April 21, 2025 Budget & Board Meeting

001Okay, we'll go ahead and call to order April 21st, 2025. Please rise for the pledge of allegiance. 6 p.m. to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, liberty, justice for all. Roll call. Mike Wanak here. Patty Drew here. TJ Heck here. Ryan Dietrich here. And Jan Her here. Thank you. Brings us to appointment of our budget committee member. Does everybody have time to review the applications? We had a lot of them. We narrowed it down to one. Um, with that, we'll go ahead and uh we have a nomination to appoint. Sure. I'll make a motion to appoint Braden Ericson on the budget committee. We have a second. I'll second. Second. All in favor? I. Congratulations. Okay, that'll bring us 4.0. We will

002recess to the budget committee meeting now. 601. Okay, I will call to order at 60 one. Uh, budget committee, April 21st, 2025. At least we have roll call. Mike Wac here. Patty Drew here. Braden Ericson here. AJ Cox here, Ryan Dietri and Jans here. I was nervous. Everybody had time to read the uh agenda. No discussion. We'll take a motion. I'll make a motion to approve the consent agenda for the budget committee meeting April 21st, 2025. I'll second. Okay, we have our oath office. if you don't mind coming up. Good afternoon. I Braden Ericson. I Brad Ericen. Do solemnly swear to support the laws of the United States of United States and of the state of Oregon. Do solemnly swear to support the laws of the United States and state of Oregon. and faithfully discharge

003any duties which shall become our responsibility and budget. No, you got the wrong one. Oh, go ahead. Any duties which shall become my responsibility as a member of the budget committee school district number eight. The 21st day of April 2021. Thank you. was my right. Okay, that brings us to budget committee chairperson election of office. We have anybody? I would nominate Jan for a chair person for a chair. You'll second. All in favor? I file 5.2 budget committee vice chair. Can I nominate Patty? You can there any discussion or do we have a second? I'll second. All in favor? Congratulations. 6.0 superintendent budget message. So we're going to start with Tammy. She's got a little presentation for you and go right into the superintendent message through everybody should have their budget in front of the

004proposed budget. So here's what our agenda is tonight. Um, we'll go over the budget definition, budget committee role, fund accounting, Susan Brenon Peterson's budget message, go over the budget assumptions, talk about general fund transfers, FTE comparisons, and then the next steps. So, just a reminder, we already know this, what is a budget? It's a financial plan. It's for one fiscal year and our fiscal year is July 1st through June 30th. It's based on estimates of revenue and expenditures and other requirements. And the budget is the basis for appropriations which create the authority to spend public money. What does the budget committee do? Budget committee receives the budget document. The budget is a public document when released to the committee. It's available to the public at the same time as the committee. The public has a

005right to inspect it and we must provide a means for public to copy and we can also charge for those copies. Um the budget committee also hears the budget message prepared by or under the direction of the superintendent, explains the budget document, describes financial policies, explains any changes since last year. The budget document must be in writing and anyone can deliver it. Um the budget committee then will approve the budget and there's just a sample of a motion that will be read at some point and then also approve the property taxes and then there's a motion on there to approve the property taxes as an example. What is a fund? A fund is a separate fiscal and accounting entity. It's used to separate out an account for specific resources used to carry on specific activities.

006A complete set is a complete set of selfbalancing accounts. And a fund has its own asset, liability, fund balance, revenue, and expense accounts. So you'll hear us talk about the general fund, special revenue funds, and capital improvement funds. Why do we use the fund system? It's to track accountability rather than profitability. Um the funds may be designated for a specific purpose and it also ensures restricted resources are spent for their intended purposes. So again we have these fund types. Our general fund 100 is our default fund for governmental funds. Um it's an account for and report of all financial resources not accounted for in other funds. The main revenue sources for our general fund are property taxes, the state school fund, and for Juul the state timber revenue. And you'll hear a lot about that.

007Special revenue funds are in our 200s. They can go anywhere from 2011 to 299. Accounts for proceeds for spec specified revenue sources that are restricted or committed for specified purposes other than debt service or capital projects. And the main revenue sources are grants and fees. Capital project fund 400 is the account for financial resources that are restricted, committed or assigned to expenditures for capital outlays. And the main revenue source is the beginning fund balance and a transfer from our general fund. I'm going to let Superintendent Peterson, okay, take it over. Good evening everybody. So, this is I'm going to read the document I have for you. I'll try to elaborate a little bit in between. If you have questions, let me know as we go through this here. Okay, budget message for the 2526 school

008year. So, as I write this message, I reflect upon my budget message from last year in which I stated that the district would be facing challenges with the current budget as a habitat conservation plan. And if you're new to that, the HCP uh which would have a direct impact on our state timber dollars, which drives nearly all of the funding for our district. Uh the HCP was voted and passed by the Oregon Department of Forestry back in March of 2024 and still waiting approval at the federal level. We are still at a time of uncertainty as changes in staffing the government at the federal level may have an impact on the laws governing the forest lands but currently not at the state level. I brought that up to you at the last board meeting. Uh

009we are currently operating at a deficit level as our first two quarterly timber payments have come in at a loss of over a million dollars and that's we have four quarter payments a year out of the first two already million behind for uh expected to be. uh there's uncertainty as to what the next two quarterly timber payments will hold and hence the district is looking ahead with conservative mindset in regards to it current future budgets to ensure our educational institution will hold strong for our students in school community and looking at needed reductions in our funding over the next few budget cycles over the course of a few years here to preserve our district reserves as there should not as these should not be utilized for general operating budget I want to express that again

010operating budget should not be coming out of reserves it potentially could be a point our funds that go into our security net safety net as you call it. Uh there'll be nothing going into it and that is a big concern obviously for for everybody here. So this proposed budget will reflect beginning and I want to stress that again the beginning stages of this step in accordance with the impact of the HCP and the loss potential loss of timber revenues which we believe is already taking place. Our district is still preparing for the full picture of where are where we are headed financially, but there are too many variables and questions that cannot be realized and answered at this specific moment. The purpose of our financial planning throughout this year was to create a framework for

011our district to follow and to ensure not only that resources are available to fund our continuing vision and goals, but to make sure that we have financial stability. It's critical that we stay focused on our unified district vision and that we're able to target our funding towards our educational resources in the most efficient and effective manner to improve student achievement. These educational resources are tied to the standards and student outcomes which is important to maintain not only effective programs for our students but efficient ones that saves money as well. Since the primary reason that schools exist is to provide for the education of our youth, the majority express this over and over the majority of our financial resources resources should go toward the instructional process and to build capacity for academic and social emotional success

012for our students. We have the ability to build the strongest level of support for all of our students over time as long as the vision, resources, and support are all present. So with the above in mind, I'm proposing the district choose to focus resources and accountability around specific tools, strategies, professional development, which you hear me say is PD, uh procedures, and policies that can be documented to improve student performance. When I say documented, I mean data, that we're utilizing data from this district to make sure we're uh we know it's effective. This is a shift of focus for some components of our district as it focuses more on the output within our district or in other words the output of student performance. I've expressing that since day one uh through this process the district strategies

013for our proposed budget are as follows. Number one, understanding what our school needs and yes it's a prek through 12 but very distinct prek through 12 very distinctive elementary, middle school and high school. Where are those needs for those three areas? Number two, invest in the most important changes that have the greatest impact for students in the district. And three, customize the strategies to the school and the environment, ultimately bringing forth the change in the output or the performances of our district. So these are the strategies that will help our district in achieving our outcomes. Our vision of outcomes are not just those related to the academic achievement of students but also to the fiscal health of the organization and the maintenance of a safe and secure learning environment for all stakeholders. Some of our

014established goals goals are broad in vision and help over time to promote sustainability and it can bring measurable success in all student achievement including our focal student populations which you heard again speak about through our student investment account last month. That's our high poverty and disability students. So below this proposed balance budget represents the JU School Board's goals and priorities for the coming school year and provides the resources available to bring forth the best supports for a safe environment and financially responsible educational program for our preK through 12 students. I should have put a period there. This is a long sentence that further ensures a well-rounded educational focus on state core standards as well as the extracurricular opportunities to provide for well balanced education for every student in our district. As your interim superintendent of

015the jewel school district, it continues to be a priority for me to increase the overall understanding of our budget. I expressed the same thing last year. It continues to get more realistic for for this brain here as we continue with the HCP to our district's unified vision and even more importantly being disciplined by that vision moving forward as we continue to transition phase into the uncertain times of our financial future. So below these are the priority focus areas. You will have seen this priority focus. I've gone back through uh previous budget messages from previous superintendents uh and this has been on there for a number of years but I don't want you to get confused by when if if any of you have those questions if you've seen them um I have been here for

01618 years and I have watched the NTSS system we've talked about for six or seven years um I will say truthfully we are working on implementing this for the last two years we are really pushing and we're not giving up the message on this one so continuing to build a multi-tered systems of support and throw some acronyms at you that's our PBIS positive behavioral support systems, trauma informed practices. I'll bring that up in just a moment here. SEAL, social emotional learning, which has become some state standards of the state of Oregon in last July as requirements in our classrooms, all classrooms. And then response to interventions are TI. So the effective implementation of these systems will help support our students social emotional development as well as their everyday academic growth and learning. And then I

017put in here, we have made great strides with our MTSS behavioral development around common spaces throughout the whole 2425 school year. We worked at Nauseium last year to get these as perfected as possible. Implemented them this year showing consistency and behavior expectations utilizing Swiss uh that's our behavioral tracker system. Synergy, that's our attendance for our student body uh and grading component and much more by the way. And then professional development and staff data to bring forth continued positive changes. In addition on top of this again in the NPS component NPSS component our social emotional learning work and the adoption by the school board of the second step program will continue to guide our child protection curriculum forward. Uh the MTSS team moves into its second full year. I'm talking about the specific theme and we

018have a team here in the district. Uh we'll move into its second complete full year. continues to build the framework for the district along with guidance for our student support team SS team to further advance our growth partnerships with our students and their families. And I express we are at early stages. We are doing a lot of work behind the scenes. SSS team uh hasn't seen us very much for the last three four weeks or so, but we have a lot of information, but it's a matter of getting it prepared in a manner that's not going to be rushed and we and and and done right here. Can we continue to bring on more community partnerships within from within clouds and bring Columbia County as well as support from our educational service district and most

019recently the RCC network which I have now taken on the uh being on their steering committee and that's resilient class of county and I've taken over for all the clats of counties superintendent they nominated me to be uh involved in that organization. So it's been the last few months I've taken part and a lot of resources to come out of that to help our community and our families ultimately helping our students. um you hear a lot more about over the next year. All of these components and partnerships, but critical and continue to build our support base as we further structure our MTSS program in the 2526 school year ahead. I guess that's all my way of saying I don't want to go the gas. We've been pushing this far for the last two years and

020it's not perfected by any means. We're still growing this, but I want to continue to push because I truthfully believe and I'm going to ask Mr. Scott to speak at the moment, but I believe we're headed in the right direction with this Okay, the next one. Um, if everybody can look at the seriousness of my face, I can be as serious as I can say. Uh, the special education director position, uh, a 1.0 FTE. Uh, this position, I truthfully believe can be completely redefining for our district for student success. Um, I mean, I'm more than happy to answer any questions after I go through this with you. Uh but I want to express how important I think this can really do uh for just the output of our student success all across the board specifically

021for high-profile students here. Um so this special education director position which is required we have we have to have a special director for the district no matter what. We've had two they've been attached to our principal role um our last two principles and I can be very blunt and say it has not worked. It has not worked. Um so uh this will elevate transform student outcome across all levels of ability. This vital leaders leadership position will serve as a cornerstone in reinvisioning and assisting in building a student- centered, equitable and innovative special education program that prioritizes growth, inclusion, and lifelong success. Uh this position will lead the redesign of the district special education program to ensure that best practices, data-driven instruction, individual support, uh excuse me, individualized support are implemented with fidelity and consistently across

022the K through 12 spectrum. They will be responsible for developing a cohesive vision that puts students first, ensuring compliance while maximizing opportunities for social, emotional, and academic growth. In addition, this position will also directly supervise and accredit the district's entire preschool promise program. That's uh early childhood education component feeding into our elementary program and creating a seamless and intentional bridge between preschool and kindergarten with the most critical windows of child development ensuring early intervention and readiness for all learners. This position will also serve as a talent and gifted coordinator. Our TA program which was not in complian with this district for years and it frustrates me. It was not in complant with this district for years. We now have it in compliance. we have the plan, but to get up off the ground is a

023whole another animal, another beast. Uh, and so I see this position lifting that. So, beyond our special education program, we're talking about our youngest of youngest in the district, plus also getting all of our TAG students, uh, but pushing, shoving them because we have them. That's the other side of the spectrum, the most talented people we have educationally here in the district to push them. And then also oversee all our section 504 programming. So these are students that are not sped students but they have specific accommodations that they might need to support. Uh I'm talking about 20 to 25% of our entire student population. So when I say big effect on our entire district that's how important I feel this uh this role is and it also takes some the large chunks of items off

024of your principal which has been something that our principles have said multiple times. This is too much. There's so much work too many things on our plates. This takes it all off so they can actually be principal if that makes sense. Um, so this ensures that high impact specialized services are aligned, well resourced and embedded in the broader framework for student success. Through the strategic leadership role, the district will streamline and enhance communication. That's important. Got that through our surveys and our feedback, communications, accountability, and program implementation across all special populations, resulting in stronger outcomes, greater family engagement in a more inclusive and responsive educational environment. Go ahead. Will this position also be able to help our middle of the road children to maybe boost them up to TAG and keep them going so that

025they're not lost in the shuffle? So part of I'm gonna make sure it's in this part here. Under our under the federal grants of student investment account what I presented last year. Uh we currently do not have anyone in specific support roles in the middle school in the secondary level right now. We had they've been pulled out for about three years at this point. We're I'm putting somebody back in help in that avenue. Um, now this is kind of a jack of all trades position because when you have somebody in this position often times when they're getting this Fed director role, they have usually administrative license already attached. They don't use it, but for specific requirements by Fed director roles, they have those licenses. Um, so this is something we could definitely utilize that because

026I don't want those average I don't want to say average, but your middle of the road kids that are not quite up here, not quite down there. I don't want to lose those kids. Well, I don't think we will because again with our MTSS program, this is student support teams. Okay. Um I mean we have the level one is the MTSS team and then the level two, we're still defining this. This is why I said we're on the early implementation of this level two and level three. Uh I like to think that our level twos are our um say our student support teams in general. And then we're defining our level threes. Those are those students you're talking about that if we can't reach them through more of the small group activities at the level

027two the student sport teams then we push them into the level threes which is very individualized because you got those kids that just mosy along. They're they're not the brightest kids but they're not the ones that need a lot of help and they just kind of go along with the staff doesn't know this but some of our conversations we just wrapped up about two weeks ago we're going to have again today Monday Wednesday u we're going to talk about again the student support teams throughout the whole staff. So students having about three teachers well defined uh who would be either reach out of supports who also are the community supports once a month on Wednesdays where they would be making connections good or need some help from families once a month. Um so you know

028I mean we're aware of those students. So just you know just a little push to get those kids a little bit maybe more vot motivated to be able to be in the TAG program be able to do something different and part of this is since this is some of this is barely off the ground hasn't been for a long time they don't know what that vision looks like. Okay. And our staff need guidance and this individual, I mean, we have we have the type program ready to go. It's been present OD. It's on our website. It's there, but it's a matter of getting it fully off the ground. It's it's the time. It's the structure. It's the push from behind. Okay. To make it happen. So, no, I understand what you're saying. Any other questions

029at all about that? Does that does that make pretty good sense as a principal standpoint? Absolutely. because the role of a principal is to be in the classrooms making sure that the programs that we have are being followed with fidelity, especially in um language arts and math. And so taking some of that off the plate of that person will allow the principal to be in the classrooms, know what's going on, know the kids, um just from being in the classrooms, but also being able to do a better job of digging into those the programs that we have and then making recommendations and and having um you always have a say to what's going on. But but when you're not bombarded with everything else, you can you can focus on, okay, these are the things that

030we need for those to those tier two kids, the ones that uh just need a little extra help in groups and even even into the tier three where it might be a one-on-one situation, but it would help a lot. It makes a lot of sense to have this position take something off the plate so the principal can fall into the role the traditional role they had. It's and Juel it's not really a traditional role because you wear so many hats but when you take off a few hats it makes a huge difference on being able to be in the classrooms and help those kids. Thank you that shelves some things around. I keep thinking as I've expressed in the division but we have shuffled some things around to make sure that we have this and

031there is no increase in cost for the district. In fact we have decreased cost for the district from last year by quite quite a bit. Um as I said beginning phases. So in my mind this looks more robust than it did last year but I think we're being a little bit more I guess is a little bit more the expression smart with how we're deciding to utilize our funds when it's becoming more more clear is how we want to say it. Uh then high school success supports. So targeted intentional focus on school attendance. I put in parentheses, you might be tired of me saying this, but we saw some incredible gains through the data data in the last school year to the point many districts in ESD's asking Juel, what the heck did you do

032to get such a large 24 26% increase. I can't remember exactly what it was. Uh ninth grade success and old school high school academic support through staff collaboration sessions. There's your SST teams, interventions and after school support. So Patty, that is that whole thing. the questions you you just asked about. Uh this will continue with a focus on our post-secary success priorities. The district focus on these target supports and programs with working conjunctions as I said with the MJSS progress will assist in providing more structure and guidance to speed learning which will in turn lead to more opportunities and growth for learning for all. Uh furthermore, the continued increase in attendance will will benefit uh both student uh learning and growth as well as provide the financial support and longevity of the district resources. And

033then this one uh you did have a presentation also I think was it last month or the previous month about uh I had Martha Stevens come in and present to you about our farm to table program. Um and I'd mentioned also the possibility of our it's called the POSOS our program of starting taking our construction program which has been the lead and the renewal time is actually right now for our district uh and not leaving it leaving it exactly as it is uh but bringing in the ad and making that the big umbrella for the whole component. Uh I'm working with an individual from community college um who we've had some differences opinions and language over the last couple years of making this work. Um, I'm going to use the resilient. That's a county thing.

034Just be resilient and keep pushing and pushing. Uh, and we're able to make that the case here. So, uh, so inclusion of a K through2 agricultural teaching position. Um, and I do want to say we did receive another $1,500 grant uh, today. I forget the organization. Uh, but I know Martha will be traveling down what was it? Afest. Afest. She's gonna be traveling down to Salem to accept that award. And now there's another $50,000 grant that's also being uh a potential to jump for one. So there's there's a lot of vision and kids are excited by this. Uh we have quite a robust system going already. We've been working through for the whole year. But it's it would be position to create a new program of study in conjunction again with our CT construction to

035support career connected learning, community partnerships, uh and real world application of core academic skills. This dedicated agriculture teaching position will serve students in grades K through 10 through K through 12 and cultivate interest in agriculture sustainability and career technical education which is CTE while strengthening academic engagement and local relevance for all students. Furthermore, this will support CT pathways in agriculture at the secondary level connecting students in internships certifications future farmers of America and postsecary opportunities in high demand fields. In addition, this program will also support rural identity and community involvement by aligning instruction with local industry and cultural values, preparing students for success both in our dual hometown region and beyond. And there's a big push with all the superintendents right now having uh our CT programs being very publicly uh uh celebrated at the

036ESD with all the other different districts. And I'm engaging in conversations with Clapel County superintendents right now about possibly how to get our students involved in other districts and CT offerings even if they cannot get there every day but doing a virtual proponent where accordingly they would still get to make visits there and same thing for our district. Um so I am headed to Rineer um can't remember some time I made a visit there uh pathway right now for agriculture and I believe that's the only one in this region that is close to having a FFA here. Is this FTE coming from the general fund or coming from a grant fund? This is it is a mixture if I'm correct. It is uh it's SIA fund correct. It's general fund and do we have pulled

037out of anywhere else? And other than like I told you shuffle my earning around. Okay. Um there's a I'm just going to say our educational specialist which is our in-house sub complete position out of the district. Well, I was just concerned that if it was on a on a grant fund or something, the grant goes away. Where do we get the money? That grant is Yeah, that grant's not going to go anyway. I don't see it going away for at least I mean I don't see it going anyway for the next four to six years. Okay. Yeah, it's not going anywhere. Okay. Uh let's see. Updating our instructional material adoptions. So, every year there's schedule of adoptions for the curriculum for the districts. Uh this is not on there but we have gone through you'll

038see a little bit of the sex education uh can a little bit more just a brief announcement not too much about it would like some sort of vote for uh second step later in the month of May here uh but we have not talked about the high school level and it's been quite a number of years uh since that adoption. Uh then also math we did miss the math one a number of years ago so I want to make sure that we hit the math component as well. And then next year schedule adoption is the social sciences. So, I put that on there as well for future discussions with our teachers. And then possible capital improvement funds for the following districts. Uh the old gymnasium re-roofing. Uh so, we did apply for a grant, I

039believe, twice at this point. Um and I believe it comes around again next year. So, I'd like to apply for that again. Uh there's discussions about whether or not that gym would need to have seismic upgrades at all or not. Uh that is an expensive project. And so when we talk about reserves, not using for general, you know, not using our general funding for that kind of stuff or for everyday funding in the district, this is what I'm talking about. These components we have to put something expense out. Uh the new gymnasium emergency door, I do want to bring that up at some point that kind of went when the HDP first hit us. So I do want to bring that up some point over the summer just to say, "Hey, how do you feel?

040What do you what are your thoughts about that?" And then uh let's see, bring your outdoor stadium into ADA compliance. Um so I'm talking about like the wheelchairs getting access out to there because you're not supposed to ride anything on the track itself, but if you park up by the stadium, there's I mean you've got gravel. It's not it's not ADA compliant. So how do we get that put into place? And then finding a place also our our shop class or construction class can work on something with the seating inside the stadium so it's compliant with ADA as well. Um, and then I also said keeping funds available for any unforeseen water or well situations. Pardon the expression that's been a crapion for a number of years. So we've had two two three years where

041we had no water and we've been trucking in 20,000 maybe more dollars worth of water which is interesting. I remember EJ seen water truck parked up walks around us. Hey, what's going on? Um, and so and this Passover we did fine. We did just fine. and then continued priority focus areas. So we are currently in negotiations right now. So the negotiation status with OSDA chapter 145 collecting bargaining. So that is still ongoing. Uh and I don't see that ending in the next month here. So we're still we're still going with that one. Uh continue funding for Senate Bill 489 requirements. That's the unemployment bill. Uh which allows for unemployment benefits during a break or recess period for individuals in educational institution roles other than teaching research principal admits. So it's basically classified staff and I

042put that this is a law in Oregon state that has no funding attached to it when they put it upon the school districts. So therefore we have to fund the whole thing. Also put increase in salaries and benefits for non-represented staff. So that's non-classified non-certified. Uh assurance of maintenance of effort that's special education making sure you hit a specific amount of money that you spent the prior year and you can't go beneath that. under circum special circumstances you can start to reduce that but as when people move on out of the district or whatnot you have to hold the same amount for special education every year and increase it by at least a penny so that's why they say maintenance of effort to maintain those special services and see continued support of athletics band music

043excuse me the band CT programs and the continued support I won't go I won't read it all but for our technology computer software and hardware which is u pretty integral part of our our community at this point for our students learning. Let's see. Staff admin and board professional development. I won't go too much in that, but professional development really does um define a lot of the work that we do to continue to grow as a district. And I think we're being more cog cognizant about what we're taking and sending everybody off to to make sure that it does have an impact for the district and ultimately for our kids. And then continuation of need repairs and upgrades to district rental properties. Um, I will say that has been the number one thing that gets staff

044out here in the jewel school district since I've been here. They're full and they are full. I've left Well, currently one's open for principal. Uh, we re-roofed two of our houses back here. One of them, one of the houses had to be gutted because the rot was so bad back there. Uh, and I mean expressed from the garage all the way through the dining room all the way through the kitchen into the hallway and then halfway into the house. Uh, so we spent quite a bit of money to get that house. It is. I believe that after the gutters are put into place, we won't be touching that thing for probably a couple decades is my thought process. But if we don't maintain these houses, we gonna have any left. Pretty big one. I've stalled

045on the two roofs over here uh for the summer because I want to make sure we replenish some of our funds before we get too far down the road here. And the Northwest Regional uh there's a time where the district leadership for whatever reason booted everybody out. Uh but I think the North Regional is is uh there to help coach as I said uh and and collaborate with our community for both students and adults in general at all levels and they come in and help support in all the programs that we have to offer in the district all the way even to our business department which uh I know our Tammy regretly enjoys their assistance with and beyond that I just federal state grants uh our high school success grant which does fund a part

046of a teacher's position and the student su success act SIA I will be uh I did a presentation for you, but I will be submitting this to the state on probably Wednesday. I have one more last component. I got most of it upgraded, and that's your $217,000 grant uh for the district that would pay for quite a few things in the district uh for some staffing and services for our district. So, that is um basis of our report here. Have we seen any decrease in grants for federal federal grants coming in? Currently, no. So because of the new administration and there's been shake I don't want to say threats but there's been memos sent out there about if you don't comply with DEI I mean that's one of them if you don't comply with DEI

047we're going to withhold certain amount of funds or department of education has jumped in and they've taken on that role for messaging for all schools in Oregon. So if I receive something which I haven't but if I receive something I'm just put my my hands up and just let Oregon Department of Education handle the messaging for all schools. But I mean, as far as individual grants that might be federally funded that we would apply for on our own, have we seen a decrease in Well, potentially the REAP grant, that's the first thing that comes to mind, about 15,000. Yeah. Uh there's no guarantee that that will be continued into next year. So, we could lose a $15,000 grant. Okay. Uh student investment account, didn't it go down? E went down just a small I mean

048we're talking3,000 $4,000 or so for but we haven't seen a major cut off on federal funds for grants that we would or like title title the title one a okay title one a programs well yes all the all the title components under title one a okay because those are based off of um there's a formula they do that is in part based off of um the census that was done four years ago so than it's four years ago. And it's also based off of um um the poverty rate and there's a few other factors. And we saw um I think a 13% decrease, but that has nothing to do with the change of the administration at the federal level. That's what I was and I do understand. We don't have any I'm glad to say

049can we predict what's going to happen in the future? I have no clue. I really don't. But as of right now, it's kind of the federal funds that we receive and the grants that we could apply for. There's you know, for what it's worth, I'd be stunned if something were to double go through in all these districts all across the whole United States where it wasn't federal funding. I don't even think that would be I I just couldn't even imagine. I could even imagine. Thank you. So, there's no other questions. I know Tammy has just to wrap up her last part of So these are kind of the budget assumptions we went off of for the 2025 2026 year. Um we settled on um the assumption that we would receive $3.6 million in state timber

050revenue. We decided on that number um because that is also roughly the number we would receive if we were um receiving a state school fund. So we and that is about in line right now for what we would be receiving this year if the next two quarters play out the same as the first two quarters played out. But we're going to be transferring um $5.2 million to operations. Some of the other assumptions we're going off of is that are licensed um for the CBA, they have a 2% salary increase plus their steps. Classified, as Corey mentioned, is unknown because we're in negotiations. Non-represented staff, um a 3 to 4% salary increase based on um contracts that are already out there. insurance. Um we're seeing a $50 increase per employee per trend of the CBA. PERS,

051we saw an increase in PERS this year. Um tier 1 and tier 2 rates increased 6.5% from 2425. It's now at 29.7%. And observe rates increased 5.9% and they're at 26.52% currently. federal grants estimated a 4% decrease in some grants of federal funding. Um talking with other um groups and organizations. Um that's kind of what everybody is budgeting flat to 4% decrease and our pace insurance rate coverage went up 18%. And that's critical that we maintain that general fund revenues. Um the total decreased by 1.26 million compared to 2425. We have a decreased estimated local revenue, decreased estimated timber revenue and decreased estimated beginning fund balance and an increased transfer to from the investment fund. general fund expenditures increases, employee contract costs are going up, associated payroll costs are going up, and increased utilities, and

052there's little to no change in our contingency. These are the transfers um to the 200 special revenue funds, and we're only going to do these transfers if we need to do these transfers. um scholarship fund $37,000 textbook adop textbook adoption 60,000 and I believe we're having a rather large textbook adoption that's going to be coming out of the early literacy grant so that won't even be coming out of that um staff tuition fund $30,000 food service 281,000 and our annual transfer to student body of 6500 um FT TE comparisons. So, this is just a bunch of numbers to show that we're um we're showing um instruction um from our adopted budget in 2425. We had 22.84 FTE um budgeted there. And now we're proposing 21.32 FTE which is a decrease of 1.52 and support staff

05315.5 this year 15.07 and a decrease of43. And this is kind of some shuffling moving around um of people from um different um um funding sources and also kind of um in our minds moving people from different um positions within the district. um special revenue funds the total there you'll see um we're actually going to be increasing um.14 FTE and then all funds total down at the bottom you'll see we have um anticipated a 1.81 81 decrease in FTE. And then our next steps, our next meeting um is going to be May 19th, 2025 at 6 p.m. If you have any questions, please email questions to Corey or myself. And we thought we'd like do a Google doc or something so everybody can have the same information and then we'll be able to respond prior

054to the next meeting. But we'd like to have this the questions prior to the next meeting so we can kind of research and and get your questions answered. And after that, the budget committee hopefully approves the budget and then the school board will move to approve and adopt the budget by approving the budget resolution. Thank you, Tammy. Real quick question. Have we seen an increase or a decrease in our special taxing for the for the district for um property taxes? Okay. So, it just kind of states the social. So, we're not anticipating a big drop or a big increase in what we get. Right. Okay. Right. As far as property taxes. Yes. this skipped the part back in 5.0 for swearing in the new chair and vice chair. So Jane, if you'd like to come

055up Jan Ser support the laws of the United States of and of the state of Oregon. Do solemnly swear to support the laws of the United States and of the state of Oregon. Faithfully discharge any duties which shall become my responsibility as budget chair of dual school communities. And faithfully discharge any duties which shall become my responsibility as budget chair of the dual school district budget committee. Okay, vice chair. Come on up. I have to do the same one by now. I Patty Drew do solemnly swear to support the laws of the United States of the state of Oregon. I, Patty Drew, do solemnly swear to support the laws of the United States and of the state of Oregon and faithfully discharge any duties which shall become my responsibility as vice chair of the dual

056school budget committee and faithfully discharge any duties which shall become my responsibility as budget vice chair of the Jewel School budget committee. Thank you. Okay. Is there any audience clarifications? If we're good there and we're discussion, we will move to adjourn. I think if anybody has a motion to adjurnn. I make a motion to adjurnn. Stay if you want. I'll second. All in favor. All right. J 647. Okay. 5.0. We will reconvene in our regular board meeting at 6:47. That'll bring us to 6.0. Approval for changes to the consent agenda. I do have one change to the agenda. We need to add under 6.0. We need to add another OS. The OS will be 1 192.602H 62H litigation file or likely to be filed against district. Does anybody else see anything? We're good with that.

057No discussion. We'll take a motion to extend motion that we approve the uh changes to the consent agenda. Second. I'll second it. All in favor? I public comment. I think we're good. Nobody send it. Financial report. She really wants Thank you. Thank you. Thank you. I just noticed under 8.0 it says 5.1. I should 8.1. Minor minor detail. Thank you. Thanks, Braden. Financial report expenditures, credit card listings for March. Any questions or can we have anything? I don't think there was anything that stood out or anything that was okay. It'll bring us a 9.0 principal report. All right. Well, as I mentioned last month, we the students got their bus uh goal for having 20 days without any kind of a write up on the bus. And so everyone celebrated with pizza and ice cream.

058And I got so it helps to fly. And actually Tammy was able to to get that for us and it was so great to have everybody there and have and celebrating uh that accomplishment. And so in the next then after that the MTSS team talked about okay where do we go next? We're going to up the number of days that are required to have to hit the next goal um and the next um the things. And so what we're looking at are two one bus behavior and it'll be 35 days instead of 20 to achieve the goal and get the get the reward. And then also, excuse me, looking at attendance and having students, we we have we have uh looking at doing like a bowling day to take kids bowling. And we're not sure

059exactly how that's going to look yet if we can find a place where everybody can go or if we have to split it up or have different places for the kids to go, but it be those students who get have their attendance at 80%. And that might seem low, but again, we're looking at, okay, we want kids to achieve and to say, okay, I did this and now I can do better because then we're going to be upping that level each time. And so that's been that's been very good. The kids are excited um about reaching those goals. Um, another thing that we're doing is all the prevention stuff for vaping and having um having our youth fair Bridges and Beyond coming up on the 1 of May on Thursday and having our having a

060presentation made about all those substances. But I'm also excited because they're doing something on gaming because that's something where kids are online. I mean you can you can do anything online and so that seems to be the next step also is is you know teaching kids about don't get caught in um whether it's sports gambling or whatever it happens to be. So that's going to be very good. So we have middle school and sucker high school um presentation on the first. Then we're going to have our family time is open for everybody and they're going to have prizes. They're going to have uh Mexican food trucks come in and talk about all those things that u basically we talked about with the kids, but again that prevention and pulling the community together. And so I'm

061really hoping we have a good turnout for that as well. Um do we have a date for that yet? May 1st. May 1st. Yeah. The kids are going to be at 12:55 and then at 2 o'clock on that day and then at night with with the parents we're going to have 5:30 to 7 in the first. Yeah. On the first and then we have uh say testing coming up. We're going to or no catch my breath. We have uh Cory worked out to have four sessions about vaping because that is something that we're dealing with a lot around here. Uh yeah. And uh so we have we've had well it's been a struggle and is a struggle because we know kids are vaping and trying to get them to stop and right now it's mostly

062just trying to say okay here's what's happening. How can we help our kids to understand about vaping? So Corey has set up four sessions. We already we had one last week and and I wasn't here for it, but apparently it went very well. I even heard that the kids were talking about it in the classroom after. So it wasn't like, oh yeah, it wasn't that dumb. They were they were they were asking questions. They were talking about what they'd learned. And so we have three more sessions coming up uh for the next few weeks that will go into vaping again and go into more depth and just to educate kids because something that just seems that seemed harmless when I first heard about vaping. I thought wow what a good alternative but the negative side

063of it can be deadly. So have you seen a deal? So smoking regular cigarettes versus vaping are they about or are the kids quitting cigarettes going to vaping? We haven't had the cigarettes I because I well being here before we had smoking. We had those kind of things or or drinking because you could smell it on their breath. With vaping it's very hard to know when they're vaping other than we have the vape sensors that go off. We have had a few kids that have been in fact even kids from out of the district here from our music program or with our music festival that I caught vaping because we have our sensors. It kicks the cameras on and the kids come out know who it is basically. Um but I I but I don't

064know of any kids that are around here that are smoking cigarettes. So it's from smoking to vaping I think. So yeah that that's that's my assumption. You know what was neat about that that uh assembly on last week. I can't remember what day it was, but they had a different presentation for the middle school and high school kids. So the middle school kids um they got to see if they're thinking it's water vapor that they're inhaling. They got to see what that looked like just regular water. Then they got to see what was component that was inside and what was swirling in there. So the high school kids, they got to see an actual visualization of what one droplet like and permaldahhide and metals and all the things. And we had a staff member in

065the back just out outwardly said, "Oh my goodness, I had no idea." Um, but then you had, like Mike said, you had kids asking questions. Uh, literally asking questions and when all said and done, Carolina from the health department, uh, came up to me after all the kids left and said, "Did you see all these kids coming up to me?" And I says, "Yeah." I said, "Give me a space." And she said, "Well, they wanted more information. They're rather intrigued with the component of what this can do to their bodies." And so so we carefully put it two weeks before I mean two sessions before the uh the bridges and beyond thing and then we did another two more after. So May 20th I think Mike you got it set up to go all the

066way through May 20th and it's an ongoing partnership with that organization. I mean I told them I don't want this to be one and done. is an education that we'll be doing from here on out for the next year and building upon that to other things like you mentioned online security and safety you know predators all those things as well because that's because you're always told oh it's no big deal it's just vapor it won't touch it and to see I mean that what is actually in there I'm sure that's just crazy they're seeing they're seeing this new condition called popcorn lump and it's basically like a a heightened or a a condition on steroids similar to um oh gosh, what am I drawing a blank? When you get uh moisture in your lungs, pneumonia.

067Pneumonia. Thank you. Thank you. And they can see it on X-rays and it looks like white clouds in your lungs and it's it's unbelievable. That's a future lesson they're going to be getting also. Yeah. And you mentioned cigarettes. They said in that first session, one pod, and I'm new to this, so and I asked them, can they do education for whole staff in August, which they're going to come out and do education for the staff, but one pod, which I think is one cartridge container or something, is equivalent to I think they sell a whole pack of cigarettes, but I cannot say in the world for me, but that's like, you know, one one vape. Uh I don't know how many times you can vape for the hot pot, but yeah, once it's empty, that

068would be equivalent to one whole pack of cigarettes. I had no idea. I mean, I really I had no idea. Interesting. Okay. I didn't mean to interrupt, but that's educate us, too. Yeah. Yeah. No idea. And like I said, we have state testing coming up. We're going to have this Wednesday, our professional development is going to be getting online and taking a training because anybody that's a test administrator needs to be trained every year. And so, I'll be heading that up. We'll get our teachers that are going to be uh assessing also with our assistants because even if you're just in the classroom helping out a little bit, you need to be trained with that and know what to say, what not to say, those kind of things. So, we're going to be doing that.

069And then we have our testing window starts Monday and then goes for three weeks. The actual testing window goes until till June, but just wanted to because we're you know that you're going to have kids that are absent. So I just cut it down to three weeks, gives everybody a window so you can say, "Okay, got to get it done here." But then if it spills over, we still have, you know, time where we can still test the kids that are that are absent. And so I'll be I'll be handling a lot of that, too. Just the individual kids that we need to test. Yes. After testing, how long before you get results to know the outcomes? Well, you get it'll be they always say it's going to be the end of the year and

070then it isn't. So, it's it's the date and so you so hopefully I I've had I've had them by the end of June and so you it's good information you can use it for planning and Right. I mean to to a certain extent but usually it's usually the end of June. Yeah. And they're getting better. Yeah. Okay. Yeah. Thank you. Don't you feel like the staff are trying to put together a schedule that's shows the importance of this for them to take? I feel like they're Oh, absolutely. That that's really good because we've had Oh, let's take let's take the language arts, high school language arts. And they have class the the a lot of these kids have class right at the end of the day. And so Mariah said, "Okay, can we can I

071switch classes with somebody so we can have this earlier in the day so they can have an hour or more to when they're still fresh to do that?" And the teachers have been working so well together to say yes. Uh Mr. Freeman is flip-flopping some classes. We have um people offering up their time in middle school. Um uh Noah has offered to to have like three sessions uh that are that during band time for middle school. But yeah, I mean they are absolutely working together so we can give our kids the best chance when they're fresh to get this done because it's like when you're teaching language arts, you want it to be first thing in the morning. Those those are the sta staples that need to be done when kids are ready. They had

072breakfast and ready to go. Thank you. Okay, hold business. We had 10.1 sex education curriculum. So, I just put this on there. I'd like to keep this open to our community. We're going to set another reminder through all our, you know, avenues that we have and also a letter out to community. Also, this is I'm not going to show unless you want to see it, but this is the great body shop that Natalie, our counselor, was here showing you guys the last board meeting. And then, uh, these are the pamphlets. I think there's 10 of them if I'm correct. Um, but I want to give a message out the end of the street to our families just to remind them come on in take a look at this. We've already passed a second step uh

073student prevention program, but that's available to take a look at, but also this one. And same thing for board members. I know uh I'll talk to uh the contact source that we have for this to see if we can open it up virtually. I know some of you guys already looked at that. Yeah. Uh, but I think we can hopefully open up again. But I am going to ask you, you know, if you're willing to put a boat together in the month of May, but I want to keep this open for about four more weeks because we have had a lot of a lot of foot traffic. So, I want to keep the message out there one more time to make sure that you say we gave you, you know, six, seven weeks to really

074kill and take a look. Same thing for community. So, if you have any questions during that process, just just yell. What did you think of it, Jan? So, I've I started the top or the beginning out the the kindergarten all and I've gotten up to like fifth or sixth grade so far. And um it's it's a really uh logical sequence. It's very high level, gentle. It's I just um and the fact that we have it structured, people can opt in or out as they need to for whatever segment. And then segments are pretty easy to I could really see how a teacher read the script and present material and then we're in compliance and I didn't find anything super concerning so far. I'm not done looking but you know so far I'm like yeah it's

075it's a it's a decent choice especially just because it is so it's very clear 10.2 two longitudinal performance growth targets. Expect you to remember these, but during the student investment account, I feel like when I showed you these metrics and whatnot that the uh Oregon Department of Education wanted us to kind of put together with the uh student investment account report that I have that I'll be submitting on Wednesday. Um about a week ago, I received this notice from Oregon Department of Education. I'm just going to read you the couple three sentences here so you know where I'm coming from. So I said many of you are tracking and have asked about two educational accountability bills, House Bill 209 and Senate Bill 141 in the legislature that sign significantly ties or department education's work including

076the longitudinal performance growth targets uh and a few other items as well into the work that we do in districts. Uh so in other words, if we don't hit some of these metrics in the long run, uh the proposal is at the legislative level that uh the state can withhold funding to our to all districts. Uh any district that's not hitting these metrics. Um I had uh well it says after careful consideration, OD leadership has made the decision not to not co-develop two additional years of these with grantees following the 2025 application process. Instead, grantees will continue to use existing targets set in 2023 for the next five years. So what that means is Brian Bane from ESD and what I presented to you were these metrics about our four-year cohort graduation rates are uh

077third grade ELA proficiency that's some of your state testing regular attenders that's attendance and we put targets out there to showcase where the numbers are over the course of years that we've kind of reached these things and obviously as I told you attendance we've already hit that last year and we're well above what our goals were basically saying is they don't want this anymore so all the work they did put this together with PSD. Goodbye. So that's about two days worth of sorry out loud. Okay. Sorry. So that's that's two days worth of work in my world. That's so we're going back to what we did uh for the last SA thing that I put together a couple years ago. That pushed it all the way out to 2728. So that's all I want to

078be aware of is that part of my presentation. you would never see that part anywhere in uh in work of the district. So it's so if you'd like a copy of this at all uh it's in my office, email me. I can send it out to you. But this is what we'll be tracking with some of our grants. So any questions again 11.0 new business 11.1 SPHC discussion here. Okay, I just I'm reaching out to the board here uh just because I want I want to get the temperature feeling for what's going on. So, I received notifications from the schoolbased health center. Sharon Ford is the director for Columbia Health Services. Um we're again the only schoolbased health center in all of Class County and I will tell you that is that is seen as

079a positive amongst almost everybody I work with in my field in my in my line of work here. uh at multiple angles. You know, it's open to students and uh and staff, but it's not never been open to the community. I know that's somebody I talked to with the board uh when this thing opened up about three almost less than three years ago. Um I make general, you know, I'd say monthly visits over here to say hi, how are things going? I did receive a report from them, a confidential report that showcases the usage by our students and whatnot. And I will say is getting used, but I I can't get into specifics. if you want to come to my office, I can't obviously give you student names, but I give you some percentages and

080whatnot. Um, but one of the things I always bring up to them is what are your thoughts? I'm talking to the schoolbased sales people here. What are your thoughts on opening this up to the community? And the response is, um, we're not ready yet. We we don't have the staffing. We're just we're not ready to go there. So, don't push it. And I'm the kind of guy that likes to push a little bit. Um, and if I get a no, then I get a no, but it doesn't mean I'm done. Uh I want to just uh let things sit for a little bit. My viewpoint, this is only my viewpoint is I think would be great for our community. I know not everybody agrees. Uh but distance for me living, you know, I'm thinking if

081I lived here and had to travel an hour away to get some specific services and we don't even know what those are yet. Uh uh could hamper uh could hamper some individuals from getting the services that they may need, but won't get in the vehicle or can't get in the vehicle to get where they need to go. Um Sher Ford said at some point an email communication sheet I had last Friday at some point it may be important to clarify what services could be provided to make sure we are all on the same page about operating hours when schools close and etc etc. She included a few other people involved and I said slow down we're not we're not there. I said I just want to engage with you guys. They are ready now to

082have uh an open community if if that's what the district would like at some point. Um, so before I even jump into that conversation, obviously I would need school board even go into that and I don't want to waste my time. So I'm just asking school board, you know, basically what are your thoughts? Do you want me to investigate with the services what this could look like? Uh, you're not making a decision on on saying this is opened up to community tonight at all. That's not what I'm asking. Do I have your permission to engage them in conversations around that word so I can give you as much information and then we can go from there or is it just a hardline no u because I don't want to waste my time or your time.

083I think it's very important that we open it up to the community and you know not just open it up and have everybody rush in with everything. Certain things start out slowly. certain things come down, get your blood pressure checked, get your blood sugar checked, maybe minor wound care, maybe you've got something that, oh goodness, we can't handle that here. Even though you're coming in thinking that it's just a minor wound care, you need to get to the hospital. Just little things to start with and see how it goes and see if the community is willing to come down. Are you thinking like an urgent care type of situation? Well, a little bit, but maybe not quite as much as urgent care. Okay. But just start slowly with little things that you know say you

084got a cut finger, you need a couple stitches. I don't know if they could even do that or if they could look and go, "Oh, you need to go into, you know, really get into town." Because I know for the early on the onset, but this went up to families so they knew what was going on with the services provided and sending. I would imagine if we did, we could put together a list of things or I could propose these are all the things we could do. We could we could choose. I just say, but I would love to see it open to the community. I really I mean if we're gonna have it well my my proc my mindset in my my head is it's sitting there if we don't talk about it now

085then we're not going to talk about it. Yeah. It's not going I mean it's sitting right there when they first opened it was you know we were we were hearing at the time was they probably won't make it at all without the community forever you know but now now then we're hearing oh they weren't ready for till now. So that's kind of I guess that's good. They they feel like they're ready to go. I I would definitely be open to see what they're willing to provide. The first part was their class of county running it as a joke. I uh I agree with Patty. However, I do have concerns, right? As soon as we open it up to community, it now becomes an urgent care out here. That's that's without question. That will happen, right?

086My first concern is security. You start inviting community members, no matter who they are, into the school who provides security for them, right? But they don't actually go into the school, do you? Well, they don't because they they can't use it right now. But that was the number one thing that was also when we first opened this. That was a point of discussion. Lock down to this one side. And the idea was that they would enter where they at that door right there in the site. So they would park here and enter right there. They'd never enter into the actual build. And there's no way that they could get in. Um the door. I mean, what is that? There's that door. You can lock that door out. Yeah, but it's not. And that's, you know,

087that could be also a point of discussion. Do we figure out some way to say that door has got to be gone? I don't know. Or or we open it up to community when it can be monitored with county county law enforcement. Oh, it's like an appointment only maybe, right? or something that just in my mind that has to be considered. Oh, I agree. I completely I think there's a lot of things to work out but but in the long run I do think it needs to I do too. I do too. But I agree there's got to be certain policies, procedures that need to be followed and maybe certain hours that it's opened and this could be something that takes months or a whole but not like I hate to say it. I mean,

088we live in a pretty ugly society these days. We have to we have to expect the worst, right? Somebody's going to be driving by overdosing on heroin, right? And they're going to pull in here expecting to get a shot of narcan for their buddy, right? And you don't know. It's like they're armed. They're looking for anything. It's like you just got to think about that, right? And that's like appointments only. It's scheduled. It's nobody just when you want to come in, it is completely scheduled. Sure. That's where and that all goes right out the door when it when it becomes community when it becomes open to the community. Well, I think it's a good idea to authorize Corey to have the discussion and and in my view it whatever comes about it's going to be

089limited just by virtue of the fact that it's here at the school but like a lot of like mentioned like unlike a lot of other schoolb it is attached to a building and most places it's on campus but it's not attached to building. I hear. I mean, if it works, it works. If it doesn't, it doesn't, right? You know, it's not something that we're tied to. Yeah. We have to But I think it's something we need to explore and talk about and see if we can make it work. And if it doesn't, it doesn't. Yeah. You know, goes back to kids only. Yeah. So, there's some upcoming lockdown training, correct? There is. I'm scheduling some things with sheriff's station right now. was supposed to be Wednesday, but I want to make sure all the parties

090are involved. So, we're pushing it sometime in May right now. I'm just saying that might be a good discussion to have with them maybe on trying to control flow of in and out of there if you know they might have some input on doing whatever. Yeah, I think definitely open to see what they offer. Um, and if we're putting it out to the families, the public this is what they offer and it's very limited. It's going to be pretty limited, I think. But yeah, we're going have to figure out how we're going to make it secure. Okay. 11.2 2025 202 26 budget calendar drafts need to find it here. Okay. So the draft is here. Uh and I recently t I'm gonna bring up something for here. Uh so we we need our get our

091business manager here to the meeting. So uh Tam's daughter is graduating next year uh from uh company Columbia. Thank you Mike. Right. From Columbia and you said around May 18th and that's the date of the of the uh May 20th. Yeah. Meeting. So so I intendly put some dates here. I don't know. I mean, they're aligned with our board meeting, but the board would be okay. I I put April 13th a week earlier uh instead of April 20th. So therefore, we could push back the I think it would call for a budget meeting followed by a week later would be the uh board meeting. But otherwise, Tammy won't be able to make she won't be able to make the uh the main presentation for what's going on in the graduation. So I put April 13th.

092I just cross it off. I just did this this afternoon. April 13th and I put May 11th and Tammy, I don't know how you feel. I mean June 15th. Could we hold that one in place? I think so. He's in three weeks. It's on the gray. The budget. Uh correct. Yeah. Not the regular board meeting, but Where is this calendar in our book? I can't find it. 11. Yes. On Wednesday. Well, it it doesn't have it's on the very bottom. The very back. You got board directors and then you've got budget committee right at the bottom. I see May 18th. Um yeah, I'm proposing because we got I got the information after the I'm sorry. Gosh. Okay. So, so we're April 13th and May 11th. Okay. Those are the two dates I proposed and May

09311th. Well, you just call up and you tell them they need to change. You're busy. Right. I mean, they don't have to be on board meetings. It's It's nice that they are, but it's not required. There's no way that I mean, you can have one any day you want. And would it still be at six though or? Yeah. Okay. Next year, calendar still open. Is that my calendar's still open a year out? So we think change the actual board meeting as well. No board meetings. I mean I preference keep the board meetings just have two back to back. Just cross. Yeah, that's right. Yeah. Okay. Is everybody good with that? Okay. Some more discussion. We'll take a motion to approve that. I'll make a motion to approve the changes to the 2526 budget committee calendar

094from April 20th to April 13th and from May 18th to May 11, 2026. We have a second. A second. All in favor? I I Okay. 11.3 academic scholarship committee. Okay. So, I think this is another policy. Correct me if I'm wrong. I don't think it's been followed over here. So, little tried to get these things in place here. So, we got out of 11 11 seniors, we got 10 applicants for uh scholarships, which is cool. So you can see all the work that they put together to get this here. Um so according to board policy which I did update last May I believe um the J school district academic scholarship committee is charged with pro promoting secondary education for the graduating students of Jewel High School by reviewing the applications and recommending scholarship awards to

095the Jules school board. So the Jules school academic scholarship committee shall be a total of five members comprised of the following. Um and I'll go through that in just a moment here. uh the superintendent shall make a committee member recommendations to the jewel school board who then will appoint the committee members and then I have to give a presentation or the board does for the may for the May school board meeting about the determinations of what we're going to do with those recommendations for scholarships. So the board was comprised of a board member, certified staff member, superintendent or designate business manager and uh one parent teacher organization PTO member who's not an employee of the jewel school and does not have a graduating senior. No PT member is qualified and one member of the community

096who is not an employee of the jewel school district who does not have a graduating senior. So I haven't reached out to her yet, but I know we have some members on the PTO, but I was thinking PTO president Emily. Am I saying it right? Crier. Am I saying that right? Siri, Siri, I'm way off. I'm sorry. Okay. Uh, I was gonna reach out to her. Uh, I'm certain she'd probably be okay, but if not, uh, there's a couple more I could reach out to. Uh, Mark Freeman, I put there for the district certified staff, myself, Emily Suren, and I need a board member. And I didn't know, uh, who would would have volunteered their time. would not see this being more than a couple hours going through all the applicants in one sitting for

097a couple hours. How many scholarships are we going to There's 10 10 applicants 10 scholarships to go through. 10 of our 11 students are applying for the for the scholarships. Okay. Yeah. How many scholarships are there? How many are you offering? Don't every one of the Don't all of these kids my understanding some reason is everybody's eligible for a scholarship. Every school is on one scholarship or there no no no everyone's everyone's allowed to go for the scholarship. Everyone every single student. But isn't this the scholarship that no matter as long as you're a graduating senior and you've completed it, don't you get don't doesn't Jill school pay? Yeah, this is the one. Yeah, this is the one. But the eligibility is they must have completed the requirements for district diploma. uh they must attended

098Juel High School at least two years and have a minimum GPA of 2.5. Okay. Uh this one is where I mean depend I think we need to honor what's written here. Uh students must have attended Joel High School full-time their senior year and have an average attendance rate of 90%. I really think we need to hold that. Then why are we going through these applications when they're automatically going to get the scholarship? They are may not automatically go through because we're going to have to go through each one and say did they fit all these? Oh, so okay. It's not up to No, no. So, it doesn't fall on me per se. I said you couldn't. It's okay. So, we're just going to review them to make sure that they we'll have all this information.

099We'll sit down and go through them as a team. Make sure we all I'm going why we because they're automatic. As long as they meet the requirements. Okay. Okay. So, we're just looking for requirements. We're not looking for do we also interview them or uh let's see. I don't think so. says the scholarship selection criteria is based on application essay written by the student expresses what that is a list of scholarships copy of the high school transcript and interview with the academic scholarship committee which may include an extemporaneous writing so we can b it yeah I don't remember ever interviewing the kids before say it says we we may include an extemporaneous fighting but it does say interview this is what's been an important policy for quite a while but it's never been followed I

100was gonna Yes. Okay. And that has to take place by well before May. Okay. And I would do my best to keep my mouth quiet so we can keep it two hours. Oh, you're in there, kid. I'm out. I don't mind doing it, but I want to make sure that everybody has the opportunity to jump in. It would be during the school day, obviously, so we have the students here. We can all schedule it out and get it done. I wish I had it. I know. I see 10 minutes of student. My My work schedule's not going to allow it, though. I'm great with nominating Patty. You really might want to do it. Patty, you just need another office here. I don't know if that means it says committee members. It has to be a

101vote by the board or not, but that's that's my list of people start. So, I'd make a motion to appoint Patty Drew to the academic scholarship committee. We have a second. We should do the rest of these guys as well. [Laughter] Yeah, I know. But and if if it changes, I'll give you that. It's fairly smooth. All in favor? I I Do you have a date in mind? I do not like I'll keep it 11.4 policy update. All right. So, these were the ones this is based off of. Make sure I get all my stuff here. So, this is the policy change explanation. So I believe it was last month uh two months ago I had given a whole bunch of title N policy changes and with the recommendation OSDA and pushed those forward and

102then they came back last month and said hold on there's been some changes at the federal level and the government has now pulled those all the way back to about the 2020 uh level of uh policies that we had prior. So after going through that we didn't push those policies through. So there's really not hardly any changes at all. Only change I'm going to ask you to do uh that I provided to look at was the non-discrimination policy AC. Leave what we have in there but remove footnote two which was basically pertains to employment and compensation of personnel within Oregon school districts uh specifically grants district school boards give authority to the superintendent superintendent to establish the terms and conditions. I looked at all the other class county school districts. Nobody has foot or two

103of their policies. Um and so uh so that would be the one uh that removal from the policy and then the policy GBN GBA- AR1 which is also the same thing as GBA GB and AR1 gets reversed in letters here is sexual harassment complaint procedures only changes it still has Steve Phillips and John Woods as the names of points of contacts and I would like that change that to Peterson and Mike Scott u and I obviously have to change able to get a new but that that is the only only changes I'm asking. So you can either in my mind you can approve it now or discussions or we'll look at it or I move we approve just approve them now and get them done. It really has to change it again. We won't but

104until then we need to stay another year. Well can we change his tent? What is that? We change about every 10 years. You're talking about these. Uh well, there's a lot of policies going back to put Mike Scott in there. We have 10 years. Yeah, that's right. That daddy over there making emotional. She did. I didn't know. But I will. Okay. I'll make a motion to delete footnote two on policy AC non-discrimination and on policy sexual harassment complaint JBAN AR1 to insert Corey Peterson and Mike Scott superintendent and principal and or principal. I second that. All in favor. It's going to bring us to 12.0 superintendent reports. 12.1 HCP update. Thank you. Okay. HCP update. Let's see. at the I mean our current lawsuit that we're in with the Department of Forestry, there has still

105been no ruling from a judge for appeals other than they just had a uh um a motion to fix transcriptions to make them correct in some of the previous court settings. So they just wanted some verbage to be accurate reflective of what took place a long time ago, months ago when we first sent area. So that's only that has changed so far. So we're still waiting for ruling at the federal level. I'll give you an update. Um, the ACP has a draft. It's called the envir environmental impact statement. I don't know if everybody knows what that is per se. It's called the EIP and public comment has concluded on that. That's been part of uh uh the draft HCP since the beginning. So, since 2022 roughly. Uh the EIP EIS, excuse me, has been talked

106about. So, at the moment, no final EIS has been issued. Uh so, remember it did pass the uh the state going to the federal level. um after after one is issued the federal services will issue a record of decision meaning they'll determine whether or not at the federal level if this is going to go forward and if it is approved uh then the services uh will enter into a final HCP which means it will now officially go into effect and I gave you an update with President Trump from last board meeting the executive order for the federal forest lands to uh open up the floodgates and harvest uh but that currently does not have an impact on the HCP for the state level for us for forest. Um I will say there is other components

107taking place at the federal level that I am not in obligation to stay in public session at the moment but there's some federal things going on u in Washington DC right now around uh our forest lands in Oregon. That's all I can say at the moment around state land in Oregon or or is it still strictly federal? Um it's all being discussed. Okay. Okay, we paid him quite a bit last month, so hopefully he's getting something done. Yeah. 12.2 NSCC school climate survey results. I thought you totally forgot. I'm sorry. Shelley Alfred and myself, we've been part of this uh grant called the INREN grant and part of it is working on school culture, school culture and climate. something we've been working on that's part of NPSS also. Um and we sent out a survey

108to uh the staff of the community doing something here and uh and the uh survey went out to our students, our staff and the community. We did a all call and that was through text, emails, um, and a phone call also uh on our letter head of letters out to families. Also, we also put up on our district on our district website. And so I just want to give you an update. So when these surveys come through, you don't see us giving them provide no information about what came out of those surveys. So So I want to give you an update. I know I'm sluggish with my check. There we are. Okay. Actually, it's got to take some time to catch up. Okay. Um, so this is called the comprehensive school climate inventory. So you

109can see uh what it's doing here is administers who are third to 12th graders staff as well and families uh research base and reliable. This is a national survey that goes out to many districts. Uh you have to pay for this. get this through a high level grant that we have and in-depth profile of school community strengths and areas for improvement. We've been talking about this for quite some time to get this moving forward. So school climate based on the experience of all the stakeholders. So we're talking our family, school staff, specifically our students. And then it reflects perceptions of the norms that we want in this district, the goals of the district, the values can see relationships in between everybody, teaching and learning, and the organizational structures. Furby talked about a number of these

110things and other staff as well through the last two and a half years. So here we go. So they're based off of these five domains. So safety and you can see what's underneath items of safety there. teaching and learning, interpersonal relationships, institutional environment and leadership and advocacy. Those are what the surveys were about the questions were about and then this is where we're at currently. So it took us a while to prepare. We were prepared to have this up uh late winter. We eventually got it up here around great time that uh we just went through the evaluation stage. So we're now looking at the results. We had Shel Albert and myself had me with one of the organizers in New York City. Obviously virtual we didn't fly over there and uh helped us go

111through the results and we are just processing these right now. The next thing I want to show you is the response rates and um there's information there. I want you look at that and and just think to yourself what strikes you as kind of frustrating and I can I think you're going to see it immediately what it is and we have questions around this. because you're sponsoring students, staff, and families. Which voices are missing? And I mean, I know immediately which voices are missing. Uh where do we excel? What factors may have influenced engagement, the timing, outreach, barriers uh for our community and for staff and students and how can we engage all stakeholders. So you can see our students up here one population uh that couldn't take the survey that up 62 responded stack

11245. We did provide time for them during PD to do this, but we didn't have all staff here. We have coaching staff, transportation staff, custodial staff and we did provide information and links and whatnot, but they could still take them, but they didn't. Uh, so that's interesting. And our communities, 109 total population, that's families. We tried to work with the uh organization to make sure we have that. We had 10 responses and we did we did plug them twice, but all calls uh the letters going home. We also did the texting and the emailing. Um, and so it's something like what do we what do we do? What do we do to get our families to engage in the conversations? All those things. Um, I find that very interesting. Those are things that we want

113to know. We want to figure out those answers. So, this is the first time we've done this. Yeah. Very first time. Yeah. And so, if we're consistent with following up with this, assuming, you know, this cost a couple thousand dollars to do this, but we have a grant that paid for this. So, here we go. So, interpreting the score. So when you see these, I want you to be aware uh what this mean. So 3.5 or higher is that you can see that pretty high. That means you're really you're doing well. You just in good position. Uh neutral two and a half to 3.5. So it's not great, not horrible. It's just okay. It's it's an average area, but there's obviously room for we want to make sure we get those. And then negative 2.5.

114Uh just saying for any point of that, I didn't see I don't believe I saw any negatives at all in the survey. That's from student uh families and staff. So here we go. Uh so just says note the high points and strengths. This is more I mean our team's going to really digest this in the MTSS uh and see commonalities. What do we see across the sections here and then also this says disconnect between and within groups. So looking at um looking at our families and our students and staffs and how do we all view things because you'll see some of us view things completely different the district. So that perception, how would we contextualize those with our own experiences as educators or as parents or as staff members working with kids or from the

115kids perspective. And so it's hard to read. So I'm going to I'm going to read them out for you. So you can see over here, so each one, this is the rules and norms. This is under safety. So our rules and norms, uh, the students g about 3.3 in the median range for the rules and norms for the district. Now we're getting fixed. Staff gave it a 4.0. Different perception. I'm not going to give you my thoughts on all of them. Uh families gave it a 3.2. So at the moment, we're we're on the average average right now. Staff got it pretty solid. Keep in mind the staff have been working on these because a lot of us didn't feel they're very solid at all. And we've only the last year and a half or

116two years. So this is where we feel a lot of strength. So the staff feel that um sense of physical security students 3.6 six staff 4.1 and families at 3.2. Uh sense of social emotional security. This is interesting. Students at 3.1. Uh they feel pretty good with it. And then you have your uh staff at 2.7 and family at 2.8. Um and finally, online safety students at 3.6. They feel pretty comfortable with safety for being online. And then staff 3.3 and families. So you can see over here I won't read all those if you want to take a moment to read the yellow section a little bit. Um but we're I don't feel like we're doing bad as a district for safety but we we we see some areas that we do want to improve

117and want to engage with some some partners here see where we can make some changes here but all all know it's it's good. Um this is domain for teaching and learning. So support for academic learning students give us a 3.5 staff give us a very high 4.4 that's fairly high and families give us a 3.6 staff are most positive about support for academic learning social emotional learning um reflecting their connection to curriculum and instructional practice as they feel most directly involved and connected to teaching and learning which makes sense because this is what they're doing for their job. they have that connection more so than family and general because this is what they live and breathe talking about our staff uh social emotional learning students in 3.2 staff 3.7 and families at 2.8 So through

118the SA survey that I sent out there uh the need for they want more counseling that was a high level more counseling for students uh services here for the district. I remember reading about that and shared that out with you guys a couple months ago. Um interpersonal relationships. So respect for diversity. So students give kids 3.5 staff a 3.7 and a 3.4. It says school staff are most positive about teacher student relationships and respect for diversity highlighting supportive connections with students and peer relationships and then students high rating suggest students feel supported by school staff and have positive relationships with peers. You can see student teacher relationship students 3.6 which is again a very positive above 3.5 you're doing very well. uh 4.7 I mean it's not going to go much higher with your staff

119you know that this is very well if there's relationships here and then families in less than three I can't read that I think it's a 3.9 relationship that's what that is and then peer relationships here uh how we view things students 3.4 staff 3.6 six and families 2.9 that talks about more like bullying and how kids treat each other and how staff and those kind of things. I won't go into the weeds of all that tonight and I uh institutional environment so school connectedness um students 3.3 staff four family 3.3 physical surroundings students give us a 3.8 8 staff of 4.5. That's still very high. Family of 4.3. That's good to hear. That's very good to hear. And then social inclusion 3.2 for for students, 3.6 for staff. 3.8 for staff, 3.6 for students. It

120says your families are more positive than students regarding physical surroundings and social inclusion. Staff are particularly positive about social inclusion emphasizing their role in the classroom, friendships, and connections. I believe the last one is leadership efficacy. Staff have positive perception of administration leadership. Staff are slightly more positive about collective efficacy which reflects positive perceptions of attitudes and relationships among school staff that foster excellence collaboration and learning. So admin and leadership uh 3.8 uh and collective 3.9. And I stood before you three years ago. I've been here for 18 years. I've seen a lot go through this district and I can say internally not now at the current I'm feeling it but this was all all over the place. We had infighting and people uh it was didn't feel safe here and this is from a

121guy that loves this district and being here in this community. Uh I didn't feel safe. I can't say obviously in public session what what it was but it was all over the place. And so for me to see this that this is perception of our staff. This part of the question is not in the survey for students and families because this is a very centered question for what goes on in the living environment with between the adults here. But to see the collective ethicacity I mean when I say uh visions and leadership amongst staff they want to have their voices heard. That's my perception. I feel like it's wide open. We don't squash that. people are allowed to have those conversations and if it's something that doesn't seem to work, we're polite about it and

122we reflect on it and we help guide and structure but voices I really can feel are being heard amongst all of our staff and we can see a little bit uh through the work that we're doing there and administration leadership like I can think uh that's continuing to rise the gall that's a very high number for school districts that's it's a positive um we've gone the district's gone through a lot in 18 years they've done that so I just want to give you information about this the NTSS team overall, but I do want to share with our staff as well. Uh, and we're in in conjunction with our uh first in connection with survey people here how best to share this information out with our communities also so people can have beyond just when you're

123board meeting here. So, um, just want to share that with you. Any questions about it, but, uh, it is kind of, uh, just a a snapshot of the climate culture where we're at right now in our district. So, I'll just leave it there, but if you have any questions, please let me know. I've seen, you know, tracking over the next couple years as we get more community involved. Well, the idea the idea is to if we can put this out push this out there with our grant getting ready grant which we continue next year um and um make a consistent part of what we do so families realize this isn't a one and done. They actually do care about what goes on with our culture here and climate. So that's that's the okay 12.3 principal

124search update. Uh not much I've asked at least thank you by the way. uh she's been calling all the different candidates for all the positions that we may have available but principal specifically uh May 5th and uh yeah May 5th excuse me we have uh seven candidates we have five of them interviewing is going to be on May 5th itself and then we're still waiting to hear back from two more uh which is wonderful I should be smiling over there that's uh that's outstanding number I was gonna say that is a lot that's an outstanding number of candidates to the point where you have to schedule two days yeah to do interviews and you better believe I'm going take two days to interview them. Uh I am going to ask for uh committee members uh

125meaning uh uh interview members. Um I'm going to be working uh with Mr. Scott briefly running a list by him tomorrow and then I'll reach out to Elise uh and then board members also. I'm going to be asking for I believe two board members to be present obviously so we have a quorum but uh on those interviews and I get serious I I want to strength the uh strength the core and go through this. I will volunteer right now. I would love to be able to commit. So, okay, I will, like I said, we'll be reaching out. Uh, that process will my hope is by sometime tomorrow afternoon, I'll start having at least my finalized list, talk to Mr. Scott and release also. And then if we need to run over May glasses are May

12612th is another day to continue that. So far, they're all on day. So far, yeah, they are. And we could squeeze the other two on there. The other May 5th. I'll say the other positions that we have also I have not seen this before. Uh we have over 18 applicants uh trying to apply for the various positions in our district. Uh and I'll say the way that we're recruiting the way we're going out is not like what we've done before. I mean at the job educators fair Shelley and myself the second year you're going down there. It's important to make a name for yourself and so we did seaside school district and our district were really helping each other out supporting each other. Uh how many 30 something applicants or not applicants but people 30

127to 40 people visited us. Uh and through all the positions we are seeing numbers we haven't seen before. That's just as I'm shocked. Yep. I mean really shocked two more today. So you're going to end up having Elise reach out. Uh we have a nice uh list through that conference or not the conference but the educators that we went through and I thank you lease as I said you're going to be on the phone a lot. She's been on the phone communicating and calling. And then my next thing I asked her if she would contact George Fox and Lucen Clark and all the universities that would and say, "Hey, we have these open positions. Do you have any candidates are interested in doing this?" And if they're dead serious about this, I would even go

128down on a Friday. Yeah. Whatever. I go down to meet whomever they have something. Uh, but I want them to I want them looking at our district. I just I don't think every superintendent's out there wishing like that. I want to make sure that they hear we're serious. We want good, hardworking people for this district. I'm thrilled. That's we've got that many candidates. Okay. 13.0. Audience clarifications. Uh 14.0 board of directors time. Director Wik. We still have more to go. But uh it's good news there for that many applicants. It's pretty good statistics that impressive. Watch that stuff. So no, it's Thanks for your guys' hard work. Really? We'll get through it. and Mike has 10 more years with the new wells. Not much really other than thank you for really stepping up and getting

129these applicants for our open positions. I mean, I'm just blown away at the numbers of applicants that we have because I mean, it's been in the past zero to one maybe and now we've got enough. I mean, a nice pool to choose from. That's about all I have. I don't have much, but yeah, that that's very impressive. I don't know. Do you think it's going to be that way across the board for other open positions as well? Is it maybe um hard to say a little bit? A couple. I would say I would say um I mean, I'm not even smiling on this one. Um I think we've got some good candidates. I I can't I don't know about all the possib I know them all. Uh but I I know the field. I mean

130I told you I worked in the band position. I know who's out there in the band world. I'm in this position. I feel for three years. Who are those people out there? I'm not afraid to reach out to them and say hi. Can I help? Tell about the volcano's pizza. That's all I got. Um, do we have an open position for uh the special ed director right now? Yes, we do. Yes. Um, I'm going to start off by saying I fully support uh bringing on a special ed director, especially if there's a disconnect between the principal position. Um, and and them wearing two hats, it there's obviously something not working there and major position. Yeah. Um, so I'm just gonna say that I do support that. Um, I know that was from our budget meeting,

131but I didn't want to voice that. Um, uh, the A teaching position, I'm a big time fan of that, as I'm sure everybody here is aware by this point. Um, I think that's a super program and, um, I hear about it, come back to my house when, uh, Jeannie talks about, um, Martha and their in their garden. Um, and then another thing, um, reflecting on what comes back in my house, um, through my daughter is she talked about the pizza and ice cream. Um, she felt like she was getting away with something by ice cream twice in one day. Yeah. Um, but but furthermore, um, increase your expectations and then show appreciation just to encourage that behavior or the improved behavior is that that's good stuff. which is great and I wish that more school

132districts would do that, right? Um and then uh I full support of the anti- vaping campaign. I think that's more of a impact um on our students than what we are even led to believe. So [Music] um I've got good job everybody. I think something that was uh they're also going to be handing out Narcan at that at the family night. So, that's another thing that's a positive. It's it's too bad, you know, it's it's tragic, but it's good that it's available. Is there going to be kind of just kind of a overview on how to use it? Yes. Okay. Yeah. Yeah. Okay. Sorry. Director Song. Yeah, I just want to acknowledge the preparation and work going into the budget from Tammy and Corey and principal. I'm sure involved there too. And um thanks for

133the program and results for the kids behavior on the buses. That's obviously was needed and now it's really effective and you're going to continue to ratchet everything the expectations. So that's very promising and uh uh the fact that we've got 10 out of 11 seniors applying for the grant is great. That shows high engagement. Um and on the topic of engagement and seeing the results from the survey, it's the first time running it through. It's a little I was like you anticipated a little surprised at how low the participation was with from the staff and the families but I think that'll give us some information that we need and we can move with that especially with Corey at the helm. It's not going to go unmoved. So anyway, I just I want to acknowledge all

134the hard work. Thank you. Thank you. Okay, we will return make a motion to uh no recess. Oh, sorry. We will recess. No, we got to do 15 first. Oh, sorry. Jeez. I'm uh 15 items for new future meeting. We have 15 15.1 classified staff renewals, 152 contract renewals, 153 policy GH or CCF ridiculous headlights in the works, 15.4 four sex education adoption and we are I'll make a motion to recess to executive session for OS192.6602I discuss the evaluation process of the chief executive OS192.6602F 6602F to consult with council concerning exempt public records information and OS 192.602H litigation file or likely to be filed on the district. We have a second three minute break in that second we have a threem minute break. Yeah, we can have a break. We'll take a break before we

135go to that. I'll second it. Over