001All right. Call this meeting order. All right. To the flag of the United States of America and to the republic for it stands, one nation under God, indivisible, liberty and justice for all. call. >> Gabby Drew here, Mike Wat, and Ryan Dietrich and TJ are not present. >> All right. 3.0. So, we have approved agenda, the consent agenda. So, any questions about the minutes of last month? Nothing there. [snorts] And we have a new hireer. Klette Deval Garrett Kletar. >> Klette is our preschool assistant. >> Do we have to approve them? >> No. Oh, you will here in a second. Mr. >> And then we have the agenda for January 26, 2026. Do we have an approve? We need a motion for the approval of the agenda and the consent agenda. I make a motion
002that we approve the uh January 2026 26 2026 agenda and the um minutes of the December 15 board meeting and is this when we also do the acknowledgement. Okay. And acknowledge the higher Colette Gabbert as prek. I'll second. >> All right. So all in favor? >> Yes. Mike W. >> Yes. Hi. [snorts] >> All right. Next thing is 4.0 audit presentation CPA. Yes. >> Hi. Can you guys hear me? >> Yes. >> Perfect. So, thank you for having me. Um, I'm Tiffany Elram. I'm a manager with Clear Trail CPAs. I'm here to present the audit report for June 30th, 2025 for the district. So, I'm going to be going over the governing body letter, which summarizes the audit report as a whole. So, on page one of the board letter, we discussed the purpose of
003the audit for the district. We focused on performing a financial statement audit and a compliance audit required by Oregon minimum standards. And then moving to page two of the board letter, we discussed the results of the audit. The district had an unmodified opinion on the financial statements, meaning we gave a clean opinion. And then for the state minimum standards, we found no exceptions or issues requiring comments and no separate management letter was issued. And then moving down to the significant audit matter section for the corrected and uncorrected misstatements. Management corrected all such misstatements or determined their effects were immaterial. In addition, none of the misstatements detected as a result of our audit procedures were material. And that concludes uh my summary for the audit as a um the audit results. And I just want to
004thank Tammy again for all her hard work and we had another smooth audit season and it's always a pleasure to work with her. And did anybody have any questions in regards to the audit? >> Do you have anything? You have any concerns, thoughts, Patty? >> I actually had nothing either. >> Okay. Yeah. and feel free to reach out too if anything pops up if you guys have any questions later on. >> All right, >> thank you Tiffany. >> Thank you. >> All right, >> so our next is 5.0 is class county uh public health youth prevention needed assessment. >> Can you guys hear me? Okay. All those virtual world as well. That's fantastic. >> Start mic off. >> Maybe not. There we go. Green light. That means go, right? [laughter] All right. Thank you. Thank
005you again for having us here. Uh, superintendent school board and and support that are here and those of you tuning in online. Uh, my name is Stephanie Michael. I am a health promotion specialist down in Classic County Public Health. I'm also here with my supervisor um, Lisa Skyler who is helping over there with the things. and as we have questions or things, she might be the better person to answer. Um, the reason we're here is last month we were able to present at the superintendence meeting about an assessment that had just been completed for Classic County, which is the youth prevention needs assessment. Um, and so we're now what we are on is called the kind of our road show. We're out here going back to basically partners, stakeholders, those that contributed to this assessment
006to to show the results to get you guys to understand some of the information and then um hopefully as we continue on what we are going to do with this assessment, right? Like where what are we using this for? What are we going to be doing with it? Um if you are let's see if you're online, you can also join in what's called the mentometer because you'll be able to participate as well. So, you'll see that at the top of the slide and possibly in the chat. I think Abigail put it in there. Um, next slide, please. >> And then, does anyone need an iPad? Would they prefer an We might have you scan in later and answer a few questions to give us feedback and your opinions. And if you'd like an iPad instead
007of doing that on your cell phone, we have a couple that are already loaded up so that you can use that. So, just raise your hand. It might also if you want to see the slides better too, we can do that too. >> Yeah. Yeah. We got them available. >> Awesome. So, just to kind of start off um public health kind of who we are, what we do, you'll see our list there where we're really focused in here for your meeting purposes tonight is definitely in the health promotion and prevention, right? Encouraging healthy lifestyles and reducing uh use in things like tobacco, alcohol, problem gambling, things of those sorts. Um so that is what we're here in the context for today. Go to the next slide please. Thank you. Um this is showing you what
008we call the uh continuum of care. So when we look at what is basically a framework used to classify health interventions based on when they happen and who they target. We refer to this continuum of care. It's the American Academy of Medicine's continuum of care. And you can see as you work your way from promoting healthful things to prevention into treatment and recovery. Um just to highlight in this too is you'll see universal, selective and indicated prevention. Um when we think in those terms, you think universal, it's great for everybody, right? Something like click it or ticket it, right? Putting a seat belt on, that's just universal prevention for everybody. Um, selective is when they're basically um, sorry, there might be a common risk factor. So, I think something there particularly would be uh, and
009and middle schoolers, right? They're at a risk factor potentially for exposure to things that, you know, maybe that didn't happen in elementary school or something to that effect. So, we say we're selectively going to talk to middle schoolers about this, maybe just specifically sixth grade or eighth grade or whatever it might be. So you're being more selective because of maybe just where they are in life, right? Um type of thing. So that kind of component. And then indicated is if there's been use but they're not quite diagnosed to have the need for treatment, right? So they might have had cigarettes or have tried vaping, but so we they would be indicated to get a certain type of prevention education and training, but they're not quite into a treatment. They don't have a diagnosis assessed with
010that. So, so as you can see across that that continuum where people fall out as they do and and how we interact and do with that. And again, this was created so that you don't have a community just responding. You have them through the issue and understanding all the places that we can have impact. Um and and I just love working in promotion and prevention because I have always the old adage, right? Ounce of prevention is worth the pound of cure. And so when we think about that and how we use resources um how we can move through there. But I did want to say too um when you look at that that definition of primary prevention practices, programs and policies designed to prevent delay and reduce the incidence and prevalence of youth substance use
011that's coming directly from the Oregon House Bill 3321 where they have like defined the focus. So at the state level they've actually put that into writing. what is primary prevention, which is not the case across other states. Oregon is leading the way on this. Um, when I was at a conference down in southern Oregon a couple months ago, there was a lot of a lot of cheers to this because it has not happened in a lot of states that they have actually defined what is primary prevention and ours is particularly with youth substance use. Uh, next slide please. As you all I'm sure know right, youth use is influenced by factors at all levels. you know from that family we look into this socioecological model showing hey the family core around them the schools and
012their peers the community and then society and policy. So effective prevention addresses multiple layers all at once um because they all influence that individual or that individ or that youth. So uh we obviously see schools right on there right family all the places community um and therefore too one area might be lacking there's other areas that can have influence um depending and if there strengths you know they can they can feel it too so um it's just important to acknowledge that it's sometimes I know the schools get like we're responsible for everything and that's not the case here right in prevention it's at all layers and we um just see you guys as part of that partnership across when we move forward with what we hope to make the plans for it are. Um, next
013up, so that was kind of a lot of like theoretical, here's a continuum of care, here's, you know, the e socioecological model, but what does that really look like? Well, and the biggest thing I wanted to kind of use is just this, it's not really a case study, but just one substance use, right? When we look at um the use of tobacco, it's the number one cause of preventive death in Oregon, worldwide. Yes. and definitely here in Oregon is tobacco use, including things like vaping, uh the nicotine pouches, if you guys have seen those, like Zins and things. Um that nicotine containing uh uh pouch. Um with that, right, we know impact in rural communities. Clatup County is a rural community. Jules, you guys are specifically ruler than most of us, right? As we come
014out of a story out here, it's like, yep, we are rural, right? um have a historically higher usage rate almost twice that of the state average um and younger uses rate uses right it's also kind of part of the culture depending on the industries that we have in our rural communities the use of those tobacco- like products are seen as kind of just normal it's normalized into work and then on the flip side of that as people move into trying to you know get treatment or things that come out of their usage it's it's harder for there's what they call the kind of travel tax right going and um care somewhere in a more urban area or just access to care in general. It's harder for rural communities. Why schools, right? And why schools is
015as plain as you can see in that graphic, nine out of 10 smokers start before the age of 18. So when you think prevention and you think how can we like not have people getting into treatment or recovery, we can do a great job if we can. We're starting nine out of ten of them if we can get to them before 18 because we know that delayed onset very very unlikely that they will pick up smoking later in life again nine out of ten times they're picking it up before their age 18. So this was just like an example right and how prevention can play an important role in in that substance use especially when we talk about prevention in efforts. So important that's why we're here that's why I'm talking to you guys that's
016why you're spending some time listening to us. The other part of it is too is there's some standards and requirements around this kind of stuff. So, um I'm sure you're kind of familiar with your division 22 standards. It pulls out directly your substance use prevention and intervention program. Um and that's what we're here to support you with, right? Like that's what we come to the table with as your partner is like we know you have this also requirement. Let us help you with that. Um we also offer supports in other health curriculum and standards as well. So just depending on what the needs are. Thank you. Um, so into the yipna, why do we do this? Why did we do a youth prevention needs assessment? Well, understanding the prevention issues that need to be addressed,
017right? We can't we can't create a plan, we can't fix something if we don't know what the issues are. And so that's really what the assessment is meant to bring out. Um, doing it through, you know, data inter information, focus groups, and those different ways of getting the information. Um, it helps design programs or form partnerships to address the youth prevention needs. That's what we're doing right now. We're coming to you with this information as we continue our partnership that we've had longstanding here up in Juel. Um engage with multiple diverse communities who support youth prevention. Schools are not the only place that can support youth, right? We have youth organizations that play a vital role and we bring everybody to the table. And then lastly, improve our health systems for youth and families because
018ultimately, as you all know, right, life is life is hard and if there's things that are impacting health, it just makes it much harder. Um, and if we can do things that are preventable, right? Unfortunately, there's things we can't prevent, but there's things we can prevent like tobacco use, and that can have a huge impact on a child's, you know, life as a youth and as they continue to grow. Um, so that's why we went forward and uh completed our youth needs assessment. Um, how did we do it? So, a little bit more in the details. Um there were 16 community leader interviews, four focus groups held at the middle school and high school levels, three adult focus groups including caregivers and school staff as well as a community survey that was sent out across
019all the districts and those responses and then lastly pulling data at the kind of local, state and federal labels that we had access to. Next, please. All right, so some takeaways from this uh assessment. What's encouraging? most youth are making healthy choices. When you look at the population and then you look at where substance use, it's it's a smaller number, right? And so that's that's positive. We're not coming into the game already super behind. Uh but we do need to take into account folks that are using substances and try to figure out how we can support them in making choices that are better for their health. There's increased awareness of the risk of AP. So that's something that we know um is having a higher prevalence across the school districts, you know. Um and then
020last was the less stigma than in the past around mental health. Kids, the focus groups, they were willing to talk about it and explain like, hey, this is something that I didn't always see happening and now it is. It's openly talked about or things like that. So less stigma there. So those are some great great encouraging um things to say. Uh what you want. So, this is kind of what came out of those um focus groups uh with the youth consistent messaging from adults. You know, they're finding that like they're getting told something, but they're seeing something else potentially, right, in the use of substances or well, this is legal. Why is it bad for me? Those kinds of messages can be confusing, right, for youth for sure. better mental health education and healthy coping
021strategies, engaging activities, resources that can uh access they can ask access without fear of getting in control. So that's coming from the youth. This is what we would like to see. Next, please. So here are some actual data shots and I'll kind of talk to them specifically. So we know that primary prevention should start early. Um the this graph up there is showing you data that we pulled out of the eighth grade and the 11th grade student health survey. Um and so when you look at the figures there, it's listing substances down the left side, alcohol, marijuana, illegal drugs, prescription opioids, and tobacco. And then the percentage of students that answered that they have used at least one time those substances. So in the eighth grade, you can see that by eighth grade, uh we're
022looking at about get my own paper. It's too far. about 20% have tried alcohol at least once. Right? By 11th grade that number has increased to about 35%. Um something like tobacco at by 8th grade tobacco product has been used in about 15% of students and then by 11th grade tobacco product has been used in almost 25 a little over 25% of students. So understanding where we are. So this is if if substances are already being tried at 8th grade and 11th grade, we know we need to start a little bit earlier, right? Because we we aren't preventing it. It's happening. Um and that's again prevention start early. Um four themes came out of this report u when you look at it around communication and education, mental health support, social environment, and community resources. um
023to look at because we only have time. We're going to dive a little bit into communication and education. So, as I kind of alluded to, youth had said that they're confusing messages from adults. They're kind of getting some confusing messages there. Prevention education doesn't always work well. And that's something, you know, we can look to see why. Is it older curriculum? Is it stuff that's not just making sense to this to a newer generation of of students, right? What when are they getting it? How are they getting it? That kind of of of information. youth avoid reaching out to help for fear of judgment and getting in trouble. You know, I don't think that's new. I think that's always kind of been there. Um, you don't want to disappoint. You don't want to get in
024trouble from those that you know, your parents or family members or things like that or caregivers. Um, adults in the prevention or in communication and education theme talked about prevention strategies based on fear don't work well. And we know that. We know that from data. We know that that is not the helpful way to go about preventing youth from trying substances. Cultural taboss make it hard to talk openly about substance use. There's not enough consistent education about the dangers of substance use. Families often don't discuss substance use enough which can increase risk of problems. So again, a lot of those thematic components of education and communication that we can say came out of this report and as it we move forward, how are we going to address those and what are we going to look
025toward that? Next up is youth self-reporting where they're getting their substance information from. And as you can see, the bulk of it is from social media. Upwards of 35% of their information on substances comes from social media. Whether it's Tik Tok, Instagram, Snapchat, I don't know. I I'm still just in Facebook, so I'm not as [laughter] versatile in the rest of those Indians, but [clears throat] I see a few when I look over the shoulders of some kids and I'm like, "What is this?" Oh, you're watching. So, we know they're getting their information, but they're also getting information from school and health class, right? Will you're Mr. Will Be is doing a great job in influencing and impacting them and getting them the information here in Juel. Um, and then family and parents next up,
026right, of information. and I'm finally classmates um friends and then the internet and TV. So this is something that has definitely changed if you think generationally with the coming on the scene of social media and that's just become the predominant and easily accessible source. Um this was something that came out of the educator survey. So, when we talked about the educators um taking their survey, uh kind of a highlight there, it's a little hard to read, but 75% of school staff have never helped a student find support for substance use. I just want to clarify that doesn't mean that they wouldn't try to. It's just that hasn't happened and the experience hasn't been there for them to say, "Let me get you to a resource or let me help you with this." So, so again,
027I think that kind of highlights there's smaller numbers of students doing substances, but we also have to weigh that against them not wanting to talk to, you know, adults or people with for fear of judgment and potentially getting in trouble, too. So, there's kind of a balance there and what's feeding that. But again, um I think pretty much educators across the board are here to help students whether it's academically or in just life choices. So, I don't want that to get conred wrong. Um, educators stated things like there is little parental involvement in prevention efforts and a few people attend community events to talk about substance use. They also stated that schools, government agencies, and community groups don't often work closely together gaps and support our youth who need help. That's something we hope as
028we bring the community together in response to this assessment, we're going to help fill those gaps and close those in so there aren't those gaps anymore because there's a lot of organizations doing good work and we need to make sure that that that's um all being synced. Only 7 to 9% of school staff fell that they had enough training to handle substance use problems. Most staff reported having little or no training on how to recognize or deal with substance student substance use. And that's again something that we can look to and figure out what's the best plan forward on that. How do we work that in with all the demands that educators do have on their plate for sure? Staff reported that they lack confidence in key prevention approaches such as engaging parents and families,
029facilitating peer-based education, and using evidence-based curricula effective. Again, how do we look at that? How do we how do we support the educator? How do we support? I always say the boots on the ground. The teachers that are having that interaction day in day out with the students and know the students to have that proper training and education to know how to first identify and then get supports as needed. But we do know that there's work to be done. However, we know things that work. Adults being open and honest about their personal experiences and sending clear, consistent messages no matter who they are. Again, being who they are, expressing it in that way. education materials that are current and involve or sorry are current and include discussions that are open and flexible encouraging sharing ideas
030and resources and things that are culturally relevant content containing resources. So there's things that we know we can access and utilize to help with that. Um first next up is our first mentometer. So this is where if you have a device you can take put your little camera on and get the QR code there. And then I do have these iPads up front. And if you're on the virtual, you should be able to link to it, too. So, it should just open up. Yeah, when I go to the next slide, it should just go to the next slide for them, too. But we'd love to have feedback um on what it is that we should prioritize when we do our strategic planning. So, if anyone would like an iPad, if that's easier to access to
031be able to give us that feedback, then we would very much appreciate it. >> QR code right there. >> Yeah. Yeah. Scan it with your phone. Yeah. So, whether you're online or here in the room, it's a pretty quick question. >> You can still join if you go to menty So, how would you rank these themes from highest priority to lowest in reducing reducing youth substance misuse? So we have each of the themes that we that came out of the assessment that were identified by educators and caregivers and youth and we want to know which ones we should be prioritizing as we do our strategic planning of what we can offer to schools and youth. >> You just drag it and drop it. Whatever you do have to because I No. >> Yeah. Yeah. That's
032okay. Do do you guys want to come back to it? Is that >> Well, that's me. I I don't know about anybody else, but >> yeah, we can we can come back to it at the end. >> I mean, can I do this feedback for you after this meeting? >> Yeah, if Yeah, if if you want to give feedback afterwards, too, then that would be fine. Yeah, we can send it out as like a little like survey monkey feedback. Yeah. Yeah. with speed about uh centimeters. The results start showing up as people are putting their >> Yeah. Little more time. Yeah. A little bit Okay. So, it looks like mental health and then we'll gather more. >> Yeah. Later. The next one um is kind of an interesting way to approach problems. So, if you
033look on the yaxis there, you see it says importance. So when you read the different uh numbered bullets to the right, communication, education, mental health, peer pressure, those putting them in ranking of importance, but then also changeability, like how much do you feel like we could impact? And by the we, I mean the collective of the groups that will come together and push this agenda forward. So for example, if you think communication is super important and it's super changeable, it would go into the top left quadrant. So you'll drag and drop it up there >> or it'll it'll be it's a list and so it'll it'll give you communication education and you're just going to drag over how easy you think it is for us to potentially change it as a community and how important
034you think it is. And then after you do each of them it will pop up on the screen with your with your answers answers and everybody else's together. So you just have to think about one at a time and then and then hopefully there will be some things that are important and easy to change so they show up in the right hand corner and then we'll know that's things that community feels like we could potentially come together and make a big impact on. >> So looks like everything is important which that makes sense. [laughter] >> Yeah. Where things fall out on how impactful or how do you think we can ability to change? >> Thank you. Yeah, we'll send out the link to because I know you had a couple of board members that weren't
035able to be here so we can capture that data as well. >> Awesome. Thank you. I think move on to the next. >> Yeah. Okay. So, where are we going from here? Right. The assessment has been complete. We are out here talking to those who have vested interests and we're driving next into what we call the communitywide prevention plan where we work to co-design with schools and youth serving organizations that we'll work to have what the priorities are going to be figure out our strategies and always in have a component of equity and sustainability as part of that plan. Um, as we know, we also make sure that we are using evidence-based strategies, sharing information, giving proper prevention, education, positive alternatives, working to change the environment, working together, and referral to services as part of
036that action plan. So, the way we kind of happening on a timeline for those of you that are kind of timeline people, um, we're going to be working these road shows, going to school boards, staff meetings, our other partner organizations basically through March. Um in a April we hope to have our kickoff meeting of all the partners that are decided to participate with us and that will be probably about hope to have the first one in person because there's just something about meeting people in person and then from then on we'll do a virtual component of that for another two another three meetings. So a total of four meetings as we work on the plan. Um and then come back that should be done by the end of school so that when we come back
037at the beginning of end of August, beginning of September we have a recommended implementation of what what we think we should be doing going forward and that again should have the buyin of school representatives, student serving organizations, ourselves at public health and those other organizations that find themselves as part of a youth serving population. Um so with that [clears throat] to the last mentter which is what do you think you should focus in reducing youth substance misuse or what should we focus on like what comes to the top of your head when you think about substance use and youth and what we can focus on. So this is kind of meant to be free form. If there's something you want to get into um the inputs um or if you need to think about it
038longer that's fine too. Yeah, you can always just give a thumbs up if you're not going to write anything now. And if you're going to answer it when we send it back, that's fine, too. Right. And I would be not a prevention specialist if I didn't mention to every audience I have available that we are working with your principal as well as your schoolbased health center to bring a prevention fair family night again this year the bridges and beyond. Um looks like we do have a set date of April 8th. So mark your calendars um and we'll be rolling out the details later but the date has been set. Um those are just some pictures from last year when kids came through during health periods I believe and worked the scavenger hunt through the different
039stations around different substances and then um the family night with the new drug talk and also some of the resource tables. So again we looking forward to it again um thank you all for having us here tonight. Really appreciate your time and we are available if something strikes you as you're driving home tonight. My email, my phone number, it's all up there. please give me a call, text, email, whatever is easiest for you and I'll be happy to get back to you and get that information in as we move forward with this. So, thank you again. Really appreciate it. And here is also a copy of the report for the school board. So, if you guys want to kind of share that amongst yourselves, but it's electronically, too. And you can go to the website
040right there with the QR code that's on the piece of paper that was handed out. and then of course if you guys have any questions for us we're happy to answer right now too >> I just I just want to clarify one thing so >> April you said and beyond April 8th >> April 8th >> is your bridges and beyond yeah we just u I just got off that honey this morning. So, >> thumbs up. Good to go. Thank you. >> Thank you. Thank you. >> All right. That was 5.0. Now 6.0 public comment. >> Public comment. No, don't want to talk. Okay. >> Thank you guys. >> All right. Don't worry. I didn't do 7.0 financial reports. >> You want to turn this back on? >> Tammy can talk unless you want me to
041put her on the big screen. Do you want to be on the big screen, Tammy? [laughter] >> Sure, she does. Yes, we do. I don't [clears throat] know if anybody has any questions about them. It was I don't think there were any surprises or anything in there this month. >> Anything unexpected? >> You have anything? >> No. >> All good on financial. Okay. >> So, I guess you're off the hook, Tammy. >> All right. Thank you. >> Thank you. Okay. 8.0 principal report. >> Yeah. So, I just wanted to um just talk about some of the things happening at the school last couple months. Um and just a real quick note on evaluations. So, [clears throat] uh December, it was a busy month. It was very uh filled with a lot of student uh activities.
042Um so they shared their musical talents um during the winter band concert which despite being a little earlier in the day as planned due weather was so well attended and showcased the hard work of our music program. Um our high school quartet also participated in off-campus learning experience at least factory uh connected classroom learning with real world exposure and the month concluded [clears throat] with winter break students and staff time to rest and recharge. So in January it [clears throat] was a strong return to school with variety of academic extracurricular and enrichment activities across grade levels. We have robotics club, art club continuing to help give kids opportunities to build skills and problem solving and creativity. Um we also had students participate in honor band events in Forest Grove. and elementary students in grades two
043through four attended a field trip to the Columbia Maritime Museum uh enhancing social studies learning through hands-on experience. And uh the FFA students also represent the school of the natural resource center at the Class of County Fairgrounds and the strengthened connections with community partners and industry professionals. That's my little report. Um so then uh when it comes to evaluations, we just have a couple more formal evaluations. um that we're going to be doing this week and then that should be about it with evaluations and then hopefully next month I can come and talk about testing and and what kind of tests we use and what that'll look like for our summitive and all that. So that's my report. >> Thank you. >> Any questions for him? >> No. >> All right. If he only had
044one and he has eight. [laughter] >> All right. >> If you'd like to leave at this point. [laughter] >> Okay. So, the safety committee uh which meets monthly I want to continue put this forward to the district at the last meeting also talking about our emergency operation plan which has not been uh it hasn't had a lot of momentum in the last number of years. So, I want to make sure we are not ignoring that that aspect of it. So I decided uh through the last meeting we had we had some discussions and I did put together and I hand it out to everybody here. We do need it back because it's very much draft form and so I did put in the packet because it does have some example names in here but it's
045not set in stone yet. U but this is basically an incident command system and we've had uh the fire department involved in some of our meetings. The sheriff's department also occasionally involved in some of our meetings as well with the district here. And so basically out of the three components, fire department, sheriff's department, and the jewel school district here, each entity has its own responsibilities during an uh response of some sorts. And in the discussion that we had as a safety team, not one entity when they arrive or where who wherever it's taking place is the sole responsibility of the whole incident that's taking place. We all have our responsibilities. So I want to define what the Jules School District responsibility is and this is instant command system. And so I will be sharing this
046with the fire department and sheriff's department this week um on the perspective of the district. So we have the incident commander which is primarily one of the administrators and I I'll go through just some of this. I don't want to read it at nauseium but the responsibility says this the overall authority for the incident where the instant commander establishes the objectives approves the lockdown evacuation shelter and unification and then coordinates and transitions to unified command of emergency responders. So unified command again is the fire department and the sheriff's department. So all three entities are involved here. The [clears throat] command staff I have a parent safety officer and then also someone who's involved with a emergency services and the public I'm not saying out loud we have identified here at the moment and all those
047individuals on the command staff report to the instant commander whether that's Mr. White or myself at that time. Now the next section underneath which is the operation section. This is where you heard our health people here talk about the boots on the ground specifically. So we have the operations section sheet the OSC. This individual is responsible for all the individuals underneath. He will report to this person. This individual who's the operation section chief then report all the items to the incident command which is whether it's you know Mr. White or myself here. So we have a a student accountability and release unit and this is for example if we have reunification situation. We want to make sure that we have good priority about where our students are and where they're going who's connecting with the
048families and whatnot. Um we have medical unit first aid uh security perimeter unit also that whether that's here in the district right or outside the district on campus even off the campus here when we get to that point if you were and then the transportation traffic unit and then planning section. So the planning section chief is basically somebody who is not necessarily directly involved but dictating all the things that they see and components going on and taking notes. So during the time when all the actions taking place this person is literally keeping feedback what's taking place. So after the fact we will go back and and look at how things were handled. [clears throat] Logistics section chief we have two of them. Again, that is I didn't say it what it is yet, but that
049is taking radios and [laughter] microphones, all the components of items that we would need and grabbing those items and bringing them to a specific uh area in the district so we know we have access to those items. And then the finance administration section, this is post incident. So when you start talking about insurance issues and administrative issues that go at a legal at a legal standpoints, uh you'll have individuals who will be doing things after that is all said and done. and the rest of the community is moving beyond the incident here. Uh in a small district some of the challenges staffing number of people we have here and so I did put in here the incident command system roles here maybe combined depending upon size team to discuss but that would probably not be
050the best course of action if we can help it if we can try not to double roles on individuals. So that was what I had with them. What I have done since the meeting I promised them is I would actually take the the actual roles themselves and create narratives brief narratives around the function. So when this is passed down system to system system but from individuals to individuals in this district it's not being recreated over and over by new people to evolve that it will be in a shared drive uh with our safety items that we have from the district and embedded in our emergency operation. This will be followed and all we need to do is just slap in different names and whatnot as we go forward. Uh the idea ultimately is to actually
051have table discussions about incidents. What do they call it was table >> tabletop tabletops. There you go. Tabletops. Basically where you take scenarios and we talked about it at >> like we're doing right here in practice uh with all the individuals involved. >> So so I just wanted this to be in front of you so you when you hear me talk about it that you understand we are doing things with we're talking about and we will move forward with this information. I will [clears throat] forward this off and have conversations with our uh local fire and uh sheriff's department also this week and then I will ask at some point for our next safety team meeting coming up here in February if they would please like to join us because we are going to go
052over this again and then the next steps whatever that might be as we move forward I just don't want these out there the public yet again because the names that are not here these are we discussed but I haven't connected with everybody yet to make sure They're okay with those roles here. >> I don't plan to do it well once and not created 100 times. [clears throat] >> Have you had help in >> Yeah, but I created the outline and then as a safety team we discussed all these components of it. In terms of help with this, this is me. This was me. Any questions? >> Okay, let me grab it here. So, I want to give you an update. We've had the Sitka Art program. I believe this is our second year. I'm trying
053to remember. So, Sitka Art I I wrote down, this is a report letter I wrote for them. Oh, boy. Back on December. So, I was in the district after all staff had left for the holiday break and they had asked if I would write them a support letter. Uh, long story short, their funding, like a lot of things going in Oregon, um, their funding was not renewed through their grant program. And so, they have moved up north. I believe currently they have serving Lincoln County, Til County, and now Clson County. And what they do is they they come into the districts and they do a monthly art program with their elementary kids. and in all respect is majority of time for rural school districts to provide supports in the arts programs when we don't norally
054have them in these areas so they can have access to them. And so I just want to give you a heads up that has been a wonderful asset for the district, a wonderful thing for our kids and for our community uh to see their kids going home and bringing these examples and talking about them. U but that as of this year I am after the close of this year this will no longer be unless they can find some support funding. this. I just want you to be aware if you're interested in reading this, I continue to hear it, but I did write them a support letter uh in hopes that some other grantee review their request and provide them some information to the next. I >> just don't remember ever hearing this before. >> Oh,
055yeah. [clears throat] Yeah, we had when they first came in, we I did bring in to the board. It was probably a couple years ago, a year and a half ago when they first started >> and they've been in there for a while. I cannot remember if they did a presentation at the time. Um, but they they've been in our district for quite a while now. >> Okay. So, they actually come in >> and they come in, they give a monthly uh lesson all the way from prek through is it fifth? >> I think it's fifth grade and bring all the materials and arts. I even at one point put in here that I had the opportunity to observe a lesson. It was a photography and poetry project led by guest artist Mike Boss in
056a fifth year classroom and fully engaging creative exploration developing confidence expressive skills that played in their work. Um, and the team demonstrated understanding how to successfully implement programming in a small rural school with very limited resources for kids to see how easy and quick and explorative they can be with with the art. >> You said they come monthly. >> Wait, >> I believe December they do not because I believe it was a shorter month. I could be wrong. Uh there was one of the most maybe it was November, but yeah, then they stop after the month of May. >> Well, fingers crossed they can get some more funding. >> The Yeah, the other superintendents, we had a meeting last Friday and they didn't receive information from them, so I for it to them, but I
057they all were excited. They were a little bit concerned that this is going to be something that could go away. >> So hopefully, fingers crossed. Yeah. questions on that. >> Okay. 9.3 organ health authority change. >> Okay. Ahead of myself here. Okay. So, water. This is something I know I haven't talked to you guys before about u and so I I felt like the time was right to start pushing at this point. Um so, I did reach out. I made I think I mentioned to you guys up the last month that I did reach out um to discuss some concerns about our future pure waters. I reached out to Oregon Health Authority and I had asked them I said given our size and our limited technical capacity I'm asking for their guidance about the following
058and I'd had some discussion with our board chair also uh with some of the connections he has out there in the community and so I asked for their for the following guidance to help us understand the regulatory considerations associated with modifying or expanding and I mentioned that also last time existing surface water source uh two I said evaluate feasible options for improving groundwater reliability, which has been a problem consistently since I've been in the chair and even before that, and then identify appropriate next steps, including potential planning or engineering requirements. At one point, I know I talked with you also two years ago about Senator Murkey's office, I had conversations with the secretary, and once they found out found out that our source of water was not on our campus here, so I had to
059see a different route here. And the last one is understand potential funding pathways to support implementation. So on January 15th um so first and foremost going to backtrack again. We had a hydro geologist come out. I reported on the last we had a board meeting and they gave some maps and studies and they also referenced the maple vine maple area with the water situation going on over there. The gentleman did not provide our district with any actual maps pertinent to our specific area except for one uh which showcased where we have drilled before some water out in the back here. Um and also obviously the Beni Creek and the Halum and where the best areas would be to drill and it's nowhere on this side of the highway. It's on that side of the highway.
060Uh I also got some information about our current wells that we have here in the district and did my best to read through them. I did have a gentleman came out to help me go through that because this is newer for me to read here. Um, and on the 15th, Dan Vage from the circuit writer uh technical assistance program came out and if we're going to find funding for whatever our next area is, uh, he came out for about two hours and we walked around the whole look at the whole campus did not go out to the wells. too much mud, which I honestly told him was another reason why I really think we should take another look because you have about that much mud to get out there. Our vehicles aren't getting out there
061in the middle of winter. >> I told our maintenance manager, "Look, taking our truck out there to showcase because we won't be able to get it out there, let alone get it out, you know, back back to the campus here." So, I did use that as another opportunity to say, "Here's another problem for us." Um, so Dan Fich, I apologize if I'm mispronouncing his name. Um he's a sen senior engineer for Civil West. He came all the way up from Albany, Oregon to come out to take a look at this program. And um ultimately, let me adjust some notes in my notebook here. Ultimately, um he will be the person working with us in the district. He's allowed to give us 10 hours of free work through the circuit brighter program. Um and he wants
062water feasibility study. And so I just put a few words here just because those listening at home or wherever they're listening to and also here I want to make sure we're very clear what this feasibility study will be. Um and so he said basically what is the best and safe safest and most affordable way to make sure we have reliable drinking water now and into the future that will have to be discussed and that will be in the feibility study. Uh the study will also help us to clearly define the problems that we were having such as reliability, capacity which has been number one uh particularly when we built the new forplex which was not fit into the study since we've been having water issues since then whether these are short-term or long-term problems and
063I'm not going to say what it is because I don't have a science data back up what my personal beliefs are. uh it will allow us to look [clears throat] at malleable options instead of jumping to one solution. As a study, we'll consider several possible ways to address the problem and upgrading what we already have. So, we discussed about taking our current well and potentially upgrading it. Taking a look at the other well that we have filled in rock in the background, plus also taking a look at the uh areas that we've drilled before, whether it's even worth touching that. I'm going to guess that's a big no. and also taking a look at what we have directly almost across from us which is the largest water source we have here which is in the
064Halen River and I did talk about water rights and all those different components as well um just as important if we move forward with the project I'm going to say if again that we understand the costs involved and I'm also bringing that to you as well because we've also talked we are also facing our own fiscal situation in the district with OHCP and also if state school fund does come forward as I mentioned before Oregon's not in a financial blessing right now. Uh you have districts even around us that have already had some cuts already mid year. That's how things have been going through. Um so making sure that we understand the costs involved. This includes the project costs, the ongoing expenses. I think sometimes people forget that these things are not only just upfront,
065but what are you going to be spending long term and actually uh project and plan for that in in the budget year and as what is realistically affordable for our district. again what's realistically affordable. Uh the study will also identify potential challenges early on such as permitting regulatory hurdles before we commit to anything. And finally, it's going to help our district um and if we decide to seek out support for federal, state or federal funds. Um and so it could be anything from helping to repair that to potentially even looking at a brand new well or something. I mean, I'm open to that. I did talk to uh Dan Vage about a potential catchment system in the district and he advised that that's usually where most people bring the discussion right out the bat and
066his opinion he says that is not a wise situation to bring into I need to get more information from him why he felt that was not >> yeah that was one of my questions [laughter] okay >> yeah that was the first thing he said that he says contrary to what you believe he says that we find that actually not to be the solution for most entities uh I also brought information to him saying well we have a treatment center here. And I showed him the whole system. He says, "You got everything here embedded to help your your cause." And I said, "Well, even more so for our cause." He said, "This is the community hub." Um, so I hope you understand I'm trying to do. I'm trying to weave with our emergency operation plan uh
067in terms of this is the place. This is where we're we're having the community come, I guess, along with potential water situations with, you know, hoodos coming in. We got people living here. If we have a disaster of any kind, I'm going to assume most people are going to probably look to the school site for support. Uh he says you have the makings in that happening to really push for potential u a number of options. I was a little bit there a number of options to go for. Um downside he said the circuit writer program their funding is completely depleted right now. He said some of the challenges they have is there's so many reaching out that they usually don't turn anybody down. uh you can still provide the 10 hours and I said whatever
068you provide until then we said there's an extra round of funding won't be available till August of 2026 here uh so that does put us a little bit of a pause for a moment you know it just really started pushing me in the last month and a half um but I said in the meantime could could we still move forward with what potentially we may be able to do with this so he's going to reach out to the water hydra hydro geologist Brian Dowerty I believe is his name and he is going to communicate with him the plan that took place over at Maple by Maple area and see how that pertain to the jewel school district and what we need to do with this. But without this feasibility stud, we aren't going anywhere with
069this. And so, so I just want to share with you guys that that's where right now think I'm going down a hole I shouldn't go. I'm going to ask you to tell me [laughter] otherwise I'm going to keep pushing. >> If we don't have water, we don't have school. I we've got I mean that's just >> there there's no getting around it. And even if it's a I mean three month I mean I believe a couple years ago it was almost four months we didn't have consistent water and we're having trucks and trucks of you know H2O brought into the district. It's a little bit embarrassing. It's neat when when we pull into work and there's this giant tank water still. Yeah. Well, not right now, but no, no, we haven't had that for for
070a few months at this point. But >> then what's that do with your freshwater system now? That takes a special licensed person. >> Uh yeah, there's >> he's retiring. >> Yeah. Um so that is definitely my radar. I've been making connections to that also. So I have uh I have a couple sources. I don't want to mention names or any of this, but I do have some sources. Um, our current water individual also has offered potentially some services to help us guide through or to keep us through why we're looking for that component. But, uh, that's our embedded with the, uh, job posting for that specific position that opens up here, which will be my goal the end of February. We're talking about making this position. So that that's a big certification that has been
071the top job description for the rest of the district for that very specific position. Um I may even come to board at some point to say um we do have an individual who runs that. I know he's over at seaside at the moment whether or not we have him come out but it does need to be checked daily. That would be a problem. And so we do have some options, but um we'll be here more [clears throat] water questions. >> You all good? All right. 9.4 natural resource >> dinner. [clears throat] Just have to upload this other welcome. The second era computer displays All right. So, I had to go back and toss the the date together. So, I don't exactly remember the day. This was on a Thursday in November. Uh the natural resource
072dinner, we have taken part in this. Let's see. Two of the last three years that we've this is our fifth year doing this. At one point, you may remember if you've been here, we had a check uh ceremony before with Lindsay Davis who had the number and it was for the amount of $20,000 to help support CTA programs. And what was interesting about this is you got to hear from the actual student that started this entire event and she got up in front of over 700 people and I'll show you a picture crowd in a moment. And she got up there and she spoke about how this whole thing came through. I can't remember the subject specifically, but she was asking for some resources for her classroom support for her CT uh program in her
073school and they were struggling to find some funds. So, she had reached out to Lindsay Davis and from Hampton Lumber and said would the would the organization be willing to donate just a few dollars or a few funds to support the CT program and she said no, we can do better with that. she says we can actually support and just do a co fundraising evening and so that's what came from it and so all the community really has shown up in the last uh this is the fifth year as I'm sitting there and I'll show you in just a moment uh our table of people you sat and you look across the room and you hear some people say your community truthfully showed up who was I mean that's an understatement of all um so
074during this time this is one that this is a table that the jewelf program had here in the back corner of the fairgrounds and all the way around the side was all the other four other school districts of count representing all five CO school districts and all the funds that are fundraised during this time go to the CT programs from all five schools and so you have students uh are specifically dressed in those cool little FFA uh uniforms there are representing their districts talking about their programs and showcasing leadership and pride for what they're doing for their schools and I will say watching the five that were there as they're moving around uh we had individ all of them at their tables here. We also had them up front. Uh we had one student actually
075stand up and speak in front of everyone and provide some information about some of the award ceremonies that were going on uh for acknowledgements for some of the community members out there. And then you also the dinner time walking around all the tables politely asking uh you know helping serve some food or taking dishes and whatnot. And it was just a it was a really cool moment. We had one of our community members there and her son was also involved. And I I told her, I said, "This is really fun to watch. You get to see leadership, get to see students from all different uh districts here, all at the top of their game, >> not just within a district, and they're learning from one another, and they also get to see how a community
076actually supports what's going on and why they're supporting what they're doing in our schools." So, it was really fun to watch. So, these kids uh I believe had a wonderful time. Uh there's some in the crowd. There's your there's your jewel table. We had about a table of 10, but we actually had 11 individuals come out to this in support. Um, and it was an auction the same time that Johnson was there was running the actual auction itself. Um, trying to get donations. You had a little bead activity as well where people were donating some funds for that. And then you had a lot of auctions that the students and all the programs put together. I didn't put that in there, but we had a nice wonderful FFA basket put together that people were auctioning
077off on to help raise some funds. The tables themselves also, every individual um in that room donated their own funds to be able to be at these tables. And so there's a lot of money being generated just for the table of 10 uh for these programs. So that's team Jewel. I didn't know anyone was behind us taking photos. Uh there they up front uh talking before Betsy Johnson goes into the donation aspect. Um and so there they are smiling and before that they had major presentations at the screens talking about some of the major leadership in Kip County. >> Now is that only our students? >> No, this is a mixture of uh all schools we have. And you didn't see them all over from the side. A little bit shy to come up there
078and answer his yelling, "Get off the stage." [laughter] But no, that's not some of ours in there. Some of them were off the side. >> Okay. >> And then there's That's what the crowd looked like that night. It was It did not look like that. I think Didn't you go one of the years or >> I can't remember who went someone we had a number of people come with us uh my first year. We didn't go last year. Um but we we're going this year. They raised $189,000. >> Wow. >> Yeah, they raised 120 I think last year. The goal this year was 200,000. Um, so they raised decent amount. Now whether they split, I don't know. But if they do, that's a good healthy $34,000 for 16 programs. Uh, which is substantial. Let's say
079substantial. Now, but I will say our students I was I mean I have goosebumps. I'm sitting around and I I know what I who I was and I was sitting in there teaching. I know what I am in my nonprofit when I stand worked in this office here. I mean, I had I was proud. I'm very proud of what I was watching with these kids. Um, if we're going them to be part of a community, this is what I wanted to see. I mean, they were up front. They were out there with everybody engaged. Not a single one of them was not engaged. It was perfect. So, just want to report that because I thought I didn't mention a little bit in here. I thought that was well done. >> Thanks for sharing that. >>
080All right, questions. All right, good. >> Okay, we move on to 9.5 HCP update. Okay, so we finally have an update. It's been months and I didn't know it has been months. Um, so our appeals we will our appeal, excuse me, that we had prior is now uh being open for oral argument uh in person. So our attorney will be there. Um I have before this was scheduled I already have a transition postsecondary transition conference. I'm heading off with our new uh spad director Suzanne Harris as I'm working at the class of county super leading uh a transition program for the for the districts in class county here. I will most likely zoom in. I'll be in Salem at the time. No, Eugene. I'll be in Eugene. This will be in Salem. Uh it's about
081an hour and 10 minutes away. If I can get myself down there, our attorneys it's not necessary, but I definitely will be in Zoom or in person. It's on the 18th of March at 9:00 am in the justice building in the in the courtroom section >> in Salem or in >> it's in Salem. >> Yeah, this is in Salem. Um we still have the you know the ACTPs at the federal level. I've given some updates sometimes about whether or not what's going to happen at the federal level whe this is going to be passed or not. For what it's worth, I've said multiple times I do not believe it'll be passed at the federal level with our current administration. Uh but that still doesn't dictate here at the local level of the state that we
082have. Uh so this is this is what we've been waiting for this opportunity to have some of our voice heard. Um and if it's allowed to be heard beyond this then we can go forward and uh do quite a bit more work. But until that takes place, um this is what we've been waiting and sitting at our our um I I want to remind again everyone everyone that I mentioned our first quarter report was our lowest quarter report that we have had since 2011. um and that we're also going in, you know, to negotiations and other things. And we talked about the state of Oregon also uh having a fiscal challenges in the middle of the year here and also the ACP having a drag impact on our very very small district here. Um how
083important this this is that we've been putting in three and a half years of work trying to push through this and see what we can come up with this. Uh but I want to remind you there's no guarantee obviously you know what is going to be the outcome of this here. Um but um as I prepare for the budget for the next um year ahead, there's a lot that I don't know in terms of where we're going to go financially with the state and with this uh and previous superintendent of previous years have not had to have this as a concern moving forward. And so we did the best that we could for the last u school year meaning this current school year and I will do my damnest to do the same thing for
084you guys for next school after the year after as well. that we're going to be very fiscally responsible with our with our budget for next year. So, I just want to make sure you're aware of that. >> Any clarifications or on HP? [clears throat] All right. Oh, 9.6 six, the FA local wellness policy. >> All right. So, this is this is a massive this is this is a pretty big policy. So, the wellness policy just so is seven pages long. Um, and try annually. So every three years we're supposed to be updating this uh and not just taking an OSDA organ board association model policy and looking at it like I do with most of my other policies and having conversations u and dictating a few things and then passing it back and forth and
085we discuss uh this specific policy has very specific requirements by the state of Oregon or department of education. So, I sent out a notice to our community um and I said inviting parents, students, teachers, school health officials, board members, and members of the general public who are interested in wellness and student health and school nutrition to take part in the review. And it's not it's I'm not going to say it's not a fun thing to go through because it's a serious conversation and it doesn't have a lot of fight for people wanting to say, I can't wait to tackle that. to be honest could be a little [clears throat] >> but we did have a group of individuals and we had two community members we had another uh individual who works with the district from
086outside but comes in and provides some supports um and then obviously inside we had our our staff as well and I won't go through it today I just want you to be very much aware because it's it's near ready but I I didn't have enough time to get all pres you know ready for presentation here uh but I did put together agendas for both of them so we had two different specific meetings about our goals and our goals as I said on here I have it on here uh is to assess the progress we've made toward meeting our wellness policy goals that was number one review our compliance with state and federal requirements and then compare our current policy with the updated draft model wellness policy which is about 70 page document here so it
087was quite a bit of work and I'll give you the logistics next board meeting about what what happened I will uh I'll send all this information to you if you want to read Uh but we did have these agendas. We had the meeting one review notes that we came out of that first meeting with. We had the review meeting number two and then I had the draft version which was much more solidify when it's all said and done about our public report and our steps moving forward to update that wellness policy. U so you're aware and I did talk to the team and say it was so cordial with everybody involved with community involvement. Uh they were thrilled to be there. They said the district felt very warm and welcoming. appreciated that, which is important.
088I told them I appreciate that to hear that feedback from them. Um, and they said they want to be involved with more things. I'm like, well, that's what I want to hear also. [laughter] So, uh, so that was refreshing, but and I'm going to say it in when I was teaching the BAM program, fun was a different context, but in the chair that I'm in now, this was actually quite fun. I [clears throat] I rather enjoyed I rather enjoyed the process. So, uh, anyway, so I just want to give you a heads up that this will be coming to you for the February board meeting. I just didn't want to rush it. >> Well, even if you thought it was fun, they'll probably still only do it every three years. [laughter] >> Running away. I
089got my board. Oh, there we are. Okay. Okay. So we go through 9.7 JFA the flows campus discussion. >> Okay. And this one this is this has come up more than a few times here in the district with various individuals in the community. So I this is more of a board I want to say a board work session per se but I didn't want to throw something. I don't think it's going to be a long discussion but I I'm just looking for information and guidance from from everybody here. So I look at both policies. You have a closed campus and students of legal age. And as I said before, this has come up a number of times for the district. It really has. So closed campus, what it means by that is students may not
090leave the school during the school day without clearance to the office. A notification from parenting school will be required. So other words, a student wants to exit the district. They must have parental guardianship acknowledgement before they exit the district. It says other campus areas may be determined as off limits. Blah blah blah blah. But the gist of what I just made to you that what's makes this a closed campus. Um, and then the other one which is the students of legal age. Uh, and so this is where I want some clarity because maybe I'm reading it wrong, but I don't feel like I am. So, every student 18 years of age or older will be deemed an adult and will have the same rights and responsibilities as an adult. And I don't disagree with that
091at all. Um, adult students like all other students will comply with board policy, administrative regulations, establish rules, uh, pursue the prescribed course of study and submit to the authority of teachers and administration. So that's [clears throat] where I get some little bit of sension sometimes from u some community members about whether or not if a student is 18 years old and is isly deemed an adult that they can go ahead and either sign themselves out or do not need the parental guidance guardianship to have acknowledgement that they're going to be leaving that they can sign themselves out. Um, if there's a standing order and if there's a standing order with a parent or guardianship, I would say that's a different context. But for them just be able to sign themselves out. Um, even though they're
09218, it still says that they must comply with all policies and regulations and establish rules from the district. >> The district policy just says they have to sign themselves out. That's this is closed campus. This is I'm going to go have lunch at the elderberry during lunchtime, but you can't physically get up there back in the time period we provide them. >> So, walk me through that again because closed campus in my mind is your >> closed campus is most schools um let's take u [snorts] scapoo open campus lunchtime every kid leaves school most of them head down to McDonald's mod pizza Taco Bell all up campus. So, so I want to go back just from >> that open campus. >> I was gonna say that deal. >> Now they come back. Closed campus, you
093can't do that. There's nowhere you can physically go in the school to get something during lunch and be back in the time period we give for lunch. Correct. We would have to extend that period to make that even feasible at a reasonable drive. >> I mean, you can't run a baker store back in 40 minutes. >> You can. and he could but it safely intelligently is your o that's your open closed campus in my perspective but as 18 years of age saying a child can't go sign themselves out they're not a child they are an illegal adult to go home because they're sick but it says >> well that's totally different if they're sick totally different >> why would they not be able to sign themselves out they're legal adults >> I don't care you're
094here going to school At Joel School, we are responsible for you no matter what. >> At 18, there are eight. You're not the property. >> No. If you're still at school and they get hurt, who's going to be responsible? Us, not the students. >> Well, it's that second paragraph of the students of legal age. That makes me not understand. It says adult students. Because we just defined what adult students was. Says adult students like all other students will comply with board policy. >> That's right. So that's why I'm confused. >> That's closed policy. >> Correct. >> This is a students of legal age. >> This is a student of >> But it's talking complying with board. This is board policy. And the board policy is this is a closed campus. That's why I'm confused. >>
095Closed campus is because they're coming back closet signing out and I'm not coming back to school. I can see having an issue if I want to leave school and come back to school without prior arrangements. You don't know what I'm doing once I leave campus. But if I'm leaving campus and I'm not coming back to school. >> Yeah. >> Versus I'm going to go home and come back. >> But if a student leaves campus and the district has no knowledge of where they're going and something happens on the way, they pull out of the highway and something horrific happens. How are we not going to be >> They're They're 18 years of age. They have that right. You're taking their legal rights away from them. I'm gonna disagree with that. >> I'm gonna disagree with
096you, too. We're still responsible for those children. >> They're enrolled in our school. We are responsible for them. Just like if they go, >> they're 18 years of age. >> I don't care how old you are. If I get here here at school, I'm going to sue you. And I'm 75 freaking years old. Okay? 18 is going to do the same thing. Mom and dad are going to sue us. disagree with you. >> No, I I if we have a closed campus, kids are here all the time. I don't care if you're 18. >> What's the difference? >> 25. >> I sign them out. >> If you sign them out, >> what's the difference? >> You're the parent. >> They're 18. >> I don't care. You still have to sign them out. Are you They're
097under your guardianship still. >> Not at 18 years of age. >> Oh, they're not under >> They're under their own liability. >> Oh, I don't believe that at all. >> Thank you. I don't believe that at all. >> They could go do something. I'm no longer responsible for them. >> Not at 18 years of age, >> but they're still enrolled in our school. >> I guess maybe that's a trick question for the lawyer. Find out. >> That's true. >> Because I still think we're responsible for them no matter what. >> Because this I mean I truth once they sign up. No, >> because this really has come up. >> Oh, I'm sure it has. I'm sure it's probably your kids, right? >> It's come up. It's come up with family other. Sure. But if they're
098enrolled in our school, we are responsible for them. Correct. If they're on the bus on a field trip, we are responsible for them whether they're 18 or 12. Correct. >> Yes, we are. >> That's that's my viewpoint. That's my view. >> Yeah, we are responsible for them. >> And I'm bringing the board because I want to make sure I am not reading it right. Um, and that's my view, but I also appreciate it. That's right. I appreciate >> the students get hurt all the time and school doesn't pay for nothing. >> But we have there's two different policies here. >> One for closed campus has nothing to do with >> closes allow them to leave and come back. >> No, I want closed campus. I >> I've agreed with that. >> See, and my my
099view of closed campus has always been it is closed. Come on in and you're here. >> Yes. >> It's not you can leave and then it's always been you're here. I remember when I went to my high school, um you couldn't leave period no matter what. >> Yeah. >> Um >> even the staff I mean >> um >> how did that work? >> Student I mean I believe this this is studentaff staff never put on staff even I'm thinking when I was a kid but even here uh this is all for students. >> Yeah. So I mean I'll run this by our legal um but I I did look at other districts as well and they're the same. I mean they're very very very similar between the students of legal age and closed campus. Um
100and where I'm where I'm caught is that students of legal age that second sentence for me adult students like all the students will comply with all everything else and everything else all of our handbooks and all of our guidance even this board policy rules because this is asking those ones to rule. That's how I do that. But but I wanted to throw it at you because I I guess I've had multiple times in my last couple years this comes up. It's not every day but it is >> I mean if mom and dad are going to get permission for this student to leave correct >> then we have to we have to abide by that. >> And I I would be understanding that even if it was a standing order that if you know something
101were to place and this student needs to leave we are aware. Um what makes me you know what I mean if something is consistently taking place this you know but if it's just randomly and whenever they want to leave I just let them leave whenever they want to leave that makes me very uncomfortable because um even though you know I hear what you're saying we would get sued I know we would get sued immediately and I'm at all confident that this would hold >> for us as a district >> because again I personally do believe in this role that we are responsible for these kids from the moment the bell starts, excuse me, right there on campus to the time the bell rings and they're off campus >> and out of our out of our
102time. >> Yeah. >> Well, just like the workshop we went to at >> you hold them against their will at 18 years of age. >> But just like when when we went to our workshop at Pace, even when you're on a field trip and they're doing their after with graduation, we are still responsible for those kids. Most of them are 18, but we're still responsible for them. So, what makes us any different? We're still responsible. And I don't want kids to just walk out because a whole what I want. You're here at school. We are responsible for you. You need to stay until the bell. >> How many kids at 18 do you think walk out of tries to leave school? They're at school at this point in their life at 18 with what few
103months they have left. >> Oh, don't put it past anybody. >> Don't put it past any of these kids. They're here kids that are still here at 18. You got kids that aren't even at school at 16 years old and you're not even looking to get them in school. >> You're worried about the kid that's 18 that's already here. >> No, I would. >> Won't you be worried about the ones that don't show up to school? >> Let's go get them. Let's get a TR officer and go get them. >> Well, it's in your policy. >> Well, then you >> haven't you enforced any of it? But you're want to enforce something on an 18-year-old that is legally of age that can make a decision on their own. They can sign to the service at
104>> make any decision you want as long as you're not here at school. >> They're leaving school responsible for No, >> they're leaving school. They should be able to make the decision to leave school. >> So just because I want to go someplace today, I'm going to walk out of school. >> They should have that right. >> No. No. Not >> there's there's repercussions. They have they have great they have their grades to deal with. They still have attendance they have to deal with. There's all problems that they have to deal with. So, that doesn't go away. >> No, it doesn't go away. >> They still have to watch their attendance. They still have to watch things. >> What if I don't care? What if I'm the student at 18? I don't care. I'm just
105going to leave anytime I want to. >> You wouldn't be here at 18. You would have dropped out at 17. >> Maybe not. Maybe I just want to be a pain in the ass. >> If you want to be a pain in the ass at the last three months, four months of your high school career, do it. That's not very intelligent on you, if you ask me. >> No. If if those kids are enrolled in school, we are responsible. >> I think you hold somebody you could have more of a problem because you're holding them against their will. >> I think you're going to have problems holding them against their will is or is hostage and you're creating a hostile environment >> is what you would do. And you tell the kids to submit to
106you. Bad choice of words. I just >> respect. >> Well, that's you're talking about emancipation. So, request must be submitted. So, that's what that must have misreading it. >> That is not >> right there. I'm sorry. >> Yeah, I disagree with the word choice. I agree. >> The wording is horrible. >> So, I run I want to bring this up because this is the these are board these are board discussions I think we really should be having. I mean, our board policies I'm going through more and more of them. uh we should be able to have these conversations. Uh and they do come up um not regularly, but they do come up. I want to make sure we go through that. I will take this specific watch and I'll run it through our legal um
107and see what that individual has to say and if you're good with it, I'll bring it back to the next floor. >> I mean, other schools deal with this all the time. I'm sure >> they do. >> Yeah. Uh we are in a little different I I can't say what the other ones have obviously because I don't think they're as close as we are obviously because ofation uh story and more but they might be I don't know checking on that but okay all right thank you legal stand behind on whatever they decide legal stands behind their board whatever they decide the last one told us we were in shape. It cost us 5 million. >> Thank you. >> All right, that covers 9.7 9.8. Any more discussion? >> Okay, we're here for 10.0. Audience clarification.
108[laughter] All right, covers 10.0. uh board of directors time. >> Just glad everybody's back in school having a good time. >> So, keep up the good work and we'll get through it. >> Well, I'm glad that we have some forward momentum on the water situation. It sounds like it could be a little bit protracted, but just keep going. That's very important. Um, super excited about that natural resources dinner fundraiser. That is fabulous. And just the thinking about our a program and I mean there's a lot of wonderful uh pieces coming together. It's just very exciting. So, yay. >> Yeah. No. Uh, got your hands cut out on the water one. um that is not going to be fun no matter what you fill up with. Um surface water is very difficult to deal with. >>
109I know. >> U stuff that is impressive. They do an amazing job with that which really good. Kids were did had a great time that went to it. Um seemed to be really positive. Um, and on one this last few weeks, I know I've been probably a pain a lot of the teachers, but uh, not in a bad way. They've dealt with everything, been very good. The ones that I dealt with, worked with them very well. I appreciate all their time that they didn't have to put in. So, I do appreciate and value everything that the staff has done. Um, but um, that should be about all I got and thanks for your reports. I forget you down there and the time you ended up putting up with me. So, uh that's all I have
110my time. Um so, and so items for next month meeting [clears throat] I was going to say the local service plan uh that is again the ESD. I presented it last year. I'm going to see if I can get a representative from ESD to come out here. >> They are. >> Oh, they are. >> Do we know who it is? >> No, she just said someone's coming. >> Okay. I can ask her. >> Okay. >> And and then the panic arm also we kind of stall there. I don't want to leave that alone. So Abby's given her some time, but I will jump back in that. >> Okay. And then you had your other one. >> And then add the J FHF D. So that's 9.7 legal on that one. So local. >> Oh, and
111local. Correct. Thank you. That was when I was thinking. Yeah. [snorts] got all that in. >> All righty. And then we're down to a motion to adjurnn 13.0. >> I move that we >> Second. All in favor? >> Yes. >> Patty J. >> Yes. >> Michael. Yes. And Jan. >> I keep forgetting we have to do call out now. All right, it is 7:26 motion.