001Go ahead and call the order at 6 p.m. Do we have Mike Dormac here, Drew here, TJ here, Ryan Dietrich here, and Jen Song >> here. >> Thank you. >> We do have one direction to the agenda. We need to move item 9.3, district restructuring, restructuring to new business. It'll be item 8.3. It will be titled resolution 2025-2026-01 and will be an action item. Any other corrections? Yes. >> If that is good with everybody, we'll take a motion on item 3.0 No to approve the consent agenda. >> I'll make a motion to approve the consent agenda. >> Do we have a second? >> I'll second with the changes. >> Yeah, with the changes. >> With the changes. >> We have a second. Who's >> Mike Wak? >> Yes. >> Patty Drew. >> Yes. AJ Heox.
002>> Yes. >> Ryan Dietrich. Yes. Jan. >> Hi. >> Item 4.0 public comment. Is there any members of the public signed up to speak? Everybody know speaking. Okay. 5.0 financial report. Tammy has a brief financial question. I do like the new report. It's easy. It's very easy to read. So, >> I will continue with that thing. >> Oh, and it's a reminder that the SEI filing is now open. Everybody should have gotten their emails. >> I got mine. >> Okay. All right. came to our old email didn't send the school email. >> Yeah. Whatever email you originally signed up for. >> Item 6.0. our principal principal report 6.1 school activities and events to report. Sam >> y so for the past few weeks we've been busy across the school with academic activities community events and
003continued collaboration with families and staff. I appreciate the ongoing support from our staff, students, families, and community members who help make these opportunities possible. So on February 25th, we held our winter sports awards recognizing the hard work and accomplishments of our student athletes throughout the winter season. It was a great opportunity to celebrate their dedication at sportsmanship. We would love to congratulate Sam on competing at the state wrestling tournament. Qualifying for and competing at the state level is a tremendous accomplishment and reflects the efforts and perseverance uh that he has demonstrated throughout the season. On February 28th, several high school musicians traveled to Scataboos to participate in the high school solo ensemble festival where students had the opportunity to perform and receive feedback from adjudicators. Continuing uh continuing with music events, a high school our
004high school quintet traveled to St. Huns on March 11th to participate in a state qualifying performance. Fifth and sixth grade students traveled to the Hatfield Marine Science Center on March 12th. Students had an outstanding experience learning about marine science and we are proud to share that they in first place during their visit and then academic and career opportunities. On March 3rd, students attended the class job and career fair at the seaside civic and convention center. This event provided valuable exposure to local employers, career pathways, and post-secondary opportunities. We continue to strengthen connections with families in the community through several events. Our fair ran from March 2nd through the 6th and was supported by a family craft night, literacy night, and additional library programming. Parent teacher conferences were held on March 5th and 6th. These meetings
005provided an important opportunity for teachers and families to discuss student progress, celebrate success, and identify areas of support moving forward. Several students participated in the assistance league shopping program which provided which provides support for students with candies by helping ensure students have uh needed clothing and supplies. And looking ahead, our FFA program will be attending the Oregon FFA state convention later this week where they will participate in leadership events, competitions, and network networking opportunities with students from across the state. Thank you. There any discussion on that? Questions? >> Item seven, old business. Uh 7.1 district calendars. Everybody had a chance to review the updated calendar. And this calendar has a few removed a few. I think I have excuse me. Uh some September's in there. October's in there. November. We did remove November. PD date.
006December. We threw that in there. Uh, Sam had it reversed. I had it taken off off of November. It was so heavy in there already. Uh, January was out also coming back from break. And then February put one in there. March also April and then took out May. Um, and so I had to put down this year roughly believe it's 80 hours of PD this year. Um, and this would bring it down to roughly 48 hours of PD time. I know the board had some discussion also last month about um PD in general, the importance of what it was and so I asked Mr. White if he wanted to give some input about that one. So he prepared some remarks for that. >> Yeah. So the board had some really valid concerns and um some
007comments. So I just wanted to take that into consideration and then I reached out to staff and just um got some info there too. So uh this is a little bit longer than I usually do, but I just wanted to give it the I realized I didn't explain it very well last time. Uh so if I could, I'd like to take a moment to more fully explain the research behind the recommendation. The work I'm referencing comes from John Hattie, an educational researcher who conducted one of the largest synthesis of research in education rather than looking at a single study or programming. Adding analyzed over 1500 meta analysis representing tens of thousands of individual studies and millions of students worldwide. What he was trying to answer was a simple but important question. What actually has the
008greatest impact on student learning? From that work, he calculated something called an effect size, which is a way of measuring how impact how much impact a particular factor has on student achievement. To give some context, an effect size of 04 is considered a hinge point and it is the average effect size. So that's the input that you put in the output is a point4. So anything above a point4 is considered to have greater than average impact. So this gives us a scale to compare different educational strategies and investments. For example, many structural changes like ability grouping of students have relatively modest effect sizes. Some programs and interventions fall around or just above that point4 mark. But one factor stands out significantly above almost all others. Collective teacher advocacy with an effect size of approximately 1.57.
009That is nearly four times the impact of a typical effect size. So naturally the next question is what is collective teacher efficacy and why is it so important? Collective teacher advocacy is the shared belief among educators that they can positively impact student learning combined with the coordinated actions they take based on that belief. And the second part is spiritual. This is not just about mindset and morale is about what happens when teachers work together to analyze student data, share instructional strategies, align expectations across classrooms, intervene collectively when students struggle, and take shared responsibility for all students, not just the ones in their own classroom. When those things are in place, schools become far more effective. What the research shows is that in schools with strong collective advocacy, teachers are more consistent in their instruction, students
010receive more targeted support, gaps in learning are identified and addressed more quickly, and overall student achievement increases significantly. But there is an important takeaway. Collective advocacy does not develop on its own. It is not something you can mandate and it's not something that happens simply because a group of talented individuals are working in the same building. It develops when schools intentionally create conditions for ongoing collaboration, shared problem solving, reflection on practice, and alignment of instruction. In other words, it requires time, structure, and consistency. Without those conditions, even highly skilled teachers tend to work in isolation. And when teachers work in isolation, the impact on student learning is is significantly reduced. So when we talk about professional development, especially monthly structured professional development, we're not just talking about training sessions. So the other part is just
011the staff data. So um with that data I wanted to address one concern that you all uh brought up which was a valid concern which is that staff may not want monthly professional development. So we did conduct a staff survey of understanding preferences around professional development instructors and we found that roughly 11% of teachers preferred preferred some sort of hybrid or flexible model which would have like some sort of one safe Friday accommodation. um about 11% preferred every other month professional development around 28% preferred weekly or bi-weekly shorter sessions. So kind of like our Wednesday now and approximately half of the staff selected monthly full day professional de development as a preferred option. So while there is not a complete consensus which is expected in any organization the majority of staff are clearly supporting regular
012consistent professional development opportunities. But even more important than the percentages are the themes within the responses. When we analyze staff feedback, several consistent themes emerge. Staff expressed a need for time to engage deeply in professional learning rather than surface level exposure, opportunities for meaningful collaboration with colleagues, structures that allow for alignment across grade levels and content areas, dedicated time for RTI processes, uh, planning and problem solving. And we also heard concern that shorter fragmented sessions often feel rushed or unproductive. So what sav telling us is not that they don't want professional development. They're telling us that they want it to be purposeful, coherent, and worth the time invested. So why monthly? So why not every other month or shorter weekly sessions? And these are just kind of ass. Um firstly, monthly professional development allows for
013depth of learning. Shorter sessions often get consumed by logistics announcements or circle surface level discussions. A full day creates a space for learning new strategies, collaborating with peers, planning for imple implementation, and reflecting on practice. If we want to see meaningful changes in instruction, we need time for more than just exposure. We need time for application and refinement. So second, monthly professional development supports continuous improvement cycles and education improvement happens through a cycle. That cycle is learning, implementation, reflection, and adjustment. A monthly structure allows teachers to learn something new, apply it in their classrooms over several weeks, return with evidence of student learning, and refine their approach. This creates a continuous feedback back loop that drives instructional improvement while also providing an opportunity to give administrators feedback on what is working and not working in
014our new system. If professional development is too infrequent, the cycle breaks down. If it is too fragmented, it never fully follows. Third, and most importantly, monthly professional development that builds collective teacher efficacy. That's what I brought in the beginning. So if we believe that collective uh efficacy is one of the strongest drivers of student achievement and the research tells us that then we must create the conditions for it to grow and that just means consistent collaboration shared problem solving alignment practices and collective responsibility for student outcomes. Those things require predictable protected time and monthly professional development provides us. So the last piece which is kind of the newer part that we're all going to discuss is um uh the reality that we're facing as a district which is with reduced staffing our teachers may be
015asked to serve a wider range of student needs take on additional responsibilities collaborate across roles and grade levels in new ways. If we do staffing without strengthening collaboration we increase isolation and isolation undermines effectiveness. So monthly professional development is not an additional expectation Chris on staff. It is a support system that allows them to meet the increased expectations we're asking to build. So just a real quick recap before I close the proposal is not about increasing the overall amount of time. It's about organizing time in a way that is more effective and more impactful. Um our survey data and staff second part our survey data and staff feedback indicates that educators value collaboration, consistency, and meaningful professional learning. The conversation is not about whether professional development is needed but about how to structure it effectively.
016So third um instructional time. While instructional time is absolutely important, research consistently shows that the quality of instruction has a far greater impact on student outcomes and small variations in seat time. Investing in stronger instruction leads to stronger results. So, in closing, if we're asking our educators to do more with less, and we are, then we must also invest in the structures that allow them to succeed. We can't rely on individual effort alone. We must strengthen our collective capacity. Monthly professional development is not an add-on. It's not an extra initiative. It's a structure that allows us to maintain and improve student learning and the systems we're uh moving into. >> Thank you. Yeah, just ju just clarifying. I mean, last last month's meeting was we were kind of hand handed a schedule that showed once
017a month with quite a bit of random dates and yeah, not a lot of information to back it up. So, I I appreciate the staff involvement on trying to get some feedback on that. Can I ask a question? >> When you go to these meetings, who's is there an agenda that you're going to discuss and who sets the agenda and who kind of runs the room? So that people know when they come in, okay, this is really going to pertain to me, but this really doesn't pertain to me at this particular time. So if doesn't pertain to me, do I still have to go or can I just go do something else? So how do you how do you keep how do you run these? so that they're equitable for everybody and everybody's going to
018learn something, >> right? And that's the difficulties with like the Wednesday PDS is that we only have like two hours. We have elementary, middle, and high school teams. So, we do have like running agendas with we set the topics. We typically rotate between like student support team stuff. Um, and then grade level meetings where we talk about just logistics of what the next week's going to look like, what month is going to look like. And then um you know we have um we did our gambling manual work that we were doing um and then every once in a while Corey will have something that we'll need to talk about or um if we have updates on like special education and things like that we can bring in Suzanne to talk about those things. And then
019since you have you're involved obviously you're talking about your students and and curriculum and stuff like that. Are your TAs in invited to these meetings also so that they know what is expected of them when they come into the classroom or are they kind of excluded from this? >> Uh they are excluded to some extent. Yeah. We need to improve our gates. Yeah. >> Yeah. Because it doesn't do any good to be in classroom if you don't know what you're supposed to do. >> But the bulk of and that is totally true. The bulk of professional development is focused on instruction which is >> there any more discussion on this count. >> Let me just change the time back to 8. >> Right. >> Correct. Did you Yes. Yeah. You talk about the student hour
020student. I guess I do have one more question. Has anybody >> Last time it was Was it 8:30 last time? Okay. >> Has anybody checked with our parents and our kids to find out if people can actually get dayc care for kids who were not going to go to school all day on a Friday? >> I mean, how many people can just take off work to have a whole day off? I mean, that concerns me. That concerns me a lot that You got a whole day that somebody got to find child care for three down kids. >> This could be I mean this on TJ before also. I mean if we don't pass this until April I mean I'm not in a rush to get this through but we've got another board meeting. We could
021send something out to our community and say these are if the board is okay with these specific dates and there six of them. We can send those specific dates out there feedback we get. >> But has anybody even mentioned to the community that this is a possibility that >> not the dates? No. I I think we should absolutely put >> Absolutely. Because this is going to be a shock to me. >> Oh, yeah. >> Yeah. I just think that they need to be very aware of what's >> that the Wednesdays are going potentially. >> Yeah. And they're going to a full day. >> Okay. >> Agree to table. >> So, we will table to next month's meeting. How how long would it take to obtain community uh input on this kind of a change? >>
022I don't think it' be challenging. Get something out sitting for spring break a couple weeks >> and then have something for the April board meeting. >> Excellent. Thank you. So, we send out something email-wise and then a paper copy with the students to bring home something make sure >> um I'd say probably the best we can be virtual or something in all calls or something. I assume virtual probably be a better option to be honest with you each each everybody but we have multiple ways to make connections >> and maybe um put an announcement on the website that says we're going to discuss this again >> and they can come if they want to the next meeting >> because we really I really really would like community input for especially parents who have small children
023to see how this is going to affect them and maybe I'm maybe it's not going to affect them at all maybe they're fine with it but I really think that we've got to check with their parents. >> Just for transparency, putting it out there. >> Yeah. Because I would not be happy if this all of a sudden got passed and I knew nothing about it and I had small children. And this is my navete here, but is there a potential for the school to offer some sort of um program for the kids during this day that's not school, but still some kind of program for them so that there's a place for them to go and the parents can feel comfortable that they don't have to worry about childare. >> We talked about >> Okay,
024you talk about you're talking more and less like elementary, >> right? Yeah. kids who really shouldn't be home alone, >> right? >> And I'm not sure the cost, but I mean, is there options of bringing in subs on these PD days to still get your staff, >> you know, to not have the the full day? So, kids go to school, but they have a sub essentially while elementary does PD or >> but I don't know if that works for the staff as far as, you know, if that gives them enough, but I mean, it would keep the kids in the school, which is our goal. and maybe give the staff enough PD. I don't know. >> Yeah. I mean ultimately, yeah. Yeah. Let me process that. Ultimately, I'm thinking staff wise, it depends on how
025the PD is laid out. I'm thinking also we have you mentioned about uh classified, you know, what are they doing during the PD moments there? And there's been some discussions also about if we do a full day, is classified involved for the full day, they're involved for part of the day. What what would that look like? like April 22nd, I think we have a high dosage tutoring training for our EAS and so we have to get um subs for all of our EAS for that day because it's a whole day. >> I just don't want to take something away from cloud supplies that that makes sense. Somebody else said if there's an option just depends on what that would look like protect them. Yeah, it' be great to know what kind of percentage of feedback
026we're getting to if it goes out for a >> some sort of survey. >> Okay. Item 8.0, new business. 8.12627 board calendar draft seem pretty straightforward to me. Any questions on that? >> If you can't approve that one, it's all good with that one. >> Yeah, I'll take a motion. >> I'll make a motion to approve the board calendar for the 2627 school year as presented. >> Made by director Drew. Do we have a second? I'll second. Seconded by Director Dietrich. >> Michael. >> Yes. Eddie Drew. >> Yes. >> TJ He >> Okay. Item 8.2 policy EFA local wellness. >> So I know reported to you twice so far in the last couple board meetings about the local wellness policy. Last month I also gave an update about a community and district process how we
027went through and reviewed this whole policy. In the end it's a strong policy. have a strong policy for quite some time. Um only changes that you see highlighted in yellow I proposed is instead of having a principal responsible for ensuring each school which we are the one the one and the only school here in the district I just logistically change that to the superintendent which still means I will be asking the principal to follow suit here just to make sure let me follow suit with that. Uh the updates you'll see on page 37 we have the Oregon Health Education Standards. We talked about that's referenced in there, but we want to make sure that the community and anybody who's going to our site can actually click on that to see this actually referencing so we
028know that exactly what's being talked about. Same thing on page four, school meals, the Hunger-Free Kids Act. The same thing, putting a link in there to make sure everybody has access to that information. And further at the bottom, also the Oregon Smart Snack Standards, the same thing as well. And the only other change is page 67 has something to do with our um one of the goals that we had put forward by adding number 10 which is uh this is an OSVA language uh creation of connections between out of school time as OST programs and involves staff members from OST programs both school and community based in school initiatives that address healthy eating such as school teams or wellness committees and basically what the main gist of that is creating a wellness committee uh with
029members from the outside community with our student Mason side and also the district members as well so we can work on what that might look like for our community. Uh it's been a while since I think we had avoidance committee. If anybody in the audience has been here for quite some time I know it's been quite a while since we've been uh focusing on that and through our meetings that we had with the team or those two separate meetings we had that was one of the priorities they wanted is to have a district bring that back uh for a wellness committee. So I I threw that in there so we can make that make that happen. uh in the years ahead. That's the only changes policy and seems free to do. >> Yeah, seems pretty
030straightforward to me with pretty minor changes. I don't know if you guys want to have a second reading on this policy feel comfortable with great stance. I mean, we really didn't change anything. >> Not very much so. This is again this is part of that trienal trienal assessment that is required by um and so on we have all the the minutes I believe up on our website at this moment all the other things as well uh this is the final part of the package that we have to submit that would be that this has now been the whole trial assessment has been completed once this is all done okay and then we review it again at the latest in three years it's required by districts to Hope if we are good because it seems like
031we are I think pretty good there Mike on that. >> Um we can take a motion to approve that. >> Okay. I'll make the motion to approve local wellness EFA notations in the packet under under yellow as presented. >> Made by director Drew. Do we have a second? >> I'll second that. >> Mike Lameck. >> Yes. >> Patty Drew. Yes. TJ Hox. >> Yes. >> Ryan Dietrich. Yes. And Jen Sar. >> Yes. >> Janet. Thank you. >> Item 8.3 resolution 202526-01. I need to declare an actual conflict of interest on this matter. So will give some information. Y >> okay so I'm going to read a few components here. Um so this for the board also for everybody listening here and also online. Uh so back in 2024 when I first took chair in this
032office as interim superintendent uh the habitat conservation plan uh was something that came through. I remember when I was working in the music position back in 2011 the HCP was also enacted and that had came around at that time I believe on your superintendent Hunter at that time. Um, and through that process, communicating with the board and everything else about where this is going and what may potentially happen back in March of 2024, uh, down in Salem at the capital, um, board of forestry, all not all unanimous by any means. Uh, but it did pass the HCP and it's moved on to the federal level in a communication um, with my contacts that is still at the federal level waiting for that to be enacted and approved. If so, it comes back to the state
033of Oregon and then we go forth and the HCP is um at that point moving forward. I'm going to just reference this is very brief. Um so HTP is titled officially the Western Oregon State Forest Habitat Conservation Plan. Again, HCP is a 70 I want to express that again 70 a 70-year plan. Uh it's an environmental management strategy approved by the Oregon Board of Forestry and that board has changed members since then. Our state forester is also just a new one has just been applied as of a few weeks ago here. I made mentioned that at the last board meeting. Uh so March 2024 that plan has had been approved. Uh the goal of this is to protect 17 threat or endangered species by restricting logging on approximately 630,000 acres of stateowned land which school
034district sits right in the smack of a a massive chunk of it. Um, so for the Jewel School District, as I've been reporting multiple times at all the board meetings for almost four years at this point, uh, this plan poses a direct threat to your unique financial, uh, model for how we budget for how we run our school. Um, so unlike 98% of Oregon school districts that rely on the state's per pupil funding or the pot as we've known as the state school fund, uh, with the ACP, I believe there are, and Tammy, correct me if I'm wrong, four, I think four school districts impacted. Juul is by far the biggest impacted district in the entire state of Oregon. We I've even been at the governor's office almost begging and pleading. I mean it was
035basically begging and pleading to help help and I won't go into that the whole history of that. We've done that that not during the board meetings here. Um Juel is nearly selfunded with this timber revenue. It's a special formula which I hear board members tell me we do not want this formula to be altered. We do not want it to be changed at all. Um because the district is located within the class of state forest, we receive a direct cut of timber harvest revenues. Our property taxes pay for just loosely setting 700,000 plus or so. Obviously not enough to run our district by any means. Um the uh timber receipts that come in, that's nearly 100% of how we have funded this district in my 19 years here and well before my time as well.
036Um, okay. The loss for the district. The HCP is projected to reduce logging in the Clouds of State Forest by roughly 35%. Uh, currently the board per feet per million board per feet is set for at 220 right now. Uh, there are some um legal issues going on now where there's being pushed trying to get up another 60 board feet to 280. Um, but that's been going on for a couple of months at this point. um operating budget has fluctuated over the years for our district, 4 million, 5 million. It just depends on uh how much money had been coming in during that time frame and it has been that way for a long time. Uh under the state's standard funding formula, again, that's the state school fund, the pot that everybody shares in the
037state of Oregon. Um it would kick in if the district um if the money fails, which is why we're bringing this up and haven't been bringing it up for quite some time. uh roughly we figured all it's all based off of our ADM which is the student population uh the enrollment that we have in the district that is vital for this district student enrollment. I want to clarify also when I say this I don't think there's a single school district for the most part I know there's one I know for sure there's one uh but a mass entity of schools their enrollment had taken a hit since co and has not returned and I thought you know maybe our our place would be different also at some point uh because I think we handled the
038pandemic a little differently than the other class of county schools but we took a hit we definitely took a hit with enrollment for sure um so with currently what we have I know Tammy provided some budget uh numbers for me this morning if we were on state school fund. I think that was for 2627. Uh so I'll put 3.3 million and we've been I've been trying to figure out how we're going to get our district down to the 3.5 million. I know the board asked me that if I'm going to be doing something at some point uh if we did it all at once it would impact our students uh greatly in the district and I am not obviously I'm not into nobody wants to do that with our students. Um, so we had to
039bring it down to a little different phase here. And so I told you, uh, I I didn't tell you, but I ask you if you would mind if I can come to the board, uh, which is this month here from the last board meeting with the proess, you guys. Um, because if we don't move, um, I'm trying to I'm trying to help save the district here financially. Um, I don't know of a way around this at the current moment. Um, so about 3.5 for the state school fund, trying to get it there. And I said this current scenario that we have right now is creating a fiscal deficit for our district. U we're going to go into a slideshow in just a moment, but I do want to say our first two quarterly timber reports
040of have I have been reporting at our board meetings. Um year to date right now just the two we have accumulation right now of 1.392 million. Um that is a a pretty large drastic hole there. Um we I I don't I mean Tammy and I have talked about this. I do not see a way that we are not going to have to dip into our reserves reserve funds and that money is I'm going to say I can't be too excited and say it's not going to come back with my emotions. Uh but that money there's nothing coming into it. There's nothing coming into it. But I also want to preempt as I've been very open about this as well. When those tender sales take place, they've got three years to harvest those things. Um, so
041you could get a really good robust quarter three and four coming up, but we won't even know the fourth quarter till August and we won't even know the next one. Uh, until what? >> May. >> Until sometime in May. Uh, we won't know those numbers. But if we're going to, as I've expressed before, if we move forward, um, and we're hoping and being optimistic with what is being projected, which isn't robust by any means, and those projections have been drastically wrong some years as well. Um, so if we're going to go under the course that we're thinking about, oh, we'll be okay. we're going to not make any adjustments. Um once we find ourselves 2 million on the whole for this year alone and then trying to budget for next year with a very similar
042budget, you're uh your your reserves go from 11 to 9, from 9 to 7 and the clock is ticking. We're down to four or five years. Uh and then we are no longer dependent. We'll be fully fully meeting support by the state. And we can't I'm not going to say we can't, but are we going to pass bonds out here? I mean, we already know the answers to those things. Um, we've got a gym roof that I I got to figure out somehow how to save that gym roof. It's been patched for over a decade. Um, so some of the repairs you're building is beautiful. Let me rephrase that. Our building is beautiful. Um, it's 20 years old. It's 20 years old. Uh, we got a boiler that I got to, you know, fixed. I've
043got an oven at some point that needs to be repaired as well. Um, we got a gym over here, brand new gym. Um, that was my first project when I got on after that had been passed. It doesn't have an exit to work. Um, so we're trying to utilize that. Um, so there's a number of things that I'm trying to project in my head of how do we support that, but ultimately my mindset students and why we serve here have to maintain and they come first year. So I want to go a little bit further with some of the components here. Um, I've asked Tammy if she wouldn't mind giving just a little bit of a presentation about some of the things I know present presentings of uh the staff and all the staff were
044there at the time. I think the board also has seen some of this but I really want to make sure for those who are new whether we're here in person or online here uh has a chance to see what this is. So, so I told Tammy if she wouldn't mind please come in um give the brief presentation and I'll continue on after that. So how we got here again this is just um the OS that we follow um to receive our timber revenue. This is in law. This is how it's allocated to us and other school districts around. Um kind of read that before. I will skip to this one because it's kind of the same information but in a visual here. Um so when a timber sale happens in Classip County, the revenue is
045um allocated according to this. So 36.25% of that stale sale stays with state forestry. 63.75% of it is distributed to Plaza County, 10% goes to county expenses, 1% to law enforcement of the timber codes, and then 25% goes to the county school fund based on ADM. We do also receive that, but again, as we've talked about our ADM, we receive considerably less than other school districts in Plaza County because of our ADM. Um the remaining revenue is then distributed to the taxing districts in which the timber sale occurred. So we are taxing districts 801, 802, and 803. And so again, when those sales happen in our districts in our in one of those districts, we get that revenue. And that is what we call the state timber revenue. And um again when a sale happens
046they have three years to harvest it and um and again it can our money can come in any time during those three years. Um another point that Mr. Peterson did talk about was that um we will not see our fourth quarter timber revenue until we are into the following year which makes it very difficult to predict to budget. Um I have been looking um they do put out some projections. I've compared um their projections to past actuals and it's really difficult to project. It's really difficult to project. Um there's so many different factors that go into um the logging industry. So timber revenue and the state school fund formula. So the state school fund formula is comprised of local revenue um and the timber revenue is considered local revenue. And so if the revenue if
047local revenue is comes in below what would be allocated to us through the state school fund based on ADM and a few other factors then um it is adjusted by the state and the state fills in that gap >> and that's why we haven't seen an instate school fund is because the amount we get from the timber always exceeds that amount. So we do not see any state school fun stuff >> and that's showed in number three there. >> I'm sorry. >> That's okay. So when our temp revenue exceeds it then we get to retain that and that's that is what has been building our reserves over the years. Um so this is a graph um talking about enrollment. The school enrollment is in orange and the FTE full-time equivalent staff is in blue. Just
048kind of a good visual to show where we're at. And you can see there um student enrollment in 2021 that was during the pandemic. Um just a little information. I pulled this because I thought this was interesting to compare us to other school districts in our area. This is kind of our class size, our student per teacher FTE comparison. So you can see on the far left is the Rineer School District. They have um 17.85 students per FTE and Juul is down there at 7.14. And the average for this this group is 14.32. We also wanted to talk about where um the money from fiscal year 26 that we're currently in is going. 67.87% 87% is going to staff and that's salaries and benefits and 32.13 is for all other categories. This is just the
049same information that was in the board packet just so everyone can see. Um what we want to look at is in the middle the yellow um the year-to- date state sources that is our timber revenue on the far left in the blue is at this time this um the timber revenue the middle one is 2025 the yellow and then you can see the blue there is 2026 so it shows our >> revenue is declined. >> Already half the revenue we were in two years ago already. >> And then here's our year-to- date expenditures. Um year-to- date salaries, 2.5 million. Year-to- date purchase services. This also includes sub services $555,000. Supplies, materials, 223,000. Are you ready for me to show that final slide? >> Yeah, it's going to mention, you know, it's like the uh salaries
050and benefits, everything is going up. Same thing in insurance costs. We don't have those numbers yet. I know we're getting close to that information. Those costs are also going up as well. Um and just in general, insurance district, but also for health insurance, but for everybody in the district, everything's rising. And so you've got student enrollment decline, you've got financial decline, you've got um staff um amounts still very high and it's the gap is just getting wider and wider. >> Okay. So I'll go on to the next section. Yeah, >> want you. Yeah, that's fine. Um so the purpose I'm going to just summarize some of the things I put together. So the district uh this is for me. The district must proactively address the widening gap between current staffing levels and declining enrollment trends
051to ensure long-term fiscal stability, align operational capacity with projected revenues is necessary to initiate a reduction in force. This is my recommendation. This adjustment will involve the consolidation. I want you to hear this very clearly that this adjustment will involve a consolidation and elimination of specific course offerings. I'm not talking programs, talking course offerings based on current enrollment data. Uh the decisions are guided by our commitment to prior prioritizing student learning, academic excellence and core programming while ensuring that all staffing adjustments should adhere to the collective bargaining agreement CBA uh guidelines to maintain fairness and minimize the impact on student outcomes. Uh some of the principles the guiding principles that have led my work in the last couple weeks here uh is following CBA seniority and lensure rules. uh staff reductions occur accordingly to seniority
052lensure endorsement areas consistent with Oregon law which I've been working with quite a bit the last couple weeks and the general education association agreements and the OCA as well uh priorities priorities excuse me uh maintaining academic readiness our core programs which are very solid in the district CT opportunities that is a major push through the state of Oregon maintaining CT opportunities extracurricular activities athletics arts student clubs and uh provide social emotional support as program as programmatic anchors for the district. I am not looking to reduce, excuse me, I'm not looking to eliminate programs for the district. I want to express that again. I'm not looking to eliminate programs for the district. I'd like to provide the programs that we have here in the district. It might look a little different with some consolidations taking place,
053but I'd like to continue to provide the same um programs we have in the district for our students. uh consolidate low enrollment classes. Phase out or merge classes serving the few students when support can be provided through existing systemsclasses and then using grants strategically maximize student investment account which also took a hit this year statewide made it middle of the year. Uh ISO success that also took a hit and we also took hits on both those grants. Those are large grants. one is uh 200 almost 200 something 10,000 or so for the district SAA high school success but we wrong 60,000ish or so uh and then the early childhood literacy success grant which comes in about 570,000 or so as well and being very strategic about how we utilize those funds we have utilized them
054for staffing to some degree over the years but we uh we've been pretty creative with them over the years but at this point uh my recommendation is follow suit with pretty much every other district in class county which is utilize these funds to help pay for some FTE in the district here. Um proposed reduction I have 5.0 FTE for certify that bring it when I give you these amounts I want you to understand these this is general right in the middle of the numbers this is not accurate amounts this is just in the general give you the context of my numbers here 5.0 FT certified which saves about 590,000 um remember that number is going to adjust depend on what happens if we move forward uh 4 4.0 0 FD classified staff that's 210,000 uh.5
055FD non-rep staff that is 40,000 it brings a total to 840,000 um that is roughly the gap albeit this is for next year that is the gap that I feel we'd have to make up between 750 and I'm just throwing out about 850,000 to equalize to the state school fund level um programs as I said before would remain. We would have the programs we have now. You still have band, you still have sports, you still have a, you still have construction um but the consolidation aspect from K all the way through 12 would be considered very much so. Um to provide what we need for our students uh and keep that impact very very very minimal for them here. And I just put on my little note here. um collective bargain agreement alignment staff reductions
056as I mentioned before we follow the language by state law and also what's within the contract for OCA and also the JA and then reassignments aligned with lensure requirements if needed as well. So that is that is my proposal. I know there's a resolution also that has the gist of basically most of these items on here but that's that's my presentation. you guys have any questions obviously please please share and if I can answer them today I'll definitely take notes but I will be happy to answer whatever >> there discussion I don't know what to say I mean it's just not there >> is money's not there >> it's the money's not there I mean I just I'm devastated by this >> I'm looking at my staff who love. I mean, I love my staff.
057Um, look in all your eyes. I mean, this is, as I said, this is the most unprofessional word you're going to hear me say. This sucks. Um, I have a responsibility rather than the district. It's my job. And my job comes first. My heart breaks. It really, really breaks. Well, I will probably I'll have the vice chair um take the vote and so we will need to read the resolution if it's to read the full resolution. Jules School District number eight, resolution number 2025-2026-01 resolution authorizing a reduction in force and program reductions. Whereas the board of directors of Jules School District number eight, the district has the authority and responsibility under Oregon law OS 332.072 and OS 342.934 to manage the district's programs and personnel in a manner that ensures fiscal stability and educational quality.
058And whereas the district has experienced a significant DEP decline in student enrollment dropping from 145 students to a current 110 students a 24.1% reduction since the CO 19 pandemic. While staffing levels of 40 to 40 40-45 employees have remained relatively unchanged for a couple of decades. And whereas the current student to staff ratios no longer aligns with the stu the district's student enrollment operational needs or the realities of its projected declining revenue. hand. Whereas the district receives nearly 100% of its operating budget from local revenue, state timber rather than the Oregon State School Fund, making the budget uniquely uniquely sensitive to fluctuations in logging receipts. And whereas the district budgeted 3,600,000 in re timber revenue for the 2025 in 2026 school year, but hasn't received only but has only received 1,392,000 through the first two
059quarters, leaving a potential deficit exceeding $2 million for their current fiscal year. And whereas additional external factors including the implementation of the habitat conservation plan HCP has significantly restricted timber harvests leading to a foreseeable and potentially permanent reduction in the robust historical revenues revenue levels the district has relied upon for decades. And whereas the district faced additional mid-year reductions in the state level grants, including the student investment account, SIA, and high school success rate. And whereas the board finds the lack of funds and and an administrative decision leading to an elimination or adjustment of certain classes due to current student enrollment including class consolidation necessitate a reduction in force for the 2026 2027 school year. Now therefore be it resolved by the school dis by the school board of directors Jula school district number eight.
060Number one determination of necessity. The board hereby determines that a riff or RAIF reduction in force for the 2026 school year is necessary due to a projected lack of funds and administrative decisions to consolidate classes and programs to align with student enrollment. Number two, authorization of reductions. The superintendent is authorized and directed to implement a reduction of the following FTE effective June 30th, 2026. Um 9.5 FTE licensed certified staff classified non-represented staff. Number three, procedure for reductions. The superintendent is authorized to take all the actions to actions the superintendent deems necessary or advisable to implement the reduction enforced procedures. No further action by the board is necessary. All reductions shall be conducted in accordance with Oregon revised statutes OS 342.934 applicable collective bargaining agreements and board policy for the licensed staff retention shall align with
061the with the state law and collective bargaining agreement with the Jules school education association for class for classified staff. Reductions shall follow the seniority and layoff provisions outlined in the collective bargaining agreement with the chapter with chapter one 45 of the Oregon school employees association. Number four, notice to employees. The superintendent or its design will provide written notice to all affected employees in accordance with the contractual and statutory timelines. Number five, notice to associations. The district shall provide for the notice to the Juul Education Association, JEA, and the chapter 145 of the Oregon School Employees Association, OSEA, regarding these reductions as required by law. Number six, administration administrative authority. Superintendent is authorized to take all necessary steps to reorganize schedules, consolidate classes from the elementary through high school, and res reassign remaining staff to ensure
062the continued delivery of the student the district's core educational mission. This resolution is intended to assist the superintendent in addressing the uniquely challenging financial circumstances of that the district faces for the 2026 fiscal year. uh the 2027 fiscal year. >> It's adopted by the board of directors of the Jewel School District number eight this 16th day of 2026. Mike >> sustained. Yes. >> Dedric. >> Yes. >> And James. >> Yes. >> Thank you guys. That is not anything any of us want to do. None of that makes it any better for anybody else. But then there's it is our number one responsibility to be physically responsible with the district's funds. And when we see a wall coming, we have to do whatever we can to try to curve and prolong what we can. That was
063bringing us to 9.0 superintendent reports. 9.1 community organizations active in a disaster. I apologize. I do not remember the exact date this group came out. I um they wrote back to me on a on a larger level recently. So uh co-ad is communities in action and disasters. So, I know with the safety team, the district has been working on building our emergency operation plan. I've been giving updates to the board regularly with that as well. Um, and we talked about looking what that looks like in terms of supporting our district and our community moving forward going for some operation that is in effect some sort of how we move forward. Um, this group did reach out and wanted to provide some supports. Uh, COAD is a it's called again community in action and disaster. It's
064a network of community uh based organizations that collaborate to coordinate resources and support before, during, and after a disaster. And uh so I met with three individuals. Uh Jennifer Melo from OSU, I don't know if anyone else knows these individuals. Jen Mson, she's Clicker County Emergency Management, CCM, and then uh the guy I worked with specifically, she might give me her last name. Her name is Jack. Um, and these individuals came out uh and wanted to know about emergency operation plan and how they can support our district moving forward with who we have. This is challenging to get through. I'm sorry. It's very challenging. Um, I'm trying to stay focused. I'll do my best to get through this. Um um as we continue building operation plan, uh they said they can help collaborate and assist
065us with this process with helping helping us find community organiz community based organizations out in the Clton County and Columbia County and help support us uh for any supports we might need in the district uh before, you know, a situation and during one and also after fact. Uh they can help us with identifying uh uh things such as food, food, shelter, transportation, and they are very much aware of where we're located in the coast range here. Um they can help with communitywide drills with school administration leadership to help build relationships with local first responders and community leaders and helping improve communication with these organizations. And they can also help to strengthen our response and efforts overall as we build our our items here. Uh and also unification support assisting in that process with reunification. Um
066they sent me also on the 11th they sent me this uh information here. Uh she said I'm attaching the outline of the working groups that I mentioned uh that they currently now have organized with co-ad. So for each of these areas um and using the example of a potential emergency in Juel or the surrounding area. I would be interested in further digging into both the challenges and the partnership opportunities that exist to serve your students, their families and other local residents who might need help in an emergency. And so I won't go through all these but they have uh different it sounds like these are different teams and different groups that meet on a regular basis. So um the items are physical structures. So there those are groups that will be learning about the current
067state of long-term emergency structures like emergency operation plan structure that we have plan. Uh they have a group for food and water. They have a group for medical support donation management. So you've seen some school districts with fires and whatnot to rebuild after the fact. Um uh volunteer management. It goes on with a few more here and it is that these these groups work together to come up with these community supports whatnot and then they share that information out to the co-ad who is you know Jackie and Jennifer and Jen the three jays and they would work with our district and help support us with whatever our needs might be locally and they like to meet with us to find out what those might be in conjunction with our current operation which is building this
068operation plan and getting in into place for next year. Um I'm looking at as we're working on that already. How can we also help support from the back end as well? Because if I'm being frank, we didn't think about the recovery effort. We were just trying to get through the process of getting through the disaster, unifying families together with kids and and ourselves here with each other and where we need to go. Uh but then we haven't got to the other part, which is what we do after that. So, so I just want you to be aware that that is another side of the organization as we continue to try to build our partnerships uh and bring Juel into Columbia and Cat counties where they have a lot of those supports out in those areas
069and we don't necessarily have them out here outside of fire and uh uh police support station here. Um so I'm trying to get a little bit more buy in with that and open that world to to who we are in Juel. So I just any questions that's fine. just what you'll do with it. That's part of the package I'm bringing into the mix as well here for the rounded package at all. >> Okay, any questions? >> 9.2 contract negotiations >> and then this one is going to be brief. Um so we are working towards uh a four-year potentially four year we haven't discussed how what the term is uh contract negotiations with contract negotiations with the certified staff the teaching staff here. Um they're waiting for this meeting today. They're wanting waiting to find out
070what the uh potential reduction for us move forward what that would look like. Um and I will just mention I didn't get a chance here um and I reference to both the unions that by Friday uh individuals will know by Friday. I have more time than that but um I asked each union rep if they thought before spring break would be the best time to get this done before you know not waiting till after spring break. Um, and so I will work very diligently tomorrow and Wednesday and communicating with legal as well as putting letters and forms together. And then Thursday, we'll be reaching out to um any impacted staff regarding the RAF um not telling them in an email or a letter, but that email and letter that will go to them on Thursday
071is basically saying we're going to schedule a meeting with the superintendent for Friday. And then I'm going to have at least help me build my schedule for Friday uh based off that information and it will be done um in private with myself and a union replic. So um and and then at that point then um you know once Friday's done um it's going to be a challenging day in this district. It's going to be a very challenging day. Um and then contract negotiations I know we're going to pick those up uh right after spring break. Not exactly sure the time frame for that, but we do need to move on that. I just don't know the duration. We've negotiated certified two years ago, classified last year, certified again this year, classified again next year. That's
072four years in a row of negotiations. Uh all because of the HCP not showing not knowing what we're going to be doing. The challenging part about this specific time is we know we don't have any more information than we had prior other than we are continuing to lose money than we did the first round of the certified and last year. classified. It's very hard to negotiate a contract when you don't really know where your money is. So, the best course of action uh as I and we've talked about is that state scope fund that is assure that that we know we will have that support and so this as I said before this is phase one. Um I'm hoping we don't have to go to phase two. Uh but if we don't start dribbling, which
073is what we just did here, dribbling trying to get down to the state school fund, um it's going to be a world of hurt. um very shortly beyond what we're even going to feel here. So, >> do we have any idea when we're going to know about insurance? >> What insurance costs are going to be for next year? >> Health insurance. >> Um um yes and no. By statute, they can't increase it more than I want to say 3.2 or 3.5%. Um, it's just going to be like what are the takeaways that >> you know that OB is negotiating with MOD with is how I understand that process to work. We are kind of working on some other alternative uh insurance situation >> because that's a big chunk. I think the other thing is a
074potential option for the district to look at which should help save some funds. >> Our liability is higher. >> What was that? >> Our liability insurance is higher. >> Okay. 10.0. >> No. Is that going to give the staff time? Isn't there a workshop coming up for future staff teachers? >> I'm sorry. >> Isn't there a workshop coming up where teachers can go out and put their applications in and that like this week coming up? >> Yeah. I mean, this Thursday is this Thursday is one of the ones. Yeah, there's one going around >> a really big one and they put 10 other schools in Portland closing. >> Yeah. And the ones in that one is in Salem. Yeah. This Thursday and that one they do on the website produce a list, a massive list.
075Uh it may take them about a week or two. the the place down in Salem and it's the state hired in very for education and they do push a whole bunch of information out through there. So then that I believe that list at least in my understanding last year they sent it out about a month a month a couple weeks after effect of all the people hiring and there yeah and obviously I'll be more than happy to provide letters all sorts of stuff whatever to help our people here get on their feet as fast as possible. I just want to say nobody did anything wrong. Nobody's done anything wrong. I don't want our staff feelings if they've done anything wrong at all. >> No, I think they hopefully they know how much we've been fighting
076with the state in every aspect and we can legally to try to copy down this road that we're in. >> I think I think everybody walking out without saying anything. I think that speaks the biggest volume. They they have to understand. They understand. And if they didn't, it would be louder. They would be loud about it. I guarantee that >> they didn't disagree with it to some degree. It's not fair. It's not fair. And but nobody ever said it was. >> Life's not fair. >> Just didn't want to lose that opportunity. >> Yeah. >> I wanted notice possible to be able to get, you know, be first in line if they like Thursday. >> Yeah. And I I've got to I got to be honest with you. I've got a protective dispute as well through
077the process. It's a very legal process and that's my number one thing because I know it was requested that can I have this done by tomorrow and I'll be honest with you I cannot have this all done by tomorrow it's an impossible task for me to get that wrapped up. Um and then yeah I can't I can't get it all done one day and I said if I can get it done sooner than that Thursday to get the information out there I'll do my best but I I can't I can't get it all done in two days because I have to contact all my legal counsel. I gota contact TSPC, you know, lens year and all those things and make sure I get everybody alignment and just because I gonna call them doesn't mean they're
078gonna answer. That was my issue in the last couple weeks getting all this other stuff together. Uh just getting everybody coordinated um as best I can. Um and like I said, I'll do my best to get it done. But I Friday is what I've been touting for over a week and a half at this point. It's just when the FT numbers came out, that's when people like, "Oh, we got to know by Tuesday." But I had to keep the district protective. I I can't screw this up. I got to make sure I I'm solid when I go into those meetings with the letters that I have that have been vetted by everybody and that the district is making good notes because if you get a grievance, which is I don't look at a grievance as
079a bad thing. I look as oh there could be some mistakes or misunderstanding. I do go back and try to correct that. Uh and I'm doing my best to make sure that there's no grievance, but I can't tell you there won't be one. you know, we could have somebody disagree with something and we may have to defend it as a district and I'll I'll do my work on all that, but it doesn't mean we won't get a grievance of some sort down the road. So, but that's yeah, and Friday I think is four more days. I think that's I think that's where I'm going to line. I still think that's where we'll be. And then staff are wanting time over spring break to do what you're talking about, which is getting out there and I
080will sit up all Friday night. I'll do Saturday. I mean, I get letters out whatever they want. I don't talk to them. I will provide whatever they need for supports to get them launching and going. >> I don't want to hold them up. >> When is our court date for the >> date is Wednesday. >> That's this Wednesday. >> So, I will be traveling down. I'll be leaving about 5 10:45 5 in the morning. It's Wednesday. And at some point, I do want to give the board an empathy about that one. Um, I will be meeting our attorney down there. I won't give two specifics right now because I've been able to step with him in a public session, but uh that appeals which I believe was been a year ago from this past October.
081Um this is what you know we've been waiting for. Uh but I do have a number of questions that I'm going to after the fact talk to him. I already called him today and said when when this is done I have some things I want to talk to you about that I did not want to talk to you about before the case goes forward. Um and then I would like to have another conversation with the board right after this case. Um, so I will I mean I'll be definitely we'll be I mean I'm definitely chatting with you for sure about that. >> When I say shouting with him, I'm asking I'm going to be asking you now each one of you individually have some conversation. >> Okay, clarification. >> Can I ask a question? Do
082we have a actual consolidation plan for classes and like an expected date when staff can know what that cons consolidation is going to look like? >> You're talking about you're talking about the alignment for what staff may be doing next year. >> Yeah. And like the combination of classes just as someone who has to support all of those classrooms. >> I have. So Sam and I have already told Mr. White and I uh we're going to be working tomorrow. I told him I'm going to be bringing him in. We need a little bit of time in the morning just a little bit to get going. But we're going to be in there going through all the aspects of that. Um, so as much as we'll be calling individuals about, you know, the RF process and
083when we get back from spring break, as I don't think we're going to have all the time to get this all done for spring break, we get back from spring break, then we're going to have uh conversations with those staff that will have impact who have positions here, but it may need to be altered, classes may need to be whatever may be consolidated. Uh, so they're very much aware also. So again being transparent that if they decide that this isn't for me that they can also decide if that's what they want to stay in the district. I'm just being transparent about that. Uh or the other side of it which is okay thank you I have time prepared for this. I have time to to whatever it might be. So as much as those that'll
084be here yeah there'll be some impacts potentially on that. >> Okay. And then with the separation that we did between all three of the schools and how hard and fast we've been about keeping them separated. And then with our classes going back to being combined because right now we have each class has its own entity between preK to 12. Are the parents of the students that are going to be in combination classes, are they going to be notified before the school year starts? >> Um Oh, you're talking I'm sorry. you're talking about like if we blend four combined or if we've got six seven >> yeah there is going there will be there'll be notification out this week to our community excuse me about what's taking place tonight I'll be sending one to the press
085as well um and I'll reference to them I'm not going to rush this but I will send something to them um everybody over the next couple days uh notifying them also about when there's changes deciding upon how this going to impact here in the district that they're very much well aware what's going to take place. So if we just decided to just throwing something out, I'm not saying that's what it is, but if we blow like a K1 or something or we blend a three, four years ago, 345, which I'm not jumping into that vote, but uh but if we did something, yes, I would give them heads up on that one. And I wouldn't be waiting very long after spring break, um that would be my I mean that would be my context in
086the next week or two after that, letting them know about some of the changes here in the district. Yeah. Yeah. My hope is to have all this defined honestly, Mr. White, before I walk out the door. um spring break to have all the class stuff structured, figured out, but I need to make sure we're taking care of our staff who are under this process we just did today by Friday and then we'll work with the rest of the staff when we get back to spring break. >> And then just one other thing after having talked with the staff or what Ryan said, um they do understand and I think having more information about what it's going to look like next year will be super helpful to them because right now I think a lot of
087the stress frustrations are coming from not knowing. on the frustrations in all respect as well is I couldn't make a decision until the board gave an okay because the board decided not to approve what I said. Everything I would have everything I in my mind was out there the heartache would have been just magnified tenfold. So I could not move until the board give that approval. I can see the frustrations. I understand. Yeah, I understand. Good morning director's time. >> Well, it was started off nice with a lot of activity coming from Sam. >> Um had a good moment going on there. I'll just go right down to it is a we know hoping that we'd never get to this point realistically something majorly turned around but we haven't done it. We only have five
088years probably if we continued on our path. If we made it five years, we'd be right back to nothing. No school would really be hurting if we didn't. So, I don't think it was a wrong decision by no means again to make these decisions even though I don't agree with how we're doing it, but he's someone that has to make those decisions. So that's all I got. Dr. Drew, >> I just want to say it's it's horrible what we had to do. I mean, it just I just want to cry right now. This is not was not an easy decision to do because these are our friends, our neighbors, the kids. We've watched these kids grow up. It is extremely difficult to have done this. And I just want everybody to know that it's with
089a very heavy heart that we had to do this, but we have to protect our school and the remaining kids that we have and make it the best place that we can with what we're going to have. And hopefully by a miracle something will change and things will turn around and get better. And when things get better, then we can look at a different scenario with this. That's all I want to say. >> Yeah, I agree. I don't uh hold your comments. We never would have figured this was a decision we'd be doing five years ago. You know, that we've been battling this for four plus years now. >> We've been battling this for longer. They have always wanted >> the state the state has always tried to figure out a way to get the
090timber money out of the from jewel particularly but um we didn't really think it was going to be happen. >> Yeah. So, you know, this is a this is a horrible reality that the board has to, you know, our job and be physically responsible for our district and uh we we had no choice really to to push this forward and the burden lay, you know, laying on Corey to make these tough decisions with staff is, you know, well, all we can do now is hopefully we can get them the information as soon as they can to help them find another career or get them into whatever they need to do. >> That's my biggest I I hope they understand that they, you know, we've been dealing with this. It I know they kind of do,
091but at the same time to see everybody get up and leave before we can really kind of talk about what's kind of, you know, what we've been dealing with, it's it's tough. But, um, I get it. I'm glad they're I'm glad I'm glad they showed up tonight in unity for one another. And uh because there's you know there's people in the community that are going to lose jobs you know so it's it's going to be affected and throughout everybody >> yeah director yeah there was a another option >> to look at we' have looked at it and you know I guarantee we would have made a decision with a with a better option. There's no other there's no other option. There just isn't another one. >> Not with what we have on the table right
092now. >> It's unfortunate. It's the definitely the hardest decision I've ever had to make. Um, one of them in general. Um, you know, making decisions like that on on people's livelihoods. Like you said, it's members of our community. Um, it's your neighbors. It's their kids. Everybody in the school district will feel that decision moving forward. Every single person. It's not fair. Um Sam, thank you for your providing your feedback on PD time. That that information was helpful. Um and I absolutely think that we need to hear um the parents input on adopting the new schedule. I think that's important and I and I think it's it's almost in a way wrong that we haven't put it out there yet to them. So, we need to get that out there. Um I I wanted to start
093with something positive which is Sam thanks for sharing all the wonderful activities the kids have been doing and it's super exciting to see the band out there achieving things and our wrestler. Woohoo. That's just really ph phenomenal. Um you know we're all we're all shocked that it came to this. Not that we didn't expect it because we could see it happening. Cory's done an exemplary job of keeping his eye on the ball, keeping us informed. Um, the shock is emotional, not intellectual for me. Um, and as it's been pointed out, we all here are affected and I the community especially. I I pray that it doesn't impact enrollment further. I know that's a potential. Um but the fact that we have a wonderfully functioning school with such dedicated professionals doing their best. Um I anticipate
094that we will be able to support each other through the grieving process and the transition and all the changes and there's going to be more I'm sure. Um, but I am encouraged with our leadership and Corey, my heart goes out to you. You've really got the biggest burden right now. Um, as I see it and, um, my thoughts are with you for all these things that you have to tackle right now. I appreciate you very much and we'll keep coming and doing the work necessary to keep this wonderful little place going. Thank you. Thank you. Item 12, um items for future meeting. 12.1 HP 3038 panic alarm system update and 12.2 superintendent evaluation coming up in April. That I'll take a motion to adjurnn. Make a motion to adjurnn. You have a second. I'll second.
095>> Yes. >> Eddie Drew, >> yes. TJ, >> yes. >> DJ, yes. >> 7.1. Thank you everybody.