live together my back my back so when the only thing that I can think of is the board member the board member employee living in the same house yeah that's a yeah yeah I'm sorry I actually made sure I looked it up to see if there were a conflict with the girls coaching I'm sure and myself and if it was my spouse there'd be a conflict but since it's a child is not a conflict but I do as you just said I I Whenever there the vote I always withdraw from that vote right yes I just wanted because the
056way specific on relative I wanted to make sure that to make sure if that changed or not sounds like it has not no so the only question I have is is there anything in here that prevents the district from buying us dinner every four me as long as we put it in the budget then it's in the budget do that we vote to approve it from the budget so thank you for sending through our any okay there any further on that if not then I will ask for any agenda items for future meetings okay I will second all in favor well