001We'll go ahead and call the order at >> 6 p.m. [clears throat] Americ call. >> Mike Wman here. >> Eddie Drew here. Ethox >> here. Ryan >> here. Song here. >> Thank you. 3.0 board approval changes to the consent agenda. >> There's no discussion. I'll take a motion to approve the consent agenda. >> Motion we approve the consent agenda >> which made by Director Dietrich. Do we have a second? >> I'll second. >> Second by director Drew. >> All in favor? Roll call vote, please. >> Is that for all three of these here? 3.1 for all three. >> I will sustain on 3.2. >> Interest in there. And secondly, I don't agree with it. >> Do you want to have any discussion on that on 3.2? >> Yeah. >> I just found interest in it.
002So, >> oh, I got it. First of all, I don't agree with the list, but I can't talk about it here. >> Anyway, yes. >> Hey, 4.0 public comment. We >> have anybody signed up for public comment? 5.0 FFA update. >> Come on up. >> Hey, >> how you doing? >> Good. How are you? [laughter] >> Your mic on? >> Yes. So, um, thanks for having me. And I kind of have a mouthful, so I'll try to do my best. Okay. Um, I'm just letting you guys know we have 39 registered FFA members now. Uh, that does include middle school, which is pretty cool. You do six through uh seniors, but we only have seven through seniors signed up so far. Um, we have uh support uh incredible support from Pastorian FFA. I feel like
003I told you that last time. Um, but they um supported us on all our startup costs and they're supporting us on our hotel rooms for state convention this year. >> Um, Tess and Charlie Hall have just been really amazing mentors and I talk to them weekly and they're just helping me through this whole process which has been really great. Um students have participated in two FFA events this year. Um one was a s a food science competition and the other was a public speaking event in January. Um and then they'll be partaking in um a couple more this spring. So we have our state convention in March which is a 4-day event. And then we have a vet science dairy evalu county fairgrounds in April as well as a forestry uh competition at the end
004of April. Um we had four students go to the natural resource center. I think that Mr. Peterson kind of gave you a heads up on that last month. Um they all volunteered to do that service for our school. Um and one of which was solely. Thank you so much. Um, and they sold necklaces and they stood at our booth and they helped clean up and they just worked for four to five hours and really showed our school in a really awesome light and um, and we got some really good feedback from people at that event. there was like 700 people and many of them came up and just talked about how great our students were and how kind and welcoming they were and so that was really special. Um they are going to be donating
005us some money from that event. So our students really help us raise quite a bit of money. We don't know how much yet. Um I've been told it's going to be offered um like at our banquet this year which will hopefully be in May. We don't have an exact date yet but that was pretty awesome. Um it is FFA week starting to uh started on Saturday and um with that we kicked things off today by starting a planting of an orchard up by the production garden. Um Will Davyy, our PE teacher, donated like 24 trees that he grafted to us uh to the school. And so we got out there first thing this morning and we worked for three hours and we got two trees planted. [laughter] So, we just have 22 trees to go.
006[laughter] So, um yeah, it's been a pretty fun start to the week. Um I just want to say thank you to Heavenly Frampton. She's right behind me talking tonight. She has been at every event we've had so far and volunteered to come tonight um to speak on behalf of FFA and we're planning a week for us. So, um just really happy to have her here. Thanks. Uh, and Titus Conno went to our county commissioner meeting last week and did a little presentation for us, um, for FFA virtual last week and so that was pretty awesome as well. So, um, couple things about our partnerships that we are working on. So, Brian Sternen, maybe you know him, um, Tammy said, uh, he is, um, he will be doing a project with us, uh, with the students.
007So, they're going to be maintaining and monitoring um a very large portion of a riparian tree planting that they did quite a few years ago that um needs a little help with weeding and then documenting plant species and then how many survived. And so, we're going to be taking the students out there to do one session at least this spring and then we'll continue doing that work with them for hopefully many years to come. That was pretty cool. Thanks, Brian. Uh, and then in October we met with Brad uh I don't I think I'm saying his last name wrong. Sorry. Katon if anyone knows him. Will Bennett and Tony Rudolfphie and they are all with OFF and they hosted us up Epson Road and we planted 300 trees. And then um we're currently working with
008them on an FFA um uh competition with some help because I don't know how to do timber cruising. So, they're going to help our students learn how to timber bruise and use some proper use of tools because I also have a general idea of the tools, but um they're going to come out and actually add some professional guidance on that. So, that'll be nice. Um and then one more thing Brian had mentioned at the beginning of the year was doing a long-term force management plan for Jules School. And so, um Connor by our high school math teacher and I've been working on a forestry unit that um I'm done with my side and he's still working on his side. We're going to roll that out probably at the beginning of next year. Um, and that
009hopefully will help you all make some decisions about a forest that is on our property. Um, so that'll be a longterm project because we got a lot of forest here. But, um, anyways, that's kind of exciting, too. Uh, okay. And then about the grants and all other stuff. So, the revitalization grant um which is the one I talked about for the weld shop um that was supposed to be released in it was supposed to be released in August and then turned in by October. Um it was never released and that's that was like 250,000. Um so it's kind of been a bummer for money getting a well chop going. Um but they did send us the most recent was like two weeks ago which I forwarded to Sam and Mr. Peterson that they think they're
010still going to release it, but it's only going to be like materials. You can't do any kind of building projects now because it's so late. And they've also reduced the funding by like half, but 125,000 if that's still on the table would be really good for getting well going probably overly enough. Um, so that would be pretty cool. Uh, hopefully they open it. Um, and then the last is that tractor grant I talked about. We didn't get it. Dang it. But um we did put in for two other grants. One was the Patrick Lehi grant um which is USDA and that would fund a very large greenhouse for our program. Um we will hear back from that in June. And um yeah, it would be a pretty significant amount. And then the ODF farm to
011school grant, we also reapplied for that one on the larger scale this time and that would help fund our garden program infrastructure and all that kind of stuff. And um hopefully we get both of them. Um so I think that's all I have. >> Hey Martha, thank you for playing for all those as well. I mean that's that's a lot of work. >> Yeah, it was it was a good learning curve on the USDA grant. >> Tammy, thank you. There's [laughter] a lot of work on that one. So, um, yeah, I don't I'm pretty sure I'm missing something, but that's kind of the reports from the FFA side and bag side. And our students are just killing it. >> Yeah, they're just doing so good outside and no complaints this morning for three hours. I
012say that was awesome. Just embracing the weather. [laughter] >> So, where is conference going to be this year? >> It's in Revenant. >> Oh, yep. At the expo there. Yeah. >> So it's a overnighter. >> It's a it's a four day three nights. So the fact that I story funded our programs kind of awesome. >> So if you ever meet any of those folks, please say thank you. Okay. And anybody else have questions? >> Did you say 39 registered? >> Yeah. >> Wow. >> I know. Pretty cool. >> Wow. They don't really like honestly they don't have a choice because if they're in ACT class they just get >> Yeah. Okay. >> But it's still almost half our school. >> That's what I was looking for. >> Yeah, pretty much. >> We're only at seven.
013>> Yeah. >> I'm trying to figure out how they plan 300 about only two years. >> It was raining. >> That day it was like they made work. I they have a whole system to it and they got all the kids set up and >> Cool. >> yeah. >> What kind of trees are you planting up here? >> They're all apple and there's many varieties. Um and most of which are going to be like dwarf and semiw. >> Yeah, >> we are. >> What's that? >> We are at Temper School District. >> Timber. I know. I'm sorry. We got to have some food in there though, too. >> That's all penc up there, Craig. Um, it will be each individual one will be fed because we didn't have funding for the fencing, but it'll be
014fine. We'll see how they'll do with it. >> I'll tell you how they do. [laughter] >> I'd reach out to Brian on some fencing. There you go. >> That'll be the next report. I'll tell you how many. >> All right. >> Oh, should I really? >> Yeah. >> Oh, I sure will. Oh, um, one more thing about the welding. Uh, does anybody I know that, um, there was some mention of I don't want to max anyone out on asking too much, but I would really like to get someone in to look at the equipment and I think you all might have closer welding people in your life than me. Um, my welding people are my dad and he is very far away and my brother. So, um I just want someone to come in and
015look and I don't um Carl Norman's been so awesome. I know he's a busy guy and I feel like I don't want to over ask him on things and he worked on that grant with me for the USD USDA grant and so I feel like he volunteered quite a bit of hours trying to figure out funding and how much we would need for that and I just don't want to max him out. So, if anyone >> We'll get a little bit more out of Carl. Yeah. >> You think so? You think I should just call him back? Yeah, >> if it doesn't. >> That was good. That was good. Okay. >> We'll help you. We'll help you get >> I mean, he's so helpful. I just don't want to over ask. So, >> that's where
016we can help. >> Okay. Perfect. >> Okay. Thank you. Okay. >> Thank you. >> Thanks. >> 6.0 FFA student proclam [clears throat] can't pronounce proclamation. Hello. Um, good evening members of the school board, staff, families, and community members. Um, I'm sure some of you know me. I'm Heavenly. I'm a senior here at Juel. Um, this is actually my first year in agriculture class and my first year in FFA. Um, I'm here on behalf of Juul FFA and I'm honored to stand here today as we kick off National FFA week. Um, this year is especially meaning for us because Dual FFA is a newly recharted chapter for the 2025 2026 school year. Um, bringing FFA back to Joel has given students new opportunities for leaders, teammates, and future professionals in agriculture and beyond. Since returning, our
017members have already competed in career development events like food science and the job interviews. We also are preparing to participate in dairy, veterinarian science, nursery, floriculture, and forestry events later this year. These experiences push us to step out of our comfort zones, strengthen our communication skills, and work together as a team. FFA is more than competitions. It's about living out our motto, learning to do, doing to learn, earning to live, and living to serve. We are practicing this every day through hands-on learning and service projects, including the development and support of a school and community garden. That garden helps provide food for students and families while connecting us more deeply to agriculture and to the class of county community. We are proud to represent Juel FFA and grateful for the continued support of our school
018board, staff, families, and community. Thank you for believing in agriculture education and in the students of Juel. At this time, we respectfully ask you to join us in recognizing National FFA Week. >> Okay. Item seven, we do have Dan Goldman and Doug here with Northwest Regional Educational Services to give a little presentation. Come on up. [clears throat] >> Did you guys need to use a projector? >> Super cool. >> Do you have the presentation of your materials? >> Yes, >> you do. So, we'll skip the uh you know your text up here. We'll have to look at it. All right. Good evening board members and uh Superintendent Pearson. My name is Dan Goldman. I'm the superintendent Northwest regional ESD and I've known you uh some for a couple of years now. I'm joined with uh
019joined by Doug Doerty who uh is also one of our uh directors on the Northwest Regional ESD award. and I'm going to turn it over to Doug to start us off. >> Thanks. I think I've met several of you before. Um, Terry Hox, uh, Superintendent Peterson and board members. Like Dan said, I'm Dr. Aerty. Um, I was superintendent at Seaside for 18 plus years. And, uh, was elected uh, five, six, seven years ago to serve as the zone two board member. And let's see if I can do this off the top of my head without looking at my notes. I represent Jewel, Atoria, Warrington, Seaside, Tie, Nasta, um, uh, Neani and uh, Banks and Forest [clears throat] Grove. That's 10. There are 20 school districts in Northwest Regional ESD in the four counties. I represent
02010 of them. There's something wrong with that because there are there are nine board members at the ESD and somehow I represent half of school districts. But uh anyway, the way this works is that I have the opportunity to come out and meet with you uh whenever you ask. And it's just a a pleasure for me to come out to Jewel because I do remember this building being built and uh just everything that went into it. It was truly a community endeavor and it took quite a bit of time but uh it was fun to watch go up. Um like I said we represent uh Hillwood Plats Columbia and Washington counties and serve over 100,000 students. We also have uh uh thousands of kids that are in our um program that's birth through five uh
021age. And this uh large ESD, it's the largest ESD in the state, provides an economy of scale unlike any other uh ESD or educational group in the state of Oregon, which gives us much more bang for our buck when we go out to apply for grants. The diversity within our region is huge. So, we're able to really uh use that and have been awarded uh many many uh state and federal grants each year. Um we're here to present the uh local service plan and the strength of our ESD is in our service plan. Every year the superintendents and I used to do this uh would go off and we'd meet together and the strength of this uh plan is is that the superintendent get to direct the the programs that prior they prioritize sort of
022what we want to see happen and we work with the ESD and the ESD helps us make that happen and they provide the staffing and go out into in the buildings that provide services to students. They're usually our media students and so it's just a huge help to especially smaller rural school districts that can't afford those types of programs. Um the way that it works is that uh the superintendent develop a local service plan. They agree on that. The ESD board then approves the plan and then we ask every school district to come out and uh approve the plan in order for it to get working. Twothirds of the boards of our component school districts uh that make up 50% of student population have to approve that. And that's why we're here tonight. Again this
023year, uh the superintendents met in November and they determined what core services would be made available to to school districts and additional menu of services that they can use as service credits. And I'm sure that your superintendent has explained that they meet regularly. the Class of County Superintendent meet monthly and they decide on how to use how to best use those service credits to uh either collaboratively develop programs or to develop programs within their own school districts with those uh service credits and it also includes the uh student service uh student success act and technical assistance. The local service plan is just one slice of the services that are provided to school districts through the ESD and it doesn't include all the other grants and value added services that we can execute on behalf of
024your school district. And there's information in your packets that help you get more information on that uh to explain more about bread partnerships. This partnership is a strong partnership. um it was approved by all um 20 school district superintendent and that's that's not easy because you're dealing with schools district size from Juel to Beaverton and their needs are very different but they come together and they work to understand each other's needs and really do support one another and they report regularly during their monthly meetings uh and explain sort of how things are going out in there. So, with that, I'm pass the baton over to Dan Golden. >> Right. >> Thanks, D. Okay. Well, I'm uh I'm going to just reference the slides that I'm on just walking through and you know where I'm I'm
025at. Uh I'm going to start here um talking about last year's services and what we're doing in Juel and kind of some of our staffing. It's always a year back with all the data. We haven't done a full year right now. So, I'm on the slide where it says, "Spotlight on data ruled by the numbers." Um, and the slide right before that, there's a little vignette there about one of your students, Cheyenne, who uh benefited from um teachers really involved in um in our attendance uh work that we do across the region. And uh you all smirked and look behind me. Is China here? >> Oh, darn. be pretty about that. Anyway, so there's a little vignette there. Um but uh the next slide has a couple more data points. So um you have 14
026kids last year who participate in our outdoor school program. We are the largest outdoor school provider in the state of Oregon. And so we uh we think that's a fantastic program. Uh that one is uh right now I don't know if we're calling the legislature but that's a program that's uh at risk of um having some severe budget reductions. So we're working to try to uh get some funds restored there but uh it is a great program. We have currently one kid kiddo last year who was in our EIECSE program which is basically special education for birth five kids. U and those little youngsters become your kindergarteners. So, it's a really important program and uh serves kids with usually very very high needs uh in your community. And then uh we have 10 different staff.
027They're not all 10 like full FP, but we have 10 staff who are are K12 special educators who serve kids in your district. So, this is like point one of like an occupational therapist and speech pathologists and school psychologists and those types of positions. um the uh school district contracts with the ESD to provide those services. And that's um when I try to explain to people who ask me what an ESD does because I used to be a school district superintendent. Um and so people ask me like what did you do? Like what why'd you go to the ESD and what do you really do? Special ed is like the easy way to explain one of the easiest ways to explain kind of what ESDs can bring to bear for small communities. Like for instance,
028if you had a student in Jewel who was just like Alica uh like de who is deaf or heart of hearing in order for you to provide the required services for that one student here, you would need about five specialists. So very quickly you can see like you don't have the money for five specialists for one kiddo. But you go across 20 school districts like ours, but as many kids as we serve, there's a lot of deaf uh kids or, you know, enough deaf kids in our whole region where we staff up those resources for for those children. And then um kind of uh have enough staff as a collective to serve kids in your individual districts. So that's like the easy way to describe kind of like the benefit of being in a in
029the large co-op basically. So, we're an education co-op. That's an easy way to think about it. And special ed is a is an easy way to think about the return on investment in the scale um necessary certificates. Alrighty. So, let's move forward. We'll talk about uh the plan for next year. So, I'm gonna I'm not going to do all these slides at y'all, but um I do want to um quickly just talk about what the scope of this particular plan is and what the vote that um we're going to or the motion we're working with and asking to approve tonight. The local service plan um in our region consists of three different areas. There's core services and when we say core, that's like uh just substituting the word co-op. That's uh shared services. The superintendent's
030agreeing. These are things that every school district needs access to. Um and we provide those uh core services. Then there's the menu of services. So um a piece and I'll talk about how the money kind of works here, but that's a chunk of money that goes to every individual school district based on your enrollment. And then you use those funds to purchase services like that occupational therapist example I just gave you. You would purchase those services back from the ESD. And then as uh Doug mentioned, we have this student success plan uh student success act technical assistance plan. It's now called integrated guidance in the law. Actually, I think it's now called integrated programs in the law. They keep changing, you know, the names of stuff down in Salem, but um this is the Student
031Success Act and we get uh we get funding in the Student Success Act basically to provide professional development and support for small districts to fill out all those applications, get uh get the money so that you can um have the uh resources from that grant to do things that we do here uh in Juel with that program. We also do a ton of other stuff. So these this uh like in our budget, this part of our budget makes up about 40% of our overall budget. So not even the majority of our funds, we get a lot of money from the state for big state contracts like the one that Doug mentioned, our birth of five program. Um, so, uh, but that's not part of this plan, but I will talk about those at the end
032because I, um, I shared with the superintendents all the stuff that's on kind of the cut list in Salem right now, and it's a pretty big list of things that school districts get ancillary benefit from. And the superintendents were like, you need to tell our boards about that stuff because they need to know what's going on with the state. So, we'll talk about some of that stuff, but it's not part of the, you know, of this plan, so to speak, and what we're asking you to approve. All right, Doug already talked about the role of the school board. You all have a big role um in approving this um this plan. Um as Doug mentioned, and I'll talk about again the superintendent um unanimously approved uh this plan and would like you to approve it.
033All right. So, I'm at this uh funky little uh slide that has a blue box and a green box and it's basically starts with 4.5% of the state's school fund. So, we are a taxing authority. So, just like uh a school district uh has property taxes and brings in money for the state, um we also are taxing authority. So, for those of you who own your uh own a piece of property, you'll see on your property tax bill, Northwest Regional ESD, it's part of your part of your bill. So, we actually generate revenue for the state school fund. All those monies go down to Salem and then uh ESDs make up when they talk about the state school fund, I know you're not on the state school fund, but when people talk about the state
034school fund, uh ESDs make up 4.5% of the states of the state school fund. So automatically 4.5 comes off goes to ESDs and then those are split up between the 19 ESDs based on enrollment just like school districts um get their state funding when they're in the state school hub. So we're the largest ESD in the state. So we get a about 17 18% of the state school fund comes to Northwest Regional ESD and then that chunk of money, this is how we split things up. Um 10% stays at the ESD because it pays for our buildings and our lights and all the you know basic operations but 90% of those funds are directed by the superintendents and the school boards. Okay. So in our region this is how we do it. This is the
035plan that um that the superintendent uh and myself put together. So 90% of those funds, 75% of that bucket goes into that uh school district account that I talked to you about. That's when Doug said service credits. That's what you use to purchase services or in our ESD, which is not common amongst other ESDs. You can keep the money and not spend it back in ESD. You can do whatever you want with it. Um typically that's not part of the jan. Uh you know ESDs like to get their money back, but we don't care. right? Uh we want you to be able to run the best program we can uh for Julie. 25% of that uh bucket then goes into that core program. So 25% stays at the ESB and then we stand up services
036uh for all of our school districts with that money. And I'll tell you about what those are in the next slide. Not going to do the uh the very next slide. We're going to skip forward. We kind of talked about this stuff um like the superintendent's unanimously approving, etc. But if you go to the slide that says core on the left hand side there's like a blue box and it says corn in it you can see all the things that are in the that 25% that is left over at the ESD. So this the first thing up there says county allocations um that is uh makes up about 30% of the core program and really what happens there is um the for 30% goes directly back into the county. So the class of county superintendents
037meet and they decide how they want to use those funds together. So it's really flexible and the superintendents have a lot of discretion in the region about how those funds are used in in classic and every county does this differently. By the way, in class u you all use those monies to pay for what they uh what we call the consortia class. So if you have a student with very very high special education needs, you can place a student let's say in Warrington Hammond at their consortium classroom. So uh Juel I think has like one student usually or so who is placed in those programs but that again if you were serving that kid here would be very very expensive for you to do. So those districts pull their resources and that's how they use
038that that chunk of money. Um, I always call this the planning sheet because anyone get technology in a school district. Um, you get an amazing return on investment uh in a small school district on the technology side from the ESD because we are very very large as Doug mentioned. So everything in this uh technology bucket here um if you were to pay for these things on your own again you would not have like the economy of scale like like we do. So your internet uh comes from Northwest Regional ESD. We actually have the fiber um that runs across all the place, all the four counties and gets information, you know, going all over the place. We are currently in the process of building a fiber line through Juul. Um so like if your internet gets
039cut off, you'll have a redundant switch and you won't lose service. So um talk about like things that most small districts in the state uh don't get that is a pretty significant undertaking. Um and you can see all this other uh other stuff in here like uh the technical engineering cooperative and that's basically us doing application development. You guys use like uh synergy for your student information system. That all comes uh through the ESD and through this this slide. Uh there's a couple other things here. I won't bore you with the whole jam here. I'll just go over the education program side. um there you have access we grade the core and that integrated program stuff that is at the end that isn't part of this plan but we basically grade those two um funding
040streams and we're able to provide um really qu high quality professional development and things like early literacy which you are heavily involved in with us nth grade success network to make sure kids have success coming into your high school and are tracked to graduate. Um and then uh the attendance work I kind of mentioned before with Cheyenne who's not here. Um and as Doug mentioned, we have a grant writing arm. Uh so like your farm the school uh grant that you got, we were the people who wrote that grant for you. Uh your CT revitalization grant like we write those grants with your um with with you. So we have two people on our grant writing team over you know over 20 school districts. we can actually generate quite a bit of extra money for
041the district. Um, and then we are heavily involved in workforce development uh work as well and uh or Corey is in too many meetings. >> Well, I was in the workforce development I will say emailing up but the email he has the ESD has right now going on it uh very impressive very very impressive. Yeah, very much so. So, our goals there are to really significantly expand access to rural communities for kids to be in um programs that expose them to different careers and get them foot in the door in the careers um that they want to pursue. And so, like, you know, in a small district like like Juel, you don't have like an advanced manufacturing CTE program probably. Um Beverton does. Uh and so we're trying to figure out how to bridge these
042gaps for kids enrol participate in all kinds of programs. All right. So the menu of services there is a lot here. I am definitely not reading the slides to you all. You've had the packet but you can see that we have a lot of um services in our just our general administration. Um when I first started the ESB uh you guys had Tara Van Dijk doing your budget out here. Terra is uh our uh business uh uh business administrator for us. Uh so those are uh kinds of things that you can purchase through the ESD. Um investigation services you have used the ESD in the past. Uh those types of things. Um we've talked about early learning. One thing that you can purchase and you do all 20 districts purchase from us are the evaluation
043services for early childhood. So when a doctor sees a kid in your community, he's like, "That kid needs to be evaluated because they probably have a disability." We do that evaluation. So that's another um thing that you participate in. Our education programs u you can see a full list of things that are available to purchase there. One of those things will be outdoor school um which you all participate in as an example of the kinds of things that purchase um through us. K12 special ed we talked a lot about tonight. You can see um all the kinds of things that we provide uh uh in terms of special education, occupational therapy, speech uh therapists, etc. Uh technology, these are things that um uh districts purchase on top of that core program like you're not purchasing
044internet from us. Um but you uh do uh purchase some other uh pieces. So for instance like the finance software um our ERP pro or we used to call it I visions um which does all your financial software stuff you all purchase that almost all of our districts except for Beaverton and Hillsboro who were big enough to have their own purchase those services from us um as an example. [laughter] Okay. Um now I've been talking for a long time. So before I get into stuff that's not in the plan, I just would love to take any questions if you have it. And then I'll get into the other stuff, too. >> I seen somebody behind you that I'd be pretty interested in your grant writing help. >> Well, let's do it. >> Can I I
045add to that right now? >> Sure. Christian at Northwest BSD did collaborate with me on the USDA and OD this year, but this was our first year doing it and she's awesome. Can't wait to do it again. >> Thankful. I'll let Kristen know. She is something. Um, so moving forward, this is the stuff that the superintendents really wanted me to share with y'all. So, um you'll see on the next slide um some of the uh of all of the things that we provide to you with the SSA uh technical assistance grant. Um you can see the in grade success the things that we've already talked about the early literacy supports we we breed funding um from the SSA from the core and also what's called the regional educator network. Those are three distinct grants from
046OD. And one of the things that we do with those funds is we do a early literacy support for districts. So you all are part of our lit early literacy um group and we provide training but also co coaching here at the school um to help increase rates of literacy in uh your K1, two and three classrooms. if the cuts that are being proposed from OD right now because one of the big cuts is that regional educator network um program if that were to go away our earliest literacy supports would take a really really big hit and so superintendent wanted me to make sure that y'all knew that um that would be really bad and so we're we're working uh hard down in sound right now to make sure that that doesn't happen but you
047don't know until the the session is over and then the next slide with a lot of uh words on it are other grant funded and value add programs and here you see a ton of yellow. Um, so these are all things that are on the uh cut list, so to speak, from the Department of Education. Things like our attendance services like they talked about. Um, our childcare resource and referral program, which uh is only out here in Class of Columbia and Tiele, that's uh we train and provide support to child care uh providers. So, not in a school setting usually, but just your mom and pop child care centers to make sure that they are high quality and getting the resources that they need to stay open. Um, and a whole bunch of other stuff
048here. I think I'll just mention um again uh you all uh are participating quite a lot in our mentoring program. So, we provide mentoring supports to districts. So your new teachers are in with our mentors or in some districts they have a mentor and they but they don't get supported. So we support that mentor to actually do a good job with an office teachers. You all uh participate quite a heavily in that program with us. Um our instructional coaching network which is basically our professional development network for uh for districts. Um that's also funded there as well. Um and uh and then the last thing I'll mention is the STEM uh is the STEM hub. Uh so the STEMH hub provides uh some kids and other kinds of things and activities for kids to be
049um uh involved in science and technology, engineering, mathematics, and those are all things right now that are up in the air uh with the department of ed. Um, I'm not I if uh I were here with you a month ago, I've been much more nervous about these. That last f uh uh forecast um for the state was more positive than we were expecting. And so I don't think that these things are in as dire straits, but you don't like I said before, you don't really know until you know uh until the session's over. So with that, that's the last slide I think. Yeah, that's the last slot before the motion. So, with that, we're happy to take any questions um and talk about anything investigated. I mean, we may not have a student who needs
050this stuff. Yeah. Yes. Um like if you have no need to purchase that service for like let's say you have no deaf kids in my my past example, you wouldn't purchase those services. >> We could use that money to do something else where we have students that need that. >> You can you can use that money for anything you want or you can take it in your general fund. um if there wasn't any need for these services. Typically the small districts spend actually more PSD than you get just because we provide so many services that you can't >> Oh, absolutely. But I'm sure there's some that we don't need. >> Yeah. You do not buy all of this stuff. >> Okay. >> I think the clarification for the last year also we talked about that
051because some of these questions came up also around the core uh with the idea that you know the core is something that provide for all districts whether we need it or not. I think that was confusing where some of the board members last year wondering why would we have to have a service that we don't need and explain that last year. So that's the trick of um being in an ESD with Beaverton and Hillsboro and small districts. >> There has to be something for everybody in the court in order for you know like every single thing in the court is used heavily by a number by a large number of districts. That's kind of like the litmus is but I don't think there's anything in the core that all 20 school districts use. But if
052it's like highly underutilized, we basically decide as a group to take it out of the core and put it on purchase services so people can buy it if they want it. So everything that bucket is really highly utilized across across the region. Yeah, I think last year the we do we know what we spend or what is the what does it cost our district yearly? I mean it depends on what we're >> I think what we're actually purchasing purchasing. >> Crazy thing about the internet is it tell you all kinds of answers stuff. So >> give me a second but I'm gonna do it. Isn't that the ninth grade success network is something we have? >> Is that >> the ninth grade success network? >> Uh that's nth grade Annie is Annie Trunks. I think
053that was before. Uh we didn't realize that last year. No, we did not. No, we had her in the district here, but and no offense to ESD. Uh but what was formulated with teams and how what we had going on with the district at the time was not going to fit our our style in the district at that time. And she and I talked about that in depth. She was in the district talking about it. We have 31 high schools that participate in that program. So that's why it's like it's just highly highly utilized. But you know, not everything works for everybody. >> And it's no secret that we've lost a lot of money to give revenge. >> Yeah, we are. And um I'll let you know and I don't know if Corey will let
054you know um we have testified on behalf of your district um in Salem and trying to push very hard for uh our rural communities in Classic County to maintain their timber revenues and recoup on some of that. So just in Salem two weeks ago uh testifying um against those changes. Uh I overpromise and under deliver. It's like the worst thing. I'm not sure I can pull that up with for you, but I get to that information back to Corey in terms of like whether you're spending more or less than what you get different services. >> Okay, I appreciate all the information coming out here today. I think that definitely helps clarify a few of our questions that we had last year. We're having come every year. >> Um, so we do one thing is I'm
055not sure how your agenda is structured tonight, but March 1st is the deadline for this motion. So, are you planning on taking a motion tonight? >> I'm assuming yes. Yeah, I know it's not dictated very well there. Yeah. >> Unless there's any discussion or anything that we need to everybody feel pretty good on the floor. Well, I feel better about it this year than last year. At least we came out explained a lot. So, that helps a lot. So, I don't have any problems. >> Well, that is all good. I will take if somebody would like to read the motion or I will read it. >> So, I'll make the motion to approve the 20 2727 [clears throat] local service plan as presented. I'll >> second. Section by director Drew. >> Roll call vote. Michael,
056>> yes. >> Drew, yes. DJ, >> yes. >> Ryan teacher, >> yes. J, >> yes. >> Hey, motion carries. >> Question. So, if the um after the end of the short session, if there are changes that do need to be made, we get some kind of update. So, um, >> that is a really good question. Uh, so, uh, the plan itself, like the structure of the plan won't change, um, no matter what. Those grant programs that might go away, that's actually not part of that's just extra information for you. It's not part of this plan, but we will work with that guy very heavily on what um, what we would do if there were reductions, like which programs we would be able to provide. >> Okay. Thanks. one short session over >> uh not soon
057enough. I think I want to say around March 8th. I think 8th or 9th. So >> Pretty quick. Um thank goodness it's a short session, not a long session. So March 8th, I think is the Friday. Whatever that Friday is, I think is the sign. Yeah. >> All right. >> [clears throat] >> Item 8.0 financial report. >> Don't have anything in my book. I'm guessing there's nothing. >> It was It was in section section. >> It wasn't an eight. >> Oh, sorry. Okay. So, you really cut that. But I do want to say that I added a couple of reports. Um they are they are forecast by reports. This is part of our core that we do receive from the ESC the um services. >> So um they have a um really they have really
058great training site staff. So I just thought you might want to see the reports a little bit differently. Um, same information just presented a different way than the boring reports. [laughter] >> Yeah, I like it. >> So, anyway, >> and you played really hard, didn't you? >> It's a fun program actually. It has it's um very dense. you could run reports any which way you want and and um Lindsay the new um frontline our less on she our logo on there and did our school colors and so then now every month when I run them they'll be if you guys like if you don't like them I don't mean to do them so >> agree I just want to make sure okay I just want to make sure that um you know all of our
059financial information is coming across us um and being represented fairly and fairly. >> Well, that online too. >> I mean it's the program like it's not online for everybody to access. >> No, I mean yes for me to work on it. >> The budget report all of our stuff. Yes, it gets uploaded. So, um they'll call they'll they'll let us know like in the fall or whatever we get our actuals in. Then we upload their actuals to them and then at the ESD they do a I don't know how it works but an upload every day or every I think it's Monday they um send us get all of our information so it's very current. So yeah, but it's kind of cool. But yeah, we upload our budget information and we upload our actual information.
060So >> just in case the community wants to >> um well >> online through your website. >> No. >> Yeah. Yeah. >> Just a service that the ESD supplies us. I like it like I like to see everything else too. But I mean that just you would just add that to them. Yeah. >> Yeah. And that's what I did and Yeah. And I did make sure that like the reports they are accurate. They do compare. So I mean it's it translates I guess I should say into these reports. So, but it's kind of interesting to see like the um you know the year-to- date state sources. Is this the one? See if this was the period. I have ran reports so many different ways. Okay. So yeah, this Okay, so like the middle one on
061the um the sources report um the light blue on the right is 2026 at this time and the same time last year um 2025 is in the yellow. So you can see that at that time we had more and this is our timber revenue and then you can see in 2024 you can see our timber revenue. So it really puts it into perspective. >> Did you say that encompasses both quarters or >> No, no, just it um because of time when we when we received our revenue um No. So it is but it's two date. So um it does not reflect the um revenue we received in February. So next month when I run the report it will be a little bit different. But I do like how it compares the years, the 26, 25,
06224. >> So the same thing for the 2025, the same thing. It didn't reflect the second quarter timber. >> That is correct. >> That's correct. Yes. And I did double check on that that it is actually Yes. >> And you see the decline since the HCP has been put in effect. It's very very obvious >> what's happening here. Is there a way to put even the LA, you know, previous years in there to show the last five years without too much extra just to show the >> Probably there's so many reports. Yeah, >> you said it was really easy. >> It's I didn't say it's easy, but it's fun. It is kind of fun. You kind of go down a rabbit hole like um because you can run reports any which way. And um um
063you know, if I can't figure it out, then we've got that great Lindsay Malinowski. She's great and she's walks us through these things. So that's kind of fun. >> Any questions? >> So if you want me to keep continue with those reports, I can. Yes. >> And you want me to continue with the reports as they've been as I've been doing before with the check registers and the and the visa statements, you like all that? Okay. Yeah. Okay. >> 8.2 SEI March 15th through April 15th. >> Yeah. Statement of economic interest. You'll get that email and everybody's email that you had last year um is the same one that they have on file. So I made sure that everybody's current. So you should be getting those emails. Just remember to do it before the deadline
064or you get personally fined. >> Are they gonna send it out on the 15th or >> probably they'll probably >> I'm not sure the department of >> ethics commission. >> You usually get a notice when that happens as well or >> you get a phone call to wait too long. >> How do you know? >> And then I can go on and check too like so check whichever email I think is most of your personal emails. checking ethics will pop up on your phone. >> It does go to our school email. Um, whatever one you had on file with police >> last year should have been your school. >> Yeah, I think it's I think it goes to >> It does. Okay. Okay. >> Should be my important stuff's been going to the trash. >>
065I mean, been going to stupid spam. >> So, I don't know what the heck's going on, but I missed a couple of >> What's going on there? Oh, some stuff from personal stuff that I get every day and then all of a sudden I'm not getting it and it's going to [laughter] >> Hey, 9.0 principal report. >> So, you know, January was filled with meaningful learning experiences. Our prek, kindergarten, and first grade students enjoyed a field trip to Joel Meadows providing hands-on learning and outdoor exploration. Uh we were also fortunate to host the Sika art program which brought another engaging high quality arts lesson to our students. And then in February, we hosted multiple community library events and high school students participated in a well- attended winter formal. Um, we also had a pre-K family
066engagement night that further strengthened connections between families and school by showcasing students artwork and offering fun activities for families. Um, and athletics also brought exciting news this month. Our wrestlers competed at districts and made our first wrestler from Juel to qualify for state ever, which is a really cool milestone for our program and for our school community. So, it's my little uh report on activities. There were a lot more, but I knew there was a lot going on, so I shortened it up just a little bit. And then as far as teacher um evaluations go, all the formal observations are done and now we just have to complete some informal observations and then each teacher gets a summitative um evaluation that we do that just wraps everything up. So, we hit that and we done
067it. And so it's a lot of work, but it's worth it and um try to make it meaningful and worthwhile and help our teachers grow. So done with that. And then [snorts] um I figured that I would just like briefly bring up um kind of our school's assessment system. So um sometime the end of April, uh it'd be like the last week of April, uh the first week of May, we'll do our state summitive testing uh through Oregon. Um, so I just figured I'd just kind of briefly talk about what our assessment system looks like at our school because we have all these tests and I just wanted to kind of break it down in kind of a easily like not technical way. So um, so I just want to walk through the basics of
068our school's assessment system and how the pieces work together to support the student learning. So assess assessment systems are typically designed around three main purposes. early identification of student needs, monitoring growth over time, and meeting state accountability requirements. Um, each assessment we use serves one of those roles. So, at the elementary level, as part of our AMP class curriculum that we just got, um, we have access to Dibbles, and that stands for dynamic indicators of basic early literacy skills. So, that's, uh, what's called a universal screener, and we also would use it for what's called progress monitoring. So, as all of our youngest kids come in, they would all take this stibles test and then that would just kind of identify where they might have some needs with their reading and then we would use
069those tests every so often, typically every two to three weeks to test again and do a thug progress monitor um using that test. So, that's kind of what that's for. Um it's focused on foundational reading skills like phmic awareness, decoding, and fluency. It's given multiple times a year and it helps to quickly identify students who may be at risk in reading. uh because it's brief and skill specific. It allows teachers to intervene early and then monitor whether those invention or interventions are effective. Um so dibbles is really effective with our youngest kids like I said. So um that K to three is whenever it's going to be most um beneficial [clears throat] to kind of help us guide with our kids. So uh in both our elementary and secondary grades we use STAR um and
070that's the Renaissance and we have agreement math. It's a computer adaptive uh benchmark and growth assessment. Uh it's also called an interim assessment because we take it multiple times uh throughout the year. So administer it three times a year, fall, winter, and spring. Um and as a benchmark assessment, it gives us a snapshot of how students performing at key points during the year. Uh it's a growth assessment. So it tracks individual progress over time and teachers use this information to adjust their instruction. uh form intervention or enrichment groups and monitor progress toward grade level standards and college and career readiness. And finally, we administered the Oregon statewide summit of assessment. So that's the big test that we're going to take at the end of April. Um the other uh tests that we take, those are
071more used to help guide our instruction like throughout the year and help us in our day-to-day. But the summit of it like that's a summation we take that at the end and it just it tells us are kids meeting expectations that the state has set as far as the standards go. So uh another way to look at the test is one is called warm reference and the other one's called criteria reference. So the norm reference they're going to be like star and that takes this huge population of kids. So every kid in the nation that takes a star assessment they compare that right they have the norm. So that's a norm reference. It's compared to this kid to every other kid that takes the test. Um, but with criterion reference, the state summitive assessment is
072just saying, does this kid meet this standard? It doesn't care how they relate to anyone else. It's how do they relate to meeting that standard. So, it's going to show us two um kind of different things. We're using the different tests very differently. So, um, and as a summitative assessment, it measures overall mastery of state standards at the end of the instructional cycle. uh provides statewide comparison data and fulfills state and federal accountability requirements. Um it's important that these assessments aren't standalone events. We need to make sure we analyze results, adjust instruction, provide targeted supports, and track student growth. Um and then at my level, um we use it to review trends and guide planning, professional development. Um and all that together helps us ensure that we're being responses responsive data informed and focused on
073um continuous improvement verification that >> how fast do you get those uh results back >> uh with the star assessment? Those are pretty I mean that's like like in the moment. The dipples assessments those are also in the moment. I'm due to Oregon so I'm not sure about the summitive one. I think they're pretty quick in Oregon. Um I'm used to having some of the assessments that we take in like March and we don't get the results until August. So here they're like way way faster. I don't I'm not sure about >> that one is used more for um for like schools to compare themselves to one another, right? To show like how are we as a school meeting the state standard. So with that one, it's more um that one's less uh practical. It's
074more kind of after the fact kind of >> but it's also debatable sometimes as well because it is an opt out >> yeah component. So doesn't really give a true that's been debated forever. >> Yeah. It's difficult to in a K12 school whenever you have a maybe you have one class with you know and by class eth grade the ninth graders or 10th graders where it's like eight kids and then you might have one with like 19 and then you have one with like four and then what if those four kids just so happen that year that they're all in your gift into program in the next year like that's just a different I mean the the year to year in a K12 school is just it's so dramatically different than what it is in
075a typical school. So they are helpful to help us keep, you know, ourselves accountable and keep track of what we're doing, but also, you know, it's just how reliable is a a group of four kids, you know? Yeah. >> Good. Thank you. >> 10.0 new business [clears throat] one wellness policy review. So last month I gave you um the board here talking about local wellness trial review which is a three-year review process and I just mentioned I won't go through the whole aspect of it but it's taking a look at our policy EFA and reviewing the aspect of nutrition uh physical fitness basically for the district. uh and at some point again like I said I went through this last month but I'll just give a brief iteration again so I know it's a community
076as a whole to see if anybody would be interested in you on a team to come together to talk about our local policy reviewing it comparison to the draft model policy from OSBA and OD um so we put together I didn't know if you wanted to see all these I have all these documents if you're curious about them but a meeting outline for meeting number one which basically talked about comparison comparing our dual policy to the model policy and we did have believe about 89 individuals not a report I just know about it um and it was pretty lengthy it was a pretty lengthy conversation we did not even get halfway through this uh it was pretty pretty empowering to have community members involved with this conversation in the room as we went through this
077uh so we put the notes together also these are all being posted online uh so the community has a full usage of what this looks like we continued the meeting uh a second meeting on the 1st of January to continue going through this and then taking a look at whether or not our current policy meets the recommended guidance from OD partially meets or if it doesn't meet at all and then depending on where it landed in the categories we uh made the recommended adjustments as the as the group of review committee here I have meeting minutes also for uh second session and then the public report which I'm supposed to be giving out to the district here every three years so I'll read it here so the jewel school wellness team on January 14th, 2026
078and January 21st, 2026 to perform the training and wellness policy review with the district's local wellness policy, EFA. Team members included three administration personnel, food service coordinator, PE and health teacher and mentor, and two community members as well. Uh the local wellness policy reflects the district's commitment to the optimal development of every student providing positive safe and health promoting learning environment necessary for students to have the opportunity to achieve personal academic developmental and social success through knowledge and skills necessary to make lifetime healthy choices. So wellness team reviewed each section of the district's local wellness policy noting and identifying the practices within the document that are currently being implemented, not being implemented, and practices that need improvement and or language content changes. A policy comparison was completed using a model wellness policy. I have it
079all down here. It's a pretty thick packet to compare contents with the district's policy to find strengths and gaps in our current policy. And during the comparison, members discussed and noted if components in both policies were comparable or if one policy was more specific stronger in any of its components. There was noted possible future considerations to add slashmake changes to our current policy and the jewel school district's global wellness policy contents uh which included nutrition promotion and nutrition education, physical activity and physical education which are all in compliance uh with the state of Oregon. The team identified by requirement three priority focused areas for uh future goals and improvement of our wellness work over the next three years. Obviously not waiting for the third year to finish it. One is a wellness committee. In my
080time in the district for 20 years, uh we've hit and miss with that. Um and so this is for student health, you know, health health and wellness priorities along with staff as well. And then also number two was increase district-wide wellness opportunities for students and in the community. And I will tell you the excitement from the community members involved with this discussion. They were already throwing out ideas left and right. And I let them do that during the first round, but the second time we had to pull back because we need to complete the document before we go going off on getting excited about putting something in place that we haven't we don't have it in policy yet. So we can't do that. And then number three was staff wellness also. I know our staff
081have expressed very much that the world of education I'm sure for all stakeholders is very stressful at times and for educators uh day in and day out and as you you know Mr. Goldman say about policy changes and adjustments uh throughout the country let go in the state of Oregon. It can be a very stressful time as education is continually changing right in front of us in a pretty rapid pace here. So so that is a report I have. If you have any questions please ask away. I I'm planning on coming to you in the month of March for the board meeting to present an updated version of our wellness policy. So you can take a look at that whether you pass it at that time. Um is whether or not we have questions about
082it or agree or disagree on some components that I will put in writing u based off what we have here any of those changes that may be needed and hopefully we'll get that moving forward [clears throat] and point two district calendar draft 26 27. And this is I mean this is completely a draft. I want to for my personal thought process you can let me know otherwise. I preference this to be a discussion point. I think there's some work to be done on on the calendar but I want to hear from staff here. Uh I know it also mentions a student and teacher start day of about half hour later than normal. Uh, I think that was not a typo per se, but there was supposed to be something going out that was more about
083what we're doing right now and then a point of discussion of would the district be interested in doing something like this at all with the start date. Um, so that would be the biggest hiccup for the district for a discussion whether or not that's something the district would be interested in, which is starting at 8:30 for student start time and teacher start time also 30 minutes afterwards at 74 or 7:45 for start time. uh or do you want to continue doing what we've been doing in the district for a long period of time? Uh so that was one point of discussion. The other one other big change you're going to notice is also the Wednesday PD time uh taking that out and putting a full day of PD once a month uh involved in the
084district. Part of that and I know Mr. you put some of these dates in here, but my perspective, some of those things would actually save the district some money in terms of spend costs because we host a lot of our special education meetings after school, which is an extra expense for the district. And this way, putting it in the putting it one day a month would allow us to have more of those meetings taking place during that time period and any of the components that we want to do during PD time, but we are handcuffed for those things. things that would open up our doors to be able to bring in more ESG services to work with them on specific components or fraction staff off into different areas to work on very targeted specific PE
085time with our staff versus the time is crunching out two hours to get it all completed. And so we want to do for example Gail and Emanuel I've talked to you guys about um climate and culture work with our staff and community that could take up an entire meeting on a Wednesday without any hiccups whatsoever. and then bring the time to have our staff work on some of these components. Again, that could take up a half of our PD time where if you have it once a month, you have build an entire day to literally program those things out for seven hours to get it all completed and push forward. >> So, is there a requirement of so much PD time? There's no cont the summer PD stuff when they come back [snorts] is is
086allotted very much specific how many hours and what they need to have before the school year begins but throughout the rest of the year. No. >> Cy, how does staff feel about the change of start and finish time? >> Well, that is something this gentleman would have to say because I didn't I didn't talk to them about that. >> I don't know how they feel. How do they feel overall? Has it been just have they had lively discussions about it? I mean, is it something that people hate or they love or is it >> No, I think um I mean yeah, so I think people are there's lots of valid concerns like sports like if kids are leaving if you have a later start time and not just that another 30 minutes. Um, another one
087is just like work, like if parents are used to certain dropping the kids off a certain time of that, you know, negatively impacting getting their kids to school. Um, but I've also heard from like people that commute a long way to get here and students and staff. Maybe that would be helpful, especially with a little bit later time. Um, and then there's just lots of, you know, outside of our school, there are there are a lot of states and, um, research that shows like the later start time can be helpful for like older students with like diminishing returns after like that 8:30 time. That's kind of the latest consideration. >> So, um, who who or why or how is change of start time being proposed? Did somebody ask for it? I'm missing something here. >>
088Yeah. So, it was after So, we did a lot of like um you know, it's mainly student driven. That's a big piece of it. >> Yeah. >> But then also like >> students want to sleep longer. >> I Yeah. Taking an extra what an hour out of school every day, five hours a week. >> One of the two concerns I heard, >> we have an extended date. We're still going. Two of the concerns I've heard since this has come out would be u the sports because we do release kids early and that was been a complaint with staff over the years which is uh not enough tendencies because they're leaving early to go travel sports. So if you start half an hour later that takes another half hour to chuck out of that time. uh
089transportation also expressed some challenges that might portray for them especially when you have and this was today a discussion when you have an individual who might have other employment also that evolves around the schedules where the work might end on the sides here that would cause that as well what time does class start currently >> it starts at its 8 >> o' Yeah. >> And then the elementary goes in a little bit after because the instructional minutes. I mean, our elementary kids get way more instructional time than what's required. And that's kind of like one of the I mean, like in a typical school, that wouldn't be, you know, as much of an issue because like you can have two different bus routes for like elementary, right? Yeah. So it wouldn't be such a big
090deal. And you would have your elementary kids starting earlier than your middle high school students typically because again they're not as affected by an earlier start time. And a lot of studies do show that like a later start time is beneficial for for kids. >> So 8:05 is that the actual classes class time or is that the breakfast? Okay. >> What is the breakfast? >> Breakfast starts at 7:30 when they open up at 7:55. So it's the same instruction time just half hour later >> essentially. >> Is that what you were you think it was shorter? When I when I first saw the calendar, I didn't realize it was I thought maybe it was a typo. I emailed Cory like time changers a little different is um the random Fridays for PD. I think was
091it kind of >> that's one of the things that jumped out at me >> was the random Fridays like I I'm a I'm a parent. I have two kids going to school here, right? I work out of town, right? And I just think as it applies to me, my perspective only, not speaking on behalf of anybody else, um, leaving a half hour later, right? That's a big 30 minutes. That is half I I would I can only imagine that most of the parents that live in the district work outside of the district for a large majority of, right? That is travel time alone to seaside. >> Yeah. to be at work on time, >> right? And so as that applies to me, that's like, okay, now I'm going the other way into Portland, that puts
092me another hour, >> right, beyond being there and available by >> my thought process. I mean, people, if the board is not into this, I can I ask you to tell us tonight because ultimately I said before this gets pushed around needs to go out to our community so they have a voice in it. It's kind of like the four or five day thing. The other thing that jumped out at me was the random Fridays. If if we could sharpen our pencil there and say every second Friday of the month, right? And not I mean I'm seeing a third Friday of the month, a fourth Friday of the month, uh second Friday of the month, second, third, fourth, right? If we could get a little bit more organized there. I think as it applies to
093me again, it would be a lot easier to plan around and give my employer that that heads up, you know. So, >> that would be my >> consistency for >> Yep. Yeah. >> Yep. Is there is there enough PD time with having a full day to do it every other month or is it still going to be a monthly >> I think you take PE away from your younger kids you're going to have problems once the way they get out exercise and move around pull that away from them >> right I'm just talking about professional development time >> PD yeah I don't want to take PD yeah I want >> I just wondered if every other month if we get by with PD every other month for a full day because then that would give
094us another full day of classroom time the kids >> just I don't know how much if they need it if the staff really needs that if they if they want that you know that's seems like a lot to me to have a full day every month just for professional development but >> no I mean it's something to consider yeah I mean to be good and that would I mean that would give >> I'm not a big fan of early release Wednesdays I never have my son would date kill me if you heard me say it, but but I I just uh I feel like it the schedule's too cramped here and the school's too compressed and it's seems like it's I don't like the change for the kids. They should be the set time through
095Friday. So that's my takeway. >> And I was um we were thinking too, I mean we're looking at the scheduling for next year too and interested [clears throat] in that kind of stuff and we're wanting to send something out to the community anyway. So I think You know, all that stuff is important to consider as we send that out, too. >> Yeah. I think starting later would promote more parents to try to find morning care >> rather than afternoon care, which is a lot easier to come by. >> Yeah. out of these parts. >> If there's good research, you know, to support starting later, then I think that that should be presented heavily to try to >> Yeah. I mean, there's like there's a definitely like pros and cons to either way. And I think
096it's just, you know, like you all are saying, it just it's a matter of finding what fits for your community, too. Because I mean, all this research can say a lot of stuff, but it does it fit it fit. I mean, I think that's kind of like the discussion that we were having with the ESD, just a little bit there, too. We can have all this best practices and research and stuff that sometimes it's not built for K12 schools with 100 kids, >> right? >> I mean, you can't there's no way to carve out a different bus route in time frame just for the high schoolers. >> Yeah. >> We have middle schools, one early elementary just became involved. >> But you know, I'm >> not for that. I mean, not saying to do that,
097but we used to >> when I grew up and went to school, we all had normal schedules and my kid, my four kids. Um, first that was 30 years ago, so you know, it's a long time ago, but you know, there and there was pushes when my kids were in school. why don't we let them start later? And they were able to do that for some of the bigger school districts for the older kids. >> But I think right here this quite a few factors that really challenge the ability to pull that off. >> Yeah. >> So where does the board want us to take that because I've got a busy schedule ahead of me. I really do. and I I I value the the suggestion and whatnot, but if the board is not interested,
098I don't have time to do all the research. I have enough on my plate to push forward. Uh um >> I'm not interested, so make it easy for >> I just rather if you if you were to know just be I'm not here to waste time. >> I just want to make sure that our families can do this. I mean, if they can't do this, then I'm not interested >> at all because like Brian said, it's going to be very difficult for people who have to leave in the morning to be at work. You've got this already set that you've done for years and years and years. And some >> there's going to be some employers say, "Sorry, you can't do that, >> right? >> You're going to have to be here at this time."
099And school's just you're going to have to deal with it, and it's going to be very difficult. And we already had enough problem with getting kids all here at the right time to begin with with the buses and the far away that our kids have to go. I I'm not so sure I want >> Well, I think our attendance our attendance standing as loud and proud as it is right amongst other school district. I think that should be a direct statement as to what is working well. Um, I'm going to give a report on graduation rates also come up. I don't know if that has a lot there, but I think it does to some extent. >> And I think every other month on the U professional development days, you still get the same amount
100of time for but >> I think you'd get more quality and more retention if it's you know. >> Yeah. I just think a lot more. >> Yeah. Sure. Once a month >> every month a whole day seems >> a lot. >> It is. It is. >> And like Brian said, have it on a specific day because then that way again you get your employer, okay, I'm gonna have to take this day off every other month to be home, you know, just to stay with my kids and >> or to find somebody. Yeah. And it's it's easier to do it if it's set in stone. Okay, it's this date and it'll be this date and it'll be this day rather than random. >> Yeah. >> It's got to be one one specific day. Would there still
101be um every week Wednesday early release? Okay. >> Yeah, I would vote I would vote against >> that's just just my thoughts, my two cents. >> Maybe there's more time because I know this calendar I want it approved soon, but maybe there's some more time getting some verbiage out there and communicate with the bandits. Um and seeing how they feel before >> this goes anywhere. Obviously, obviously I don't want to move forward with it unless we have the haircut. >> Sure. >> Okay. >> So, we're going to have time to get the survey out and then approve the calendar. >> Um I'm honestly I'm not thinking of survey. I'm thinking of having further discussion of putting some verbage out there for next year. Not next year, but the year after that. I just I think
102this is going to be too quick for our families. Have enough information too fast. I feel like this is going to be rushed >> too fast for for everybody. Yeah, because nobody I mean we would have time to really get this even out to people by the time we pass it and then it's this is just too quick. But if we were to mention you know have it in the community that this is what we're thinking about next year. Let's have input on it. See if it's something that's doable for our community and if not just scrap it leave it the way it is. >> I mean I would say I don't see a problem putting something out there now. Yeah. Say he's not here not here for you know this time period but you
103just want to open the conversation. Yeah, something we're thinking about, but we want your input and your pros and cons for it. >> Move on to item 11, superintendent report. >> All right, last time I chat with you guys briefly about the uh emergency operations plans for the safety committee team meetings that we're having monthly. um and presenting to you. I know handed out to you also the incident command uh chart that I put together along with the definitions as well for each of the roles specific to that plan. Uh we had our last meeting a few weeks ago. Um and the next step I'm just giving you updated versions of where we're going to go with this. Uh the next step is before spring break to find some time in one of our Wednesday
104PDS uh to present the incident command system to our staff and explain basically the hierarchy of the roles and positions and whatnot. Uh and then also explain the reunification process what that would look like so they're aware so any questions if there's any gaps any um in the verbage that we have they can provide those insights and questions to us during that process. [clears throat] After that portion of it, then I I was talking to the team and we all came up with the idea that we then would train this team again, the command team here [clears throat] also and I but you're not lecturing them at all. I mean that gets pretty dull and pretty boring but actually going through walkthrough scenarios with them individually not in front of each other but individually to
105the ultimate point of doing tabletop drills as I mentioned to people before. So [clears throat] that is one component. Uh also yesterday I reached out to this is through our partnership meetings and I'm involving with our class county superintendents. We had another meeting today this morning. I reached out to Cliff County Community Organization. Uh it's called the co-ed. I don't know if anybody's aware of what that is. It's the u communities active in disaster and they actually just formulated the last let's see March of 2025. Uh and it says I'll just read their this is what their definition is of themselves. Co-ad is a collaborative effort to unite local organizations and businesses and individuals to improve disaster response and recovery efforts. This initiative is being launched because Cler County does not currently have a co-ad
106and having one will enhance the community's ability to respond effectively to disasters. Um [clears throat] and so the individual um involved I think he sends out some of the u weather reports. I can't remember his name here. it goes off to my list serve every time Justin. Yeah, I think he's I don't know if he's heading it, but he's one of the main contacts for me in the district here. Uh they want to schedule a meeting with us to look at our emergency operation plan and see how they can help support with the district. And so that would be three partners we have. That would be uh fire department, that would be the uh uh sheriff's office, and also this organization county. U as I said before, I'm trying to build something with the district
107here to support in case we have a pretty big disaster. whatever that might be. God forbid something happens in the district. So, so I've asked them if they could come out I believe the second week of March my schedule opens up a little bit there uh to meet with us and it's actually I think one or two days prior to the safety team committee. If I can get them out here for that time period on that Monday I'll do so if I can. But I just want to give you an update that this is still moving forward. It's I I told the safety team please don't obviously give a statement. is push we're put on the agenda all the time and if as a group we're not pushing forward with this then we're not doing
108our jobs we got to keep this moving. Um so the idea that by the time we get into next year u it will be the instant command system that goes into effect. If there's a situation it's not people try to decide what are we doing and who's going to do this. This will control the entire situation for the district and uh for purposes we're using FEMA and also NIMS and national incident management to [clears throat] help guide everyone through this process. So just want you to be aware that's where that is at right now. Next 11.2 district finances and district restructuring. So I know Tammy provided some of these reports in the back and some some components of of our finances. I've been also providing updates about our revenue as well. I mentioned I think
109last time our quarter two revenue did come in. I know I sent the board members within a day or so of it coming out was not very flexible about 815 16,000 somewhere around there. Um I mean this was not a good there's no good conversation around it. I I came as board about four years ago and let you guys know uh this thing called the HCP was going to impact our district and you very you all very much know that we're still fighting that. Heard Mr. Goldman talk about that. Um I'm headed down to Salem. I thought I had a transition conference. It's actually two weeks prior. So, I will be heading down to Salem uh with John Dorenzo, our attorney for the open oral hearing of our case. It's or Department of Forestry. Um
110regardless of the outcome of that, that's not going to cause any change in in our financial situation in in the short inter uh that's going to be I mean, if that if we have any discovery fund out of that, I can see this going on for another year for the district. That's another conversation for another time. I want to ask you also about how far do you want to go with the legal component. I think some of that also portrays to what's going to take place out of this oral hearing in March. In the meantime, um I did notify staff on on last Friday um as we're moving forward with calendars, as we're moving forward with budgeting and we've got to get the budget committee together and and whatnot. Um, I've been here for almost
11120 years and um, we haven't seen finances like this ever in in my 20 years here and I know 2011 I mentioned to you that uh, the conservation plan and also I was say your superintendent that was a discussion point and looking back in history uh, staff had to pull back the their spending and I remember 3 point something 3.78 I have to back up uh, was basically the amount of money that we've allotted for at that time period. This year we budgeted I wrote down what roughly 5.4. Um and we're not gonna hit that at all. Okay. I can say that with clear confidence. We're not gonna hit that at all. Um I'm just going to repeat it so it's in public session. We received 575,866.84 for quarter one. Uh our lowest ever for
112a first quarter timber report since at least 2011 that I'm aware of. Um, the last one, even though it's supposed to come out roughly on December 31st, it came out sometime in February, uh, came in at 816,25561 for quarter 2. And so far, our total is 1,392,12245. We need to make up in the next two quarters over $4 million to break with what we had budgeted for. Intern revenues are not coming in, period. So, a little over two million for each quarter. Um, I don't think it's going to happen. I can't say for sure, but I I don't think it's going to happen. Um I mentioned to the uh the staff and I'll see you again from Goldman here, Mr. Goldman. Um the state school fund, which we are not on, but we could very
113much be on it some part part of this year if we don't hit that magic 3.5ish number. I mean, again, if we continue going this route, we may not even hit three. I'm hopeful we'll get above that. Um but the state has also taken a hit. Not as bad as they thought, but it still has taken a hit. You hear about reductions all all around. Uh our neighbor down the road, Bernon, had a mid-year reduction because finances were so bad with the state school fund. Um what else was there? The grants he's talking about the student investment account is success also across state have also been depleted and we also part of that as well. And that does flatten some of our staff here in the district. I've been here since 20078 2007208 school year.
114We are still running the district in my opinion uh with the same staffing levels of 160 kids in the district. So the pandemic once the pandemic came in our numbers also and for many who didn't think the district was hit as hard as we were we were hit just as hard as everybody else. It looked differently how we ran classes and whatnot but our student population numbers have not returned. We ain't the only ones. I don't think there's a superintendent I talked to across the county and beyond even in our regional meetings where uh enrollment is way down. Um, so our average is roughly 110 to 120 kids and it goes up and down and down throughout the year. Um, but yet we are still running the district as if it was pre- pandemic. Um,
115so with that information, I want to make sure before I go any further, I'm going to tell you, uh, for the March 2026 board meeting, uh, I don't need board approval for this. Uh, but I am making a report of what my recommendation is is I'd like to bring to the district a pretty big plan for restructuring the district for starting next year. uh to help guide the district to make sure that we're fiscally responsible for what we have in terms of student enrollment. Um in relation to what we have also for staffing um and when I'm saying that I'm talking about any any and all options are open about what this will look like for next year. Um I mentioned the staff who are concerned what that might mean for jobs here in the
116district and am I proposing a staffing reduction? I have I've never heard those words in this district in 20 years. But ladies and gentlemen, we're not we're not we're not pulling in the money anymore right now. >> And for those that think we can use our reserves. Um if we keep spending where we are, we'll be out of business in six years. We will not be independent anymore. Um and so you hired me for many reasons. I'm hoping this is another one that um I won't I will not allow the district to put itself in jeopardy. I will not. Um, so I don't know if you have any anything specific to ask me before know I start putting this all together. Um, I have a whole bunch of documents. I've been communicating with other superintendents
117who have been through this process. I have never been through this process before. Um, but I am not shy to ask for help and guidance. And so I've already done that and I have to start tomorrow putting it all together. I've had meetings with my admin team here. Um, but also in terms of um, jotting down what it might look like. U, I have it in my head already at this point, but I need to go through quite a few things before I can theoretically tell you what that looks like right now. But we must, in my opinion, we must make some changes if we're going to be feeling support down the road. My concern is I don't as best as we can, I don't want student impact to be hurt here as best as
118possible. Um, if we budgeted for 5.4 four and we are hoping for at least a state school fun 3.5 you're talking two million I need to figure out how to cut and I don't think I can cut two million in one year without ravaging the district and that would have great impact for students and for staffing um so my thought process is moving forward we will probably my recommendation having still spin out of reserves for a year or two to dwindle to where we need to make it comfortable and secure uh without panicking with the hopes that the next two quarters are going to come in more fruitful than we were thinking and hoping that those timber uh sales that we've seen those trucks going by all last year are going to yield some positive
119results. Uh but right now student enrollment is not there. I have some plans in mind about how that might work down the road how to see how how can we find kids and what not to bring them out here. Uh but in the interum at least in terms of financial situation with the district we need to make some adjustments here. Unfortunately, yeah, I think we we've seen this coming for quite a while. So, it's not going politically as well as we hoped, I guess, and legally. So, yeah, district's going to be in some tough tough decisions ahead for sure. I do agree. If you know, for me, I know we've said we don't want to use our reserves to fund the school how many times, but I do feel like we are in a position
120where we're going to have to um use some reserves at least over the course of a year or two to get where we need to be. But hopefully we can start budgeting, you know, and get a two-year projection out, you know, so we can look at something this year during budget process saying, okay, here we are next year, you know, what we can get to to run with our population and my thought process depending on whatever happens with HP, even if the money is coming in pretty for the timber revenue, I think we still need to be pretty reactive to our student population where we have in the district before we say we're safe. I don't think I don't think that's there for a moment. >> Well, regardless of money, if we don't have the
121kids, we really don't need all this staff. I mean, we need to wake up and and be proactive with this. I mean, we don't have to have two or three teachers for three kids. I mean, I mean, that's kind of way off, but it's still we have we are very heavily staffed for the amount of kids that we have. And and I I'm with you, Greg. I have never we've never cut staff. >> What's that? You're almost 50%. Two to one. >> Yeah. >> Y the students to teacher ratio roughly. I mean, if you average it all out across the spectrum, 6 point something kids per teacher. >> It's a nice luxury. >> Oh, it's wonderful money. Yeah, oneon-one time with teachers. I mean, no no other school district has that. >> But at some
122point, we gota >> we gota students should be should have any kid >> do. >> Yeah. No, they should be coming out with doctors for >> I would think we should have a better return. >> Yeah, >> I understand the kids have to apply themselves too, but they do. We should have more one-on- ones. That's why I was asked about that ninth grade. >> It's you can lead a horse to water, but you can't struggling all year. >> Yeah. >> Well, it's a double-edged sword when the school's the largest employer in the whole area and then you reduce staff and potentially lose students because staff move. So then, Correct. >> I mean, it could be a waterfall. >> Well, that's where I'm at the point. You can't get something picked up. I'm taking my kid
123out. >> Yeah. >> You're gonna lose another one. My wife tried to come in and sit with the teachers and told she couldn't. >> It's a whole different subject that we're talking about here. >> Yes. No, >> but it's it's a frustration that parent could have with for whatever reason students can't we can't get to the students. >> Students shouldn't be where they're at. One student, five students, it doesn't win with the amount of staff that we hold today. Yeah. Well, we're going to have to make some changes. So, hopefully it's a good plan and we can get a good vision on moving forward and hopefully in a couple years it'll be better. But that's pretty optimistic. >> Y >> but I agree that we cannot spend our reserves because we've got too much. We've
124got the roof to take care of. We got the water to take care of. We there is a ton of stuff that we have to have in order to function as a school district and if we don't have the money set aside. We can't take out loans to do this stuff and expect to pay it back. I mean we not going to have any money to begin with. >> So we have got to pick any pinch and make sure that we can save every dime that we can save. I don't see her bond here in the district either. >> Yeah. Okay, any more discussion 113 Oregon Health Authority Circuit Writer Program. So, just brief update about the water. So, this is um I can't read his handwriting here. Meet Dan Vage. He's a senior engineer
125for the Civil W uh company in ALB, Oregon. So, this is just kind of a debrief of our conversation about what less here visiting the district and talking about our current well the spring over here as well as uh potentially is putting in something new off the hill if that's a possibility. Um as I mentioned before some of components we can't really make any motion until August. he reached back out to me um and said that at this point next step is to put together an application for the SIP which is sustainable infrastructure planning projects um to an application for funding to fund a feasibility study in a master plan which is due in August of 15th um so I have access to that information provided me this report I have plethora of information also
126that I was able to unearthed around the forplex of all things because there's quite a few geology studies done on it so I was going through that also and there's lots of maps in terms of the infrastructure, the ground and whatnot and some of the springs that we may have may or may not have had here in the district at some point in my time. So, I notified him that we could get all those things scanned at some point if he gets back to me if he wants access access to that. Um, but that would be the next step to move forward with the water uh discussion, which is to see what we have here as a district um to allow for some funding for whatever the projects may be that we want to look
127at down the road. That's going to be all the way in August, but I can only get the obligation done sometime probably in April or May get ready to go and have it on the shelf ready to fly. >> So, that's going to take time. I mean, even if we send all the paperwork in, my gosh, for them to even look at it, >> their surveys and do that, you're looking probably at least a year, two years, maybe even three years. >> Yeah. >> So, I just want to give you an update on that one. >> Okay. 11.4 graduation rates. >> Uh let's see. So graduation rates came out um I believe on February 4th if I'm just just prior to that. Um so I went down and took a look what we had here.
128So I think I mentioned this to you the last time at the board. Am I correct or did I not graduation rates for last year 2425? I think I did. Um so we came in at 100% for our graduation rate which is the first time pre- pandemic that we've had 100%. Um so if you go back in records we had a series of 300%s back in the 201819 school year and a few years after that we also have that uh 20 the pandemic year 2021 100% also and then the year after uh as things started to pardon the expression collapse in the district with leadership when things fall fell apart uh and people started to leave it dropped to 80% and then 22 23 school years it dropped down to its lowest point at 57.1%.
129as you heard Mr. Golden talk about even excuse me and Mr. White also sometimes in the smaller school district one or two students can greatly impact that percentage point um 2324 we started to see the rise from 57.1 to 66.7 and that was the 23 24 school year and then last year we went from 66.7 to 100%. So it showcases the number of one or two students can can take for the district. But I don't think it's just by happen stance. I think the district has been riding itself fairly well. I think uh leadership components also have been starting to uh ground themselves into the ground here, put themselves a little bit more stable. I feel like the trust between uh students and what's going on in the classroom specifically this year is really uh
130taking root. I think it's been been great. Anticipation hopeful that we're going to have 100% again graduation rates. it does have an impact when students leave our district um and decide to go off to another district. There's a whole compilation of reports and transfers of, you know, records requests and what not. All those things have to take place. Um and we have to keep track of those as best we can. But you, as you said, it's hard to lead a horse to water if they can't drink. Yeah. >> And so sometimes when you're trying to get this information or trying to get families and students to get registered, it's not as simple as making a phone call and they're going to do it. Um, so that's that hard for for some districts as well. So
131sometimes [clears throat] there's caveats for a lot of these things, but uh currently trajectory wise very hopeful that we have two years in a row 100%. >> Are they are they on track this year? All of them. That's great. >> How many high school kids do we have? I mean graduating 11, I believe. >> Wow. >> Is it 12? >> That's good. >> Okay. Sorry. I >> mean that makes 100% a little better than one see guys and I do want to say in public record just because I >> paper doesn't look any different than when they post it >> because I I just I did send off all the information not to the story we did an article but we didn't get any representation in the article and I will say again in public
132I'm frustrated the fact that we didn't because they reached out I reached out I didn't get no notification I even responded to Well, just like Mr. White brought up, our wrestling kid is going to go to state. Has that ever been in the paper? Never. Never. Are we in the paper? >> Well, when our graduation rates were down, I'm pretty sure we were. >> Oh, absolutely. >> Well, they did they did report that we were 100% and that we're increased from 66 point whatever 10%. >> But why do I bother doing it? So, do we do we reach out to the as a story for like does our AD reach out and promote that type of stuff? >> We we a few of us have talked about that. How [clears throat] are we getting information
133out there? So, they'll have that information. >> And I'm going to venture some of our items though. I don't think we are to notify them whether they want to come out or not, but at least a report, >> right? We should really be trying to push whatever good we can out we got. I mean, anything negative about our school, boy, it's right in the paper. Correct. Jing on the spot. But anything good. Oh, they just push it aside. We're never in there for anything good. >> Just irritates me. >> Okay. 11. Five. JF close campus discussion and JFD student of legal aid discussions. >> All right. So, I promised we'd come back with discussion. So, I I sent this off to Paste Legal. Um, and I will say a little surprised to be honest with
134you, little surprised when it came back. It was not exactly as I was expressing before the last round. So, I do want to go through this a little bit. Um, so I sent a message out to OBA. I'm going to ask if you have questions, please. Um, please let me know if you have questions because I do want to take them to another individual that they've reached out asked me to, let's see, Spencer Lewis, they want me to reach out to this individual also if there's more questions beyond the first reach out to. So, here's here's a response. So, Um, so I'm just going to read the response. So considering all the information together, it looks like an 18-year-old student becomes responsible party for their own education record and could notify the school of an
135absence in addition to their parent. Um, and she said emphasis added and I was confused by that. If a student is 18 years old, all students are required to comply with board policies and established rules, which I was openly talking to you about. uh my you know my my thoughts on on general life I'm thinking okay the board policy says this but the handbooks and the rule book showcase this this is what I'm thinking um she says according to o when a student turns 18 they become quote an eligible student which is in in the verbage in there this means the legal rights previously held by the parents like consenting to the release of records or excusing absences transferred to the student so I ask can they sign themselves out of the And contrary to
136what we've been thinking in the district for many of us, uh, can they sign themselves out? The answer is yes, but within the rules. So the 180 becomes the quote responsible party for their own records and under that under a different OAR 581210081 in parenthesis 5. Uh, the school is required to respond to absences who notified by an eligible student. And remember, eligible student is notified as someone who has turned 18. And so they can sign themselves up, but it must be for a reason recognized by law or policy. For example, illness, mental health, uh, or medical appointments. Um, but it says, but she said being 18 does not give them a blank slate. Just say, I'm going to exit the district. These would be valid purposes for that. Um, and I said, well, do
137they still have to follow, you know, some of the district policies? Because currently in some of our verbage, do we need to make some changes with their policies if that's the case? And she said, absolutely. Even though an 18-year-old is a legal adult, they are still a student enrolled in the district. Uh by remaining enrolled, they agree to follow the student code of conduct and the parent student handbook. Um if the handbook says students must quote check out through the front office before leaving campus, the 18-year-old wants must still walk to the office and sign the paperwork. They simply just can't walk out and go. So in other words, the process walking in there signing out as if a parent was coming in to do so. But it still has to be for a valid
138reason, not just because they don't want to be in class. >> Correct. Yes. Absolutely correct. Can they check out of school without parents knowing or being notified? And that's another concern because I hear from the other side where if something, you know, student leaves campus exits and an accident or something takes place and the parents don't know, oh no, who's liable? And these are all valid I'm being honest. These are all valid concerns. Very valid concerns. And so can they check out the school without parents knowing or being notified? The answer is yes under O. Um uh where am I at? Of 581 021 0240 the rights regarding consent and education records transferred from the parents as a student at age 18. So this means the student is now quote the eligible student. Uh the
139student has a legal authority to excuse their own absence. School is technically required to recognize the student as a person who could provide a notice of absence under one of the os. I'm going to keep going if you don't mind because there's a couple more questions I had. I think came even further after I looked further with this. uh if an 18-year-old votes their rights under FURPA, which a number of us did some uh requirement training in here, FERPA is the family educational rights and privacy act. The school may actually be illegally barred from disclosing information, including attendance to the parents without the students written consent. Now, what the district doesn't have is a document that showcases that they have a they could have a right to say that they don't want to have parents
140have a say in all this components and they say, "Don't notify my parents." They could do so in the state of Oregon. We don't have anything like that. Um it's she called it the tax dependent rule. Under FUPA law, the parents claim the student as a dependent, meaning they live in the household and whether they're financially supported by the family with their guardianships. Um the school is allowed to share the students's educational records, including attendance sign input with the parents without the students consent. >> How do we know that? >> What is that? >> How do we know that? >> Uh we don't ask for their tax information. >> Yeah, we want to ask for their taxes to find out if they're independent of >> that. That's something we have to look into. I I
141there is no document from district to have any sign out anything for kids to say no. Um so I use the phrase well if we should choose to contact parents if a parent claims uh she says well you can continue notify parents of all students until graduates unless a student specifically files a privacy request for that point. Uh I know one of one of you asked a student who's 18 leave a field trip or check out when they want to from if they're not on campus at all. Um it says while that she said legally u able to keep them excuse me on a field trip that's a school sponsor activity governed by a specific conduct rules by the district. So the district is owned with that one. She said usually most districts have field
142trip policy handbook which we do code of conduct that requires students remain from the time they exit to the time they come back because we're responsible for the safety aspect. So that is that was called she said a duty of care. The last one I said is can a student check out for lunch and then come back to a closed school campus. Now that's different [clears throat] o saying what 0240 18-year-old student can sign themselves out for a legitimate purpose again like however if we are closed campus policy that is quote an established rule for the school district you cannot do that. Um so the reason districts are allowed to keep 18y olds on campus during lunch is based on our operational safety. Imagine a bigger district. You have all your kids exiting for a
143lunch and all of them trying to come back trying to keep track of who's in and who's out and what not and it's a mess. I know we are closed campus. That's her current policy. Um so ultimately she said the very beginning she said the board could discuss removing or amending the policy JFD is she does not believe it's a required policy for the district. Um but in my mindset if that's something we decide to do it better be in a student handbook somewhere something where it's expressed. I don't think it's causing harm per se. did bring up a good lengthy discussion about it in general, but um that's where it's at right now. And she said if you have further further discussions, she passed me over to >> Spencer Lewis. Yeah. Who's I guess
144the policy director super the director of policy services. So, I'm free to hear anything, but at this point, I mean, I think I [clears throat] need to come back to you with some adjustments uh with our policies uh per se or at least staff handbook langu student handbook language uh to showcase that. Uh you know, my concerns are the superintendent is, you know, I don't obviously want students living in the district out of fear. I mean, I heard you said about, you know, getting kids here in attendance last round. I heard that. My concern is it's exiting the district uh because for whatever reason and I know there's also components for mental health you know components as well at a certain point what is the delineation between when does a district legally allowed to ask
145for um evidence of you know why a student is gone so often if they're gone and I don't know that line yet I haven't asked that specific question >> likely never like for mental but I'm but I'm talking for like mental health mental health reasons I'm just I mean I I That would be a a slippery road to go down. I think >> because I don't think I think they probably got more rights with mental health stuff to walk out the door anytime they want. >> All our teachers are wly they can do that. >> I think it's still like a student just getting up and walking out because they don't want to be here today, right? >> I mean, it disrupts the whole >> You're dealing with what 100% graduation rate right now >>
146and we're worried about them walking out. >> That's not the point. >> That is your point. I don't disagree with that. I don't think so. I I'm thinking long terms year after year. I've been here for 20 years watching the kids that come and go out of the doors here in this district. And some years it's wonderful. Other years it's a struggle. >> I mean, so you got a class, you got five kids in it. They're all 18. They're going to all walk out to go party, go out and have a cigarette or whatever, and then come back to class. >> No, they can't come back. >> That's disrupting the whole school. >> They can't come back to class. That's the part you're missing. That's closed campus. Get that part into your head. That's closed
147campus. They can't come back. If you have a student, >> if they check out, they're gone for the day. They don't come back. That's your open campus, closed campus. We have a closed campus. You're saying an 18-year-old that's legally allowed to make the decision of their own cannot leave school. >> There's a law that says they have to be enrolled in school. But if you have just be let me talk if you have a student that thinks that they can just get up and walk out of class go down and sign themselves out >> and you'll find that student's not going to be on that graduation list. >> That's not true. That's not true. >> It be true because they're not going to have the enrollment. >> You don't have to have 100% attendance to
148graduate. >> Correct. >> You do have to have some. It's that I'm not talking about every day. I'm talking about a student that wants to leave to go do something. Oh, I've got to go get my nails done. I got to go get my hair done. I'll only be gone a couple hours. They're going to check out of school and then they're going to come back. >> They can't come back to school. >> Why can't they open campuses? >> If they if they're writing their own excuse to get out, >> but then once they're out, they can't come back. >> They can't come back. That's your closed campus policy. That's what they say. Understand? Then they're not coming back. >> They can't. No. No. My concern was you mentioned the mental health aspect of how
149do you know whether a student is or not utilizing that >> realistically? I don't know. I don't know. >> You don't know. >> But my hope is I hear what you're saying. I mean, I feel like with the supports in the district and how we're growing currently on this the support and the trust that we're providing with the district's vision moving forward, I like to think that that's enough that the students will be respectful of that and coming back and having family and parent discussions. If a student is not present in the class, I don't know how we're not having conversations. Even in my mind, if that's happening, how are we not having conversations with family saying, "Hey, your kid is not here." You know, we're concerned. Um, so I I like to think we're
150small enough we can make those considerations, but at least from what I'm hearing from from um our legal here, Henry 18, they have that right here. >> And did I hear you? We don't we can't we can't call their legal guardians when they do. >> We we can give the recommendations unless a student gives a very specific instruction not that they want to be all the way separated from that. >> Yeah. which we have we don't advertise. We don't have a form we have any of the district but no it's a it's recommended that we can make those phone calls as a courtesy. >> Yeah. Thank you. >> Courtesy and I think that's okay. I think that's fine. >> Yeah, I think that's we could do at that point. >> I'll read that call. So,
151is there anything else you want me I mean I I I mean I'm gonna throw some of these because these questions I asked Leslie I don't know if you know who that is but um >> I know >> but I sent them off and I'm going to send them off to whoever the other person said was >> yeah so just to see what their answer is and then I'll come with more on the marsh >> has this been a big issue >> I know kind of fluctuates but >> the times. You know, we talk about students coming into the district late um hasn't been rephrase that without me speaking specifically yet at times, but we're so small I can't identify. Um is it a rapid issue? No, it's not anything that's going to burn the
152bridges here. But if but we need to follow policy has come up two or three times in my time as the chair >> and kids were 18 that were leaving. >> What is that? >> And the kids were all 18 that were leaving. >> I'd have to go back and I don't I don't know for sure. >> I know a couple weren't. >> Yeah, it's a big difference. >> That's the difference. That's where I'm these guys are legal adults. They can make that decision with their own. >> We should not be taking their rights, their civil rights away from them. And I'm here to give them all education. I'm here for the kids, right? But we're not going to take their rights from all. >> Yeah. Well, we can't. So, seems pretty simple to me,
153I guess. Not as follow up with Spencer, I guess, and see >> I will. And I think I got my answer, but I'm I'm just gonna triple check with it. I'll bring back to you on on March if I need update policy. Okay. 12.0. Any audience clarifications? [laughter] >> Board of directors time 13.0. Director Walnut. >> Go ahead. >> Want me to go first? >> Could be pretty controversy. Um, I think I'll save it. Um, 4 was really great. I'm really proud to see that it's just about 50% of our entire school. We're all in seventh grade up. Impressive to see all that in 4. Um, great program. She's doing an amazing job with what she's doing. Really like the market that's going on there. [snorts] Um, yeah, I know you've been busy. I know
154I throw a lot of stuff at you. Uh, we'll get some more tonight just because I'm not going to bring it out right now. Um, break is awesome. I love ESD. That's just I don't know. They should wear a mask when they come in and talk to us. They're kind of horri stuck with it. They have the plant package. I was actually impressed that I didn't realize our taxes actually go back to sale. I did not know that. I agree to stay with our local ESD, but I don't know if we get the better end of that deal or not, but definitely gonna be looking into that one now. Um, but no, that's all I got for the minute. >> Okay, >> Martha's gone, but I'd like to thank Martha for all of the workshop
155she does with our 4 kids FFA kids and the program, you know, good program that she's got. It's just wonderful. I think it's great. So, >> and I appreciate them coming out from ESD. So, it's was nice to have them come out to so we see who they are recognize them. >> And the newspaper, we need to figure out how we could get some good stuff in the newspaper. >> I don't know how. >> Anyway, that's it. I feel like we're gonna have to push that internally somehow. >> In the past where we had somebody that kind of worked for the paper was kind of different on probably getting stuff in there. >> But you know when Papa was here when you guys are playing football? He called in every Friday night. >> I believe
156the ads used to do that. I don't know if that's changed over the years, but there was always they called in scores, they called in highlights and that stuff was >> in the paper. So, >> so I don't know if they do that anymore or not. >> It might have gotten lost because now they do. actually something maybe about disconnected in that process. [snorts] >> But yeah, I would sure like to have our sports kids or even academic kids highlighted a little bit in local paper. >> There's a little bit of fluctuation between our reporters also was another new >> that's all I got. >> Yeah, I don't have much. I think the FFA program is unbelievable to have 490 students involved in that. I don't I I want to know what that is compared
157to other schools, but I think that's got to be quite a bit more than most local both local schools. At least the last story they program it when I see him at fair there's only like a dozen students it seems like. >> So that can be huge. I'm uh wrapped up with driving to every day for basketball. So that's nice. Hopefully you'll be on the basketball team next year. Look forward to that. Yeah, I think the HP is if we can get a big enough runway out in front of us to forecast budgets and you know with percentage we have to cut each year starting this year and next year will be huge for us to not only for our current staff to make you know how we're going to retain staff and you know
158get get us where we need to be and not hurt the students is going to be huge. So that's all I have. >> [clears throat] >> Uh yeah, the FFA stuff with Martha, she does an incredible job. Um there's one thing that she was talking about about the chasing grants, right? And I don't know if there's some way that we can chase federal staffing grants. >> That's But that would definitely be something to look at, right? I'm sure that there's something out there. I don't know who's got the time for that, but Right. But it's worth some research, I'm sure. Um the the gal Heavenly that was here, great speaker. That's great to hear. She had a great message. She's a great speaker. That was that was great. Um staffing reductions. It's obviously not how
159we want it to go, >> right? At some point, you got to say this is, you know, this is business, right? If you don't have the funding coming in to keep so many employees, unfortunately, that's that's the way that this e economy works. And again, it's not the way that we want it to go. Um to hear that the students or the seniors especially are all on track to graduate at 100% again this year, this is that's great news. So, um, we just got to we got to keep going. We'll get through it. It'll work, right? And it's it's all the hard work put forth, um, starting here that they, you know, they they rely on us to to pull it together for all I got. Thank you. >> Okay. So, here's >> she's notable.
160So give her a pass on this one. >> May I say something? >> We just need to remember to get budget committee members. >> Try to get some budget committee members. >> Three volunteers. >> Be a conflict. [laughter] >> So we still have Do we only have one? Oh, here she comes. >> You have anything good for the order? We'll let you get it out if you can. >> No, I apologize. I think my meds wearing off. >> It's okay. Um, you say you're good. Yeah, >> I don't have anything. >> So, item 14, items for future meeting. We have uh House Bill 3038 panic alarm system update and 2026 27 board calendar in March. >> maybe April. Okay. >> And we'll at least have a draft probably in March. >> And Aby's going to
161have a whole criteria went off in 30 38. >> Are we getting any money for that? >> It's a very small amount compared to spend. Yeah. It's going to be a whistle something. >> Yeah. >> Uh policy EFA local wellness and IKFC scholarships and student award IKF- AR guidelines for the dual school district academic scholarship update in March. And if there's anything else you guys would like to add to the agenda, we can get them added. >> You have to get the calendar back on there. count calendar's on there, but it's probably going to be a draft in March. >> Meant the district. >> Oh, sorry. District calendar. Yes. District calendar. Sorry. >> And with that, I'll take a motion to adjourn. >> Motion to motion. Do we have a second? I'll second >> TJ.
162>> Thank you. 809