001Please put the meeting has started. That's wrong. We have it on our screen. You don't. Okay, uh welcome all to uh this budget meeting of the Saugus School District 97J. It's now 6:00 on April 22nd of 2026. Um welcome to all the uh all the guests, the the patrons of the district. Um our mission statement, motivating and preparing all students to reach their greatest potential. Um we will start with the Pledge of Allegiance, and Lindsey, would you lead us in that? Thanks. Thank you. You just happened to be right. I was looking for the flag, and you were right in line with me and the flag, so I appreciate that. And all right, so uh we'll move on to the attendance. Uh Mrs. Free, please. Chair Lacouture. Present. Vice Chair Miltenberger. Present. Director Pauley. Present.
002Director Cole. Director Haberly. Director Postgate. Present. Director Pimlott. Present. Budget Committee members, Lindsey Phillips. Present. Nora Kent. Present. Present. Ivy Meadow. Lisa Walter Sidle Isaac. Present. Sue Jones. Present. Alex Ferguson. Present. Thank you. Thank you. And uh to my understanding, Director Cole will be joining us by Zoom a few minutes tardy. Um so, somebody help me remember to know that she's on Zoom, so Okay, um uh moving on to our first uh the we need to first elect the budget committee officers. Um we'll go with 2.1A um first, and I'll lead this nomination and appointment. And then after that, the newly elected budget chair will run the nomination for the vice chair. Um so, at this point, we would open nominations for the budget committee chair. Chair Lacouture. Yes. >> Um Director Cole has now
003joined us. Okay. Sup, Tamara? Welcome. Okay. I have a nomination. Okay, Katie, please. I'd like to nominate Lisa Walter-Sedlacek for chair. Okay. Second. Was that Alex or Tom? That was Tom. Okay. Um any other nominations? Okay. Lisa, would you accept that nomination? Y- Yes, I accept it. Okay. [clears throat] All right. Well, if there's no other nominations, uh those in favor. I >> I I Any opposed? Okay. Lisa, a microphone will be brought to you so that you have your own, so you don't have to share. Um but actually, you don't you don't need to gavel this out cuz we go back to regular meetings, so you don't get to gavel tonight. Just a microphone. But the meeting is now yours. After you get a microphone. She can take the gavel. Okay. So, the next
004thing on there is we have the budget message that will be presented by Superintendent >> the the vice chair nomination and vote? Thank you. Yep. 2.1. So, now we need to elect a vice chair. Do I have nominations for a vice chair? I'll nominate Katie Sedden. I second. Uh that was Nora that uh sans microphone nominated Katie Sedden and Sue Jones uh seconded. That's okay. Um can I have a vote? All in favor? Any other nominations at this point first? And since there are no other nominations, everyone in favor? I >> I Any opposed? Motion passes. So, now we have the budget message. Uh thank you. Um 2026-2027 budget message. Uh the proposed budget for the 2026-2027 school year is being submitted to the Siuslaw School District Board of Directors and the Budget Committee for
005review. Uh this reflects the administrative team's optimal spending proposal for district resources for all potential revenue sources in the second year of Oregon's current biennial budget. Uh this budget reflects anticipated increased costs in uh to the district for general services and retirement fund expenses, as well as revenue reductions that occurred after the formation of the prior year budget. Uh this budget also reflects a downturn in student enrollment. The Oregon Department of Education has changed the forecast for next year's student enrollment by 35 students less than anticipated. Uh in evaluation population data, the student population will continue to decline for the next three to four years before leveling out. Uh federal title funding did not rebound and another 10% reduction was just issued. Uh this uh last year's reductions were absorbed through attrition in staffing and
006uh consolidation of programs. Uh this upcoming budget reflects a reduction in force that is beyond what could be accomplished by natural attrition. Specific open positions will not be rehired this spring to help close the gap. An additional listing of positions and options for reduction will be provided to the Board of Directors for review and consideration. The exact configuration of positions that may be reduced is unknown, but estimated expenses are reflected in the proposed budget. There's been no recovery in specific grant funds within the student investment account and high school success for career technical education. These funds were reduced after initial estimates for the 25-26 school year and are less than anticipated for the upcoming school year from the biennial initial biennial estimates. Uh student investment account provides dedicated funding for programs across the district. The
007SIA funds include complementary program support to high school success uh to develop career-related core skills as an on-ramp to technical uh career technical education programs, reduce class sizes and caseloads, and general student service support across the district. Within SIA, there are nine full-time equivalent certified positions and two certified positions. Last year, SIA positions were reduced uh by 1.33 FTE in certified and 1.33 in classified positions and will again be reduced by at least one FTE for SIA funded programs. Uh these funds have been allocated to positions directly related to student services and graduation, retention, dropout prevention, and career readiness. Within this fund, there are efforts to recruit students from all demographic groups into career technical education, advanced placement, and dual credit college courses. High school success supports 3.17 certified positions at the high school and
008middle school, primarily business information technology, senior counselor, graduation coach, a part-time aid in classified as classified educational aid. Based upon targeted reductions in the budget, there will most be an additional loss of 1.0 FTE in high school success funded positions. Uh listed below are the current positions uh uh before the board has made any determination on specific position reductions. The proposed budget reflects district priorities and goals uh focusing on support for all students. The recovery and remediation of unfinished learning is a priority at all levels while accommodating population bubbles at certain grade levels. The general birth rate of the county is declining and general student class sizes are decreasing from an average of 100 to projected classes of 70 per grade level. This budget maintains general service levels with strategic reductions to maintain the most
009manageable classroom environments and student-teacher ratios. To the extent funding allows, the proposed budget supports the work to improve student achievement using best practices and data-driven data-driven decisions to ensure students catch up to their appropriate developmental and grade levels. The focus is to keep students on track with both federal and state curriculum initiatives and on pace with their peers in other schools while making sure students are ready to move to the next level of their education. The allocation of resources through the budget process shows a demonstration of the goals set forth by the Board of Directors. The 2026-27 budget for the Siuslaw School District 97J has been prepared in accordance with the laws of the state of Oregon and the program budget manual designed by the Oregon Department of Education. This proposed budget is the financial
010plan for the district's educational and physical plant operations that includes estimates of expenditures and revenues for a single year beginning July 1, 2026 and ending June 30th, 2027. Thank you. So, at this time, we move on to presenting the budget material by the business manager, Cece. Thank you. Good evening, everybody. Um Andy has just read to you with the budget message. And what's important about the budget message is that it kind of gives you um the assumptions that we've gone through, the changes in funding, um where we kind of landed last year in a in a deficit, and um as far as the budget being presented today at a at a cut of about 2 million. So, in order to recover, it's going to take a few years. It's going to take at least 3
011years, and it's going to take some financing to bridge the gaps until we can fully recover and be back on track. So, um as we go as we look at your budget book, it could be completely overwhelming to look at all these numbers, and you know, it's millions, and it's a lot of things. Um but um there's a few key resources in there that will assist you, and what we'll do is we'll go ahead and kind of walk not walk completely through the book, but look at the key resources so you can um understand what's in the book. And then we'll go over some of the budget assumptions in addition to um the uh grant changes that you've read earlier today. And then in we'll open it up for any questions you might have, or
012if you need additional resources and before the prior meeting or the next meeting. Okay? Okay. Um on page five of your um book is a is a good resource. Um people that have been on the budget committee before will understand that it's a lot of numbers and how to understand uh what fund and what you're looking at. Um so, we kind of give you what funds we currently have and how they're structured. So, they're all structured according to fund and function. So, if you look at your key, you'll be able to see um your funds on one side and your revenues and expenditure functions on the other side, and that'll just assist you with reading through the detail of the book. But I'm always here for questions cuz I know it's um it's a lot
013of numbers [clears throat] for you to understand where everything's coming from, but it also has descriptions by it, so that assists as well. If you look on page number six, this is your overview of the all the funds together along with the 26-27 um budget um as proposed today. Um the total amount for all funds is going to be 27,989 thousand nine hundred eighty-nine dollars. Um our general fund is of course 100, that's our operating fund. So, you'll see that it's the largest amount on there for your um as um spending. So, that that's everything in general along with a bulk of all of the teachers and aids as well as um the administrative staff and remainder of the district. We do have some in grants in our special revenues fund and we'll go over
014that kind of detail in a minute. On the next page you're going to see what the state school fund is currently. Um, we had a mid-year shift. If you look on the page behind it, it's page eight. You're going to see our 20 25 26 school year next to our 26 27 projected year. So, the 26 27 is what we projected. We do intend on having an um, average daily um, >> [snorts] >> membership of 1146. That's what we had estimated which was much lower than where they put us at for for the end of this year. So, when they say when we talked about it last time about being held harmless, though we estimated at a lower amount because being conservative and understanding the downward trend of enrollment, it's better that your numbers are
015more accurate than to overestimate and have to return funds that you didn't intend to. So, that's kind of how we usually view it as a more conservative. When it comes back with the estimate from the state school fund, they'll actually give us the higher of the two. So, our amount for our factor will be actually be at the 25 26 rate and they have us estimated 1156. And that's where the student drop occurred coming from the end of 2025 and then in the fall we had we still was we still were at 1170 in enrollment in the fall, but that transition from December to June is what changes it. So, in the spring they have what they call a second collection of average daily membership and that'll give us the number that they use for
016the state school fund. So, that's where we appeared. And then there is a resource in the front of your book, you'll see three pages together. It'll have the general funds revenue and expenditures. These are summarized for you. It's a little bit easier than trying to add them all up yourself. So, I did that for you. And so, you'll be able to see that. But then on the back you'll see our historical enrollment graph. And it'll actually be up to the 24 25 and then we we let you know that we're currently at 1156 estimated to end the school year. So, that gives you kind of a You can see the trend. You can see it's a 2% drop even between 23 and 24 and then then we'll see another drop of course for 25 26.
017We don't anticipate that to increase over the next 5 years. We had estimated it would stay right around in the 1140s between 1140 and 1146. Um, oh, excuse me. 1140 and 1150. Sorry. In the next 5 years. So, we don't foresee it going up anytime soon. And then so, if you look at your page um, if you look at page seven again, on the about mid-page down below at the 26 27 state school grant fund, that's where our estimates come from. So, I gave you a lot of my source documents to show you where my revenue estimates are coming from because the main part is to make sure that the revenues match the expenditures. So, I felt like a little bit of background that you would have in that. So, you'll actually see three years
018in a row right after that. And then the remainder of the detail for the proposed revenue will be on page 12 and 13. And page 12 to 15. And then the expenditures will start and there's several pages on that starting on page 16. So, there's your comparisons for those two, but I gave you the summary so you can see the totals. And then couple other resources. For the remainder of all funds, you'll also have summaries starting on um, page 91 I think. Yeah. So, on page 91 you'll actually have start with all of our funds. And in the front of your book I also gave you a reference to what our funds are and all the details that way I'm not reading them to you here, but you can have time to study. So, it'll
019go through every fund description and then that way you'll know what's housed in that and which grants are held and how they're used by the by the school. And then then you have my assumptions on starting on page 104. I think it is. Yeah, 104. So, you'll also see our property tax collection history. And you'll see our historical and of course you don't see much more than a growth in 3 and 1/2 to 4%. On the overall taxes. So, what we usually do is we receive the 25 26 um, estimates on assessed value and then I go ahead and make an estimate based on our historical growth. So, you'll see that. And then you'll you'll see the same amounts between that and our local option levy. And you'll see the the same exact calculations. So,
020you can see where our assumptions are. And our collection history is based on our collection history which is pretty close to what the county states is usually about 96%. So, So, now to go over some of the assumptions that we had in the um, this year as far as increase in costs. Um, we've talked about enrollment. We also have basic costs as far as insurance and liability property and education educators liability. So, our insurance is with pace and all school a lot of school districts are with pace majority of them are. We currently are receiving a 12% increase. Last year's amount for insurance was 522,000. So, we'll receive an additional 12% increase on that. So, you'll see it around 538 for that. Um, our PERS rate have remained the same since last year. It did
021jump up 10% last year. So, we've already hit the bite on that already. But it will remain that way for the remainder of this year until they assess it in October and then we'll bring that to the board to see how our changes are. We're coming into the last year of our 2004 PERS bond and what our and we've explained that prior in our last meeting that our PERS bond actually we prepaid a lot of it in order to lower and discount our rate over the last 20 it's 22 years now, right? So, um, so what that has done is saved us over 4 and 1/2 million in labor costs. But we also have a debt to pay as well. And so, the benefit of the bond is if you're um, if you're receiving more
022in interest than you actually pay on the interest, then you receive a savings and a discount on your PERS rate. And recently we've PERS last evaluation of course and we had discussed that before is actually had actually been losing and not receiving over the 6.9% that they had assumed. So, at that point our discounts are actually being lowered and that's why we had such a 10% discount at that time. So, And then also so, everything on PERS should remain the same for that assumption. Um, we continue to have um, a percentage decreases on some of our federal um, federal funds and that doesn't make up a large portion of it, but it does assist us in what our sup- supplemental like for title and it also supports our our portion of our a resource officer
023that we have here on campus. So, those are all part of our federal funds. It's about like 4% of our budget. So, what you'll notice when you take a look at your book and you look over um, the salaries and whatnot, 80% of our budget is labor costs between salaries and benefits. And then our PERS bond what you'll notice in when you look at a large amount in our other object section of your summary, a lot of that is the payment that we make to pay back the bond that we took out on the PERS. So, this year it's 1.3 million. We're in the last 2 years of our bond and you would be excited about paying that off since you have that automatically taken out of your state school fund every month for the
024total amount. But what the PERS bond does it actually lowers our PERS rates that we have to currently pay. So, we'll at this point it'll probably our discounts will probably end prior to the maturity in 2020 seven. So, what we'll probably have to do is speak with the board about maybe other options or see where we're at in October. So, um that is everything that I have to present today as far as the bond. I know there's probably some questions or maybe um something you might have that you went over the last um committee meeting. Um you can feel free to ask questions. Um I can also provide any other additional information that you might need or if you have questions later, you can always email me or Andy. So. Does anybody have any questions
025at this time for CC? Alex. Yeah, I was curious um how do you want to receive questions from us? I assume we're not emailing the whole group cuz that creates a public >> No, if you can email um if you can email usually it comes through Debbie and then she'll forward them through me or you can email me directly. Okay. Yeah, but individually, please. Yeah. >> Yeah, we'll compile a master list of all the questions that come in, provide answers, then send them back out to everybody. Will you send the questions back before the next meeting or will they be part of the next meeting? Both. You'll have them prior and at the meeting cuz there there will probably be things that happen in between the completion of the first list and the meeting where
026there's more discussion that has to happen in the next meeting. So. Does anybody else have any questions? Well, thank you very much for that thorough presentation. Thank you. And if you do if you just give me a call. You know, I know it's a lot to look at. So. I can provide any other resources you need. All right, thank you. The next thing we have is public input on the budget. And there were uh there are public comment cards at this time. Debbie, do you have public comment cards from the gallery? Oh, okay. He's on his way. >> Not quick enough. Sorry. Am I supposed to read something? Nope, you just read their names. Okay. And um I I announce this is first and second and third. And then I'll start the timer and you
027say we're about to Do I need to tell them that there's a timer, right? Yeah, but we keep this for the record. Okay. Great. So, we have uh the first public comment we have at this time is from John Stenger. If um that person could approach the microphone and provide comment and there will be a 3-minute timer. So. Good evening. Uh I have a full-length letter that will get sent out to you guys. Um it's about 10 minutes, so I'm just going to summarize that in three, but I'd appreciate if you took the time to read the whole thing. Okay. >> John, could you talk closer to the microphone? You're a little hard to hear. You got it. Can you hear me now? Awesome. All right, I'm going to summarize about a 10-minute length letter
028um that will be sent out to you guys. Uh I'd appreciate it if you take the time to read the whole thing. I'm Dr. Stenger. I'm one of the few physicians at Peace Harbor Medical Center that has children in the Sausal School District. I typically refrain from making public comment due to the nature of my work. However, I'm compelled to speak tonight. I know you all face uh I know you all face what so many school districts and hospital systems are facing across the country and that shortfalls in the budget requiring cuts to achieve sustainability. I'm here to ask you to make these decisions with fairness, equity, and consideration of the whole student body. We were recently notified by coaching staff that some sports may be cut due to ongoing budget concerns and deficits. The
029team mindset is we win together and we lose together. The financial burden should be no different. If cuts are to be made to sports teams across the district, then I would ask that they be made equally across all sports, not cherry-picking. This should be a burden shared by all the district, not by one or two coaches. This would lessen the individual financial losses if shared amongst all coaching staff. To the student athletes, their individual sport is no less important than the others. With the current shortfall in budget, I recognize that cuts will need to be made, but I ask that you lessen the impact where you can. Finally, I continue to read either in local news, social media, or from past statements made to this board that the medical providers don't want to be here
030because our district is failing students in one way or another. Ironically, none of these individuals making these claims have ever bothered to ask me or any of my colleagues why we're here, more importantly why we stay, or how any of us actually feel about this district. I don't believe our district is failing our student body. My three children have soared here. As an outsider looking in, it appears more that this community fails to support this district and for that, I apologize. Except for a few small workable issues such as a high school pride class potentially causing a public health crisis and some other miscellaneous nuances, this district overwhelmingly does right by the student body and community. When physicians look for hospital employment, they tend to look heavily at the local school district for unique opportunities
031for their children for their children. Rather that be excellent performance in sports, access to early college credit, creative arts and theater, or just sound investment from the community into the school system. Since I arrived here 3 years ago, this community has lost at least seven primary care physicians and at least two surgeons for various reasons. We've been unable to replace the majority of those vacancies despite considerable efforts. I'm the only surgeon not planning to retire in the next 5 to 10 years. That should scare you. I'm one of only three physicians who have children in the district. Most because they live outside the district and commute in or they no longer have school-aged children because they're nearing retirement. That should scare you. As part of the hospital recruitment, there's a community tour that drives right
032down past all the schools which starts off great at the elementary and ends in one of the most abysmal buildings in the city. Whether true or not, the current dilapidated high school screams that this community does not invest in its youth. Repeated bond measure failures of the past only cement that prospect to inquiring physicians questioning if they should accept a job here. It certainly was high on my mind. To the stringent opponents of the current bond measure listening today, I would strongly caution you that failure to pass the current bond measure and build a new high school will most certainly make it impossible to bring new medical providers to the area. I would encourage the naysayers to start taking this matter seriously. A third bond measure failure will be impossible to explain during interviews with
033new medical providers. Construction of a new high school would be a huge selling point in physician recruitment. Cutting of successful sports teams will also hamper any recruitment efforts. So, please heed my warning tonight. I know you all have very difficult decisions to make regarding the budget. It needs to be balanced and I don't envy the position that you find yourselves in. Please note these opinions expressed today are that of my own and do not represent an official statement from PeaceHealth or Peace Harbor Medical Center. Thank you. Thank you for taking the time for the public comment. The next person is Angela Leverich. If that person could come and again speak and make sure you speak into the microphone if you would. Oh, sure thing. I'm ready when you are, clock. Okay, let's do it together.
034Hi everyone. Um as a kindergarten teacher here at Sausal Elementary, I wanted to take a moment to share my expertise with you, the board, as you consider budget changes in our school district. I get to lead the most magical educational experience our students will ever have, learning to read. It is also the most complicated. Early literacy is the foundation for all future learning success. And if they don't learn to read in K through second, they fall behind in every subject. When we have adequate support from instructional aids and small classrooms, we can be a harmony of letter sounds and new phonemic skills. As primary teachers, we are the district's contact content experts in foundational reading. However, we need support in order to facilitate learning. A few essential supports our aids provide include behavior and academic
035interventions as well as assisting with fine motor development, bathroom needs, and basic health and safety. Each year, more and more of our students join our school lagging in bathroom control, these skills like turning pages, and the ability to regulate their emotions. If our aids are not there to support our student needs, these tasks will still need to be completed. They will just transfer to the teacher and replace important instructional and academic time. A decrease in aid support will also negatively impact teacher-led direct instruction because most primary assessments will need to be completed by the teacher. To grade our recent report cards in reading, just one of my students needed nine one-on-one reading assessments in person. Each of these assessments is a minimum of 4 minutes if there are no interruptions due to bathroom accidents, unexpected
036illness, or just a case of the bad day blues. For a class size say of 25, that is about 15 hours total. Young students cannot take these assessments on a computer. A teacher or an aid needs to sit face-to-face, ask them what sight word they're reading, sight word they're reading, or listen to them break a word part a word into its syllable parts. When aides are present, these assessments can occur alongside ongoing instruction. Without that support, I will have to choose between assessing these students or teaching them. Finally, our data clearly shows that both smaller class sizes and targeted aide support directly impact student growth in reading. In this current school year, with an average class size of about 17, 67% of kindergarten students began the year performing at a preschool level. By midyear, this
037increased to 71% those same students were reading at grade level compared to just 25 at the start of the year. This level of growth is not typical. In the previous year with larger class sizes, it took a full year of similar percentage of students to reach grade level. Additionally, when we look at targeted intervention from an instructional aide after low midyear scares, pardon me, low midyear midyear scores, we saw an average growth of nearly 25 points in just 2 months. With one student gaining 65 points. This is no small gains. These represent significant progress toward reading independence. Anyways, just wanted to tell you all in person, these people matter. They're supporting our students. I know that you guys aren't making any decisions easily, but I wanted you to come in person and just give an
038update. Sorry if I stumbled over any words. We practiced the digraph th today and my tongue was a little tired. Thank you very much. The next um comment card we have is from Chelsea Antilla. I'm going to lower this cuz I'm just a little bit shorter than some of the other folks. Um good evening, members of the board and of course the community. Thank you for the opportunity to speak tonight. Um my name is Chelsea Antilla and I'm currently a second grade teacher here at Siuslaw Elementary. I've been teaching for 8 years, one in kindergarten with a class of 26 students and the last 7 years in second grade, where my class sizes have averaged around 22. I'm here tonight to share what the proposed budget cuts could mean for our elementary classrooms from the
039perspective of someone who works in our schools every day. As it stands, we are already planning to lose one teacher per grade level from kindergarten through third grade. I understand that that part or that decision was part of enrollment shifts, including students who may be attending the local charter school. However, even with those shifts, the students who remain in our elementary school will still feel the impact of of having fewer classrooms. That change alone will significantly increase our class sizes in the early grades, especially. Those numbers matter. Even if overall enrollment appears low on paper, the needs within each classroom do not decrease. When class sizes grow, the amount of individual attention each child receives shrinks, particularly for students who rely on additional academic or behavioral support. For many of our students, especially those still
040developing foundational academic skills and social emotional skills, that individual attention is not a luxury, it is essential. I want to acknowledge that I understand class sizes may need to increase given the reduction in the number of classrooms. I recognize that reality. At the same time, it is important to be clear about what that means for our day-to-day instruction. Larger class sizes impact classroom management, pacing, and student engagement in very real ways. In smaller classes, I can build strong relationships with my students. I can monitor progress closely and respond quickly to students' needs. As those numbers grow, every part of the day becomes more stretched. Transitions take longer, small group instruction becomes harder to implement, and behavior support becomes more complex. It's not about teachers working harder, it's about the limits of what one adult can
041realistically do and safely manage. With that in mind, the proposed reduction in classified staff raises even greater concern. In class sizes if class sizes are going to increase, and I understand that they must, then maintaining strong classified support becomes essential. Even with our current class sizes, classified staffs are a lifeline and we rely on them every single day. They are not just extra help. They are a crucial part of how our school functions effectively and safely. These support uh they support us during transitions, recess, bus duty, and lunch duty, times of the day that are often the most unstructured and for many young students the most challenging. Within the classroom, they play an equally vital role. They assist with data collection, testing, and small group support. In today's classroom, it is not uncommon to have
042one or two or even more students who require additional supervision due to behavioral or safety concerns. It is not a reflection of a teacher's ability to manage their classroom. It is the reflection of how diverse and complex our classrooms actually are. Without classified staff to help during those times, that responsibility falls entirely on the classroom teacher who is simultaneously responsible for the other 20-plus students in that room. Simply put, one person can't be two places at once. I share this not to criticize, not to but to provide a clear picture of what these decisions that you are making in the next coming weeks are going to look like through the eyes of someone who is in those classrooms every single day. I propose um the proposed reduction makes that goal significantly more difficult for me
043to be an effective teacher. I ask that you consider this as you look at the budget and consider your day-to-day realities in our classrooms at the elementary level. Thank you for your time. Anything submitted electronically is for your review. It doesn't become public comment unless somebody's here to actually present it. Well, if there's any other comments and again and and Miss Freeze a card, they can come up. Have you received any supplemental during the meeting? Okay, then this point you can close public comment. At this time, we will close public comment. So, the next thing is So, at this time and now we move on to budget discussion. If and we'd like to have any discussion about the budget, the other thing is we can um we've kind of done a little bit of that,
044but does anybody have anything they'd like to bring up or do we just want to take it and work with it for the next um time until we meet again? I would I would just like to say that again, like we've asked the administrative team to put together their proposals that will come to the board. And so, we've put together a laundry list of everything. Nothing is decided until the board decides on it. There are especially with personnel, there are some expenditure uh decisions and material concerns that we've made from the district office that will just be reduced, but when it comes down to actual personnel and programs, that final decision comes back to the board. And we've shared that uh that initial kind of list that is way more than uh what we need
045uh with the union leadership. And so again, uh what's said here tonight is reflecting, you know, aspects of that that could really impact certain classrooms and programs. So, until we sort through the entire the board gets the entire list of what's there to see uh what's coming from column A, column B, and column C, um nothing's finally said. No nothing's determined. So, >> Andy, when does the board get that list and make those decisions? Well, they will get a copy of the list early next week. Admin team is going through it one more time. Again, looking at what can be consolidated, um you know, what can be eliminated, what could be reduced. And then the that'll come to the board and they get shared with the committee. And then and realistically with the way our
046process runs, like this any especially certified reductions cuz those the the certified contract is between the board and the teachers and the board makes that kind of determination on position allocation for reduction in force. That probably wouldn't be done until May 13th. Right? Just looking at our sequence of of our next few meetings. >> Will the budget committee see that list when the board sees that list or not until after the board does? >> You'll see it at the same time. Okay. Or within minutes depending on how fast cyberspace works. Okay. Okay. Um I have one more question, Lisa, if you don't mind. Um it's unrelated, but is there in here or could we see um or have we received yet from Whitmore their um enrollment so that we know what to expect in a
047reduction in enrollment by grade level for next year? Yes, we have. Um I can tell you that they are currently at at at their, um, end of their open lottery, they had 64 students. Uh, 48 >> information in this book? It is not in this book. >> Okay, so I'm going to write it down. I just wanted to know. Okay. But I can send you an overview without names later. Um, Uh, but again, so we've got 64 students. Um, 48 are what we would call redirects. There are students that are either enrolled or will not be enrolled because they would be incoming kinders. And that's roughly 12 per grade. And so that's where, um, again, we've gone from roughly 100 kids per grade to 90 to 80 to about 70. And then if you take
048out 12 students per grade, we have a functional class size looking at next year of K1, 2, and 3 of about 60 students. Um, K and K and 1 are 60. 2 and 3 would be 70-ish cuz they're a little bit larger. Um, but again, it's fairly equally distributed amongst the four proposed grades right now. And then, furthering on that, um, do we know how many of those might be sped? I know that that's a, um, a change in an amount of money. Do we know any of that? W- We do, but again, the the amount of money is negligible because it's on the average for student. Um, again, every student has a rough weighted value of 1.17. Um, it's if we had to calculate this as a per student for each individual person as
049they came in and out, we could never do it. Because you would have a student that's coming in that may be general ed and one that's leaving that's special ed. And all of a sudden, one weight in, two weights out. The state just says every student coming in and coming out is 1.17. That And that's our local average with all our other, um, additional weights. Uh, and again, we've been talking about class size and class size did come up in the last meeting. Uh, what is on our state report card is not our average class size. ODE reports, um, in essence, what is the mean. If you take a list of all of our classes and you go from top to bottom and you draw a line in the middle, it says 13 students. The
050average class size, again, is 18 to 19 across the board. Um, special education classes, it's eight or nine. Um, core electives tend to be 14 to 15. Um, but again, it Again, uh, our math teachers know mean, median, and mode. And, uh, in this case, uh, the mode was misapplied as the average, as the mean. Katie, you'll also find the, um, expenses and everything on page 40 on page 41 that relate to the charter school. Um, and also on the state school fund, um, page, you'll see the charter amount. And so that's the amount per student, the average on there, which is 11,613 as of yet. Um, just remember when you're looking at the budget, nothing is in set in stone. We're still going through recalculations and estimates as far as the state's concern is
051still doing that. So we do often changes right before May. So, um, and we'll update you as we go along through the process. Okay. And again, going with what CC said in preparing the budget, um, like three of those four kind of primary assumptions changed betw- from spring break until now. Again, when we were looking at the downturn in enrollment, again, we've been fairly constant this year of about 1170, 1180. And then all of a sudden we got ratcheted down to 1150. Right? As the anticipated enrollment for next year. So that's $400,000 that goes into this into the growing, you know, shortfall. Okay, can I ask some questions about framework about what we're doing here in in the scheduling? Um, so tonight what we're talking about is this total 27.9 million. And and making sure
052that we understand how we got to that number, which is has to do with the pace insurance costs going up, the PERS rate, uh, bond underperforming for additional expenses, federal funds decreasing, and as well as reduced enrollment. And we're not talking we're not yet talking about how we go from last year's 30 million to this year's 27.9. That's admins are going to give recommendations, which will then be reviewed. And correct. Yes. Yes, that's correct. Um, yeah, the budget presented you like we said in the first meeting, it was not balanced. And the reason why it's not balanced is we're in a deficit and we're also looking at higher costs. Not just labor costs, I know that's the majority of our costs, but everything's gone up, fuel, um, transportation, everything. The The good thing about transportation
053is we do receive part of the state school fund in that grant. So our everything but our non-reimbursable miles are considered part of that grant and we receive 70% of those expenses back to us. Um, so that's not a huge, um, part of what what all of the costs are, but I can tell you in calculating everything from the labor costs and the cost of supplies, they've quite quite an increase, um, as far as, um, that's concerned. And, um, so we're just trying to balance it all with the loss of funding. So. And And that's really what CC's presented here is that we know our anticipated revenue at this point in time. And we're setting up expenditures to match that. And, um, the devil's always in the details. It's where those positions get allocated. Um,
054this is one of those kind of budget exercises they used to give us in, quote unquote, principal school. They would say, you know, cut cut a number from your budget. And people would start with supplies and materials and we're going to turn off the lights between every break. And then when When 80% of your budget is personnel, you can you can cut everything else and still not make up the gap. That's the unfortunate reality. And we don't have to solve that part tonight. N- No, we are not solving that part tonight. But can I ask a hypothe- somewhat hypothetical? If we if this was just jobs, how many jobs are we losing? If Okay, if this were just jobs and we're talking about $4.2 million, um, it's it's either 38 teachers or 70 classified staff
055or some combination between the two, right? That's That's the raw numbers of it. And that's why it's being balanced over a period of time because that's a significant hit, not just for the staff, but also for the students. So it's all about managing it and not panicking because what happens is is the state can turn around and and and and things can sway a different way. So having been here now for four years, never understanding in the first year on how things change, um, that's one thing I understand that it would when it comes to a level, it'll it'll start to change in another direction. So, um, we just have to be able to unfortunately, unlike other districts, the we don't have our reserve. We were just a little earlier in in losing, um, our
056reserve in comparison to other, um, into other districts. As well as, um, in looking at, um, tax anticipation loans, I'm not sitting alone with a loan officer. I'm sitting with several different business managers wondering if we can be able to, um, be eligible for the tax anticipation loan to get us through to the next step. So, um, so it is a shared situation. So, Tom, the other kind of on your other question, somebody one of the staff asked me, "Well, if we just took furlough days, how many days would that be?" And I said, "Well, we we would end school next year probably around April 7th or April 9th, right? That's not feasible either. And then with the new executive order, that can't happen. Um, but again, we're again looking to make sure we provide
057the best thing for kids and the best thing for staff, especially with a group of students that have more needs than ever before. And get them a full school year. And I'm I'm just going to say for the record and for everybody watching that this is not just happening here. Um, 30 million in you 4J, it's happening all over the state and beyond. Uh, what is the current student to teacher ratio across, I guess, the three schools if I can be specific. >> Okay, when we're talking about core classes, >> Yeah. it's 19 students in a in a regular core class. >> Okay. When we're talking about electives, which is, uh, primarily high school and middle school, it's 14 to 15. And when we're at special ed or resource classes, it's eight. Um, but again,
058when you blend those all together, it's like a true average is just 16. Okay. That's Okay. And then do you have a rough estimate of what that would be or not yet cuz you haven't fully landed on positions? Or is there like a target for it? Our target is to keep elementary as close to 20 as possible, not to exceed 25. Once we get beyond 20, again, there's more students that have less one-on-one contact with an adult and there winds up being again more needs in the same room and trying to maintain aid support so that all those I would call them non-educational needs but unfortunately they are educational needs with again emotional [snorts] regulation and general behavior that have to be taught everyday and having contact with competent adults is the only way to
059combat that. Yeah. Um and then when you have two collective bargaining agreements? Yes. When do those need to be renegotiated? They they need to be they're in their second year now. They technically reopen next year for the next three year cycle. Uh but I have some interest from one of the groups of going and looking at some of the elements um beginning early next week and that again that's a preliminary talk. There's the only thing that I can guarantee in terms of let's call it a selective staff reduction that comes from the administrative staff who are proposing a five-day furlo for all of themselves next year. Um that that we know for sure. Okay. And then I think my last one before I just shut up. Um the I'm assuming you've got kind of your
060proposed year-to-date endings then if you're forecasting forward and then I just looked at it so I'm sorry if I'm totally bungling this but it looked like your beginning fund balance for this current year you had an increase of like 600,000 over the prior year and then I'm assuming then we're kind of taking a chunk of that to get through this year. Is that correct and We ended last year in a negative 1 million. Okay. We took out a tax anticipation loan in order to regroup and try to reduce this year. We will be tonight talking about taking another tax anticipation loan so part of that is to bridge us over to the fall. And so what will happen is is that we will hold on to a portion of that fund cuz we're not going
061to spend it all down in order to carry us through the summer so our beginning fund balance ends with a with a positive at the one I think it's 1.6 is what we're estimating that will be there at the start of the year. Okay. It and though and just like anytime you take out a loan you realize that that you have to pay it back and so the shortage will continue so that's why we're trying to cut and I know the 2 million is severe that's half the deficit but that's what we've discussed with other with advisors as far as taking that cut to try to initially grow back into a positive situation. We won't get our reserve right away. It will take time to build. Okay. That makes sense. Thank you. Well and again
062the other part to that too is that to qualify for a tax anticipation note to kind of moderate this cut over three years again their their commitment you know they said our commitment for are you going to take at least half in the first year? That was one of the qualified qualifying pieces. If we didn't want to do a tax anticipation note we're talking about chunking it all immediately now. And then yeah if you think about it what happened was is we just really carried it into this year. So whatever note we took we carried into this year. So we have to make some sort of progress in order to remedy over time. Yeah. Again we'd made progress but then again we got hit with a reduction a reduction and an increase at the same
063time and so we we were trying to shrink the funnel and all of a sudden the tail end got ripped open on us. And on that positive note are there any more questions or comments from anybody about the budget process at this point? So looking at your agenda our next budget meeting is going to be May 6th. After you've had a chance to digest what's in your board books if you could have questions to CC and I for the budget as soon as possible. I know we're two weeks away but if we had those by April 30th we could generate a list and have that back out prior to the beginning of the meeting. We technically need take two or three days to get that together. Okay. Thank you so much. At this time um
064there will be I'm supposed to read this information out loud for the record. Debbie >> But you you read that there'll be another budget meeting on May 6th at 6:00 at the Saugus Middle School Commons. Additional discussion and input will be done at that meeting to address the amended proposed budget and possible possibly we will consider approval of the proposed budget. Personally I would like to just say I'm this is a very complicated hard thing for us to go through and I would we don't feel we need to pass the budget at May 6th. No, come back with the questions. Make sure you get them to the school by April 30th and let's have a great discussion at the next board at the next budget meeting. Okay. And so right now I will we will
065adjourn the budget meeting and I will turn the meeting over to Chair La Couture. Thank you. [clears throat] And I guess I guess I should have passed that gavel to you cuz you could have gaveled out of that so there we gaveled out of the out of the budget meeting. So we will be opening the regular meeting. Budget Committee members you are welcome to sit at the tables but you are also welcome to peace out and head on your way as well. So so thank you for joining us this evening and the choice is yours. Stay in your comfy chairs with the table or cruise home and sit in your more comfortable couch. Okay. Directors we have one action item this evening. It is CC referenced it a little bit ago and it was discussed
066at last month's meeting as well. The the this is 7.1 our tax anticipation note pool. So Superintendent please Okay. As previously discussed in the year with decreases in student enrollment and increases in payroll and other costs any long-term planning reductions would need to take place over three to four years to help with a gradual step down process a tax station borrowing will need to be addressed as part of the overall budget strategy through 2030. The district has applied to partner in a statewide tan borrowing pool to help lower costs and create greater efficiency. Resolution 042226-7.1 Okay. So directors you see this this lengthy resolution and CC I'm going to not to summarize this but do you have any input for us on this before we move toward this resolution and and as you're as I'm
067putting you on the spot um I leaned over to the Superintendent before the meeting started and I just said okay briefly is this is this an answer? Well, is this I forget how I worded it now that I'm bringing it up but like pretty much this is this is needed. Like this is this is a needed thing. So CC please if you have anything if you can just turn your mic up and speak. >> want to let you know that we don't operate without our bond council. So the resolution you'll be reading today has gone through legal. The only important I mean there's a lot of different things that are important on here but the main part that you're going to be reading in the issuance of the note is the amount of 4.2 million.
068It'll also go over um how it is viewed and how we would pay that back. I can summarize that portion for you that we will be paying that back by December 30th both principal and interest is from our taxes that we will receive between October and December and that is already um already planned. So we have that. That that's the important part. As far as need this is our option and after that none of the other options are good. So this is needed for the bridge through just as long as we understand that we'll be making movement as far as reducing costs as best we can and I'm being as conservative as possible in order to wait for any funding changes that will might come down through the legislature, through the state and federal government.
069So, thank you. Um is that December of this year, CC? Yes, it is December of this year. Okay, thank you. And CC, could you remind us we took out an additional loan earlier this year. Is that also due? >> We we talked a tax anticipation loan to when we located the deficit and went through all of the funding. Um we informed the board, I want to say it was in May, um May to June, when we informed the board. Um we went through the anticipation note knowing that we would not have funds by August 1st. Um we did take that loan in um August, and we did pay that back in full to um to our local bank. Um and that would happened on December 15th. >> Okay, thank you. Directors, any other discussion on
070the on this one here? And or any volunteers to read this resolution in its entirety? Okay, um Adrian volunteered. Thank you. Um Uh my mic. Yeah, um either yeah, still CC's there, it's closer. Um also um just self-correct any any um any typos that you see, cuz I see one in counties up up up at the very top. So, so, um Okay, well, then directors, 7.1, a a motion is in order. All right, board chair. Uh resolution 042226-7.1, a resolution of Siuslaw School District Number 97J, Lane and Douglas Counties, Oregon, authorizing the issuance and sale of a tax and revenue anticipation note, Series 2026A, authorizing participation in the Oregon Education District Short-Term Borrowing Program, Series 2026A, approving and authorizing execution of documents pledging full faith and credit and funds deposited in a special account and
071designating a district representative. Whereas, the board of uh the Board of Directors of Siuslaw School District Number 97J, Lane and Douglas Counties, Oregon, the district, finds a need for the district to enter into a short-term note, the note, to meet the district's ongoing expenses, and whereas, the district has adopted or will adopt a budget providing for the collection of ad valorem property tax revenues and other budgeted revenues, and whereas, Oregon Revised Statutes ORS Section 287A.180 permits the issuance of a tax and revenue anticipation anticipation note in a principal amount which does not exceed 80% of the taxes or other revenues, except grant monies that the district has budgeted or otherwise reasonably expects to have available to pay the note, and which matures within 13 months after the note is issued, and whereas, the Oregon Education
072District Short-Term Borrowing Program, the program, allows participating Oregon school districts, education service districts, and community colleges, the participating districts, to simultaneously issue their notes and collectively provide for the issuance of the certificate of participation, Series 2026A, the certificate, representing undivided proportionate interest in the aggregate amount of all notes of the participating districts, and whereas, each participating district under the program is required to create a special account to be known as the Series 2026A TAN tax anticipation note payment account, to which each participating district shall deposit, on a date to be determined by each participating district's note purchase agreement, the note purchase agreement, ad valorem taxes and other district legally available funds in anticipation of which the note is issued in an amount sufficient to pay principal and interest on the note at maturity, as security
073for the participating district's notice of its note, and whereas, the district determines that it is desirable to issue a note under the program, and now, therefore, the Board of Directors of Siuslaw School District Number 97J, Lane and Douglas Counties, Oregon Oregon, resolves as follows: >> [clears throat] >> Section 1, issuance of the note. The district is hereby authorized to enter into the note in a principal amount not to exceed $4,200,000. The proceeds of the note shall be used to pay ongoing expenses of the expenses of the district, as well as the estimated cost of issuance of the note and the district's proportionate share of the estimated cost of issuance of the certificate. The superintendent or business manager or designee of any of those officials is designated as the district representative, each a district representative, to
074act on behalf of the district under this note resolution. Section 2, participation in the program. The district hereby authorizes and approves the participation in the program with other participating districts. The district representative is authorized to submit this note resolution this note resolution to Piper Sandler and Co. as evidence of the participation by the district. Section 3, distribution, use, and provision of the payment of the note. The note proceeds the note proceeds less cost of the issuance shall be deposited in the district's general fund as a budget resource as appropriated by the district. The district covenants to appropriate sufficient funds for the payment of principal and interest on the note to its maturity date. The district shall establish a separate Series 2026A tax anticipation tax anticipation note payment account, to which the district shall deposit, on
075a date determined by the note purchase agreement, funds to pay the note before the maturity date. Investment earnings after full funding of the Series 2026A tax anticipation note payment account may be transferred to the district's general fund. Section 4, security for the note. The note is payable from the district's legally available funds, including the district's ad valorem property taxes, subject to the limits of Article 11, Sections 11 and 11B of the Oregon Constitution. Pursuant to ORS 287A.315, the district hereby pledges its full faith and credit and taxing power to the payment of principal of the interest on the note. The district also hereby pledges the amounts in the Series 2026A tax tax anticipation note payment account to the payment of principal and interest on the note. Section Section 5, estimated cost of issuance of the
076certificate. The district agrees to pay its proportionate share of the estimated cost of issuance of the certificate from proceeds of the note. Section Section 6, notice of events to Municipal Securities Rulemaking Board. If required by the note purchase agreement, the district agrees to provide or cause to be provided to the MSRB in a timely manner not in excess of 10 business days after the occurrence of the event, notice of any of the following events with respect to the note. A, principal and interest payment delinquencies. B, non-payment related defaults, if material. C, unscheduled draws on debt service reserves reflecting financial difficulties. D, unscheduled draws on credit enhancement reflecting financial difficulties. E, substitution of credit or liquidity providers or their failure to perform. F, adverse tax opinions and issuance by the Internal Revenue Service of proposed or
077final determinations of taxability. Notices of proposed issue, IRS Form 5701-TEB, or other material notices with respect to the tax status of of the security or other material events affecting the tax status of the security. G, modifications to the rights of security holders, if material. H, bond calls, if material, and tender offers. I, defeasances. J, release, substitution, or sale of property securing repayment of the securities, if material. K, rating changes. L, bankruptcy, insolvency, receivership, or similar event of the obligated person. Note, for the purposes of the event identified in this paragraph, one, the event is considered to occur when any of the following occur: the appointment of a receiver, fiscal agent, or similar officer for an obligated person in a proceeding under the US Bankruptcy Code, or in any other proceeding under state or federal law
078in which a court or governmental authority has assumed jurisdiction over substantially all of the assets or business of the obligated person, or if such jurisdiction has been assumed by leaving the existing governing body and officials or officers in possession, but subject to the supervision and orders of a court or governmental authority, or the entry of an order confirming a plan of reorganization, arrangement, or liquidation by a court or government authority having supervision or jurisdiction over substantially all of the assets or business of the obligated person. M, the consummation of a merger, consolidation, or acquisition involving an obligated person or the sale of all or substantially all of the assets of the obligated person other than in the ordinary course of business. The entry into a definitive agreement to undertake such an action or the termination
079of a definitive agreement relating to any such actions other than pursuant to its terms, if material. N, appointment of a successor or additional trustee or the change of name of a trustee, if material. O, incurrence of a financial obligation of the district, if material, or agreement to covenants, events of default, remedies, priority rights, or other similar terms of a financial obligation of the district, any of which affect security holders, if material. For the purposes of this paragraph and the paragraph below, financial obligation means A, I, debt obligation, II, derivative instrument entered into in connection with or pledged as security or a source of payment for an existing or planned debt obligation, or III, a guarantee or pledge as security or a source of payment for an existing or planned debt obligation, or III, a guarantee
080of I or II. The term financial obligation shall not include municipal securities as to which a final official statement has been provided to the MSRB consistent with the rule, and P, default event of acceleration, termination event, modification of terms, or other similar events under in of the financial obligation of the district, any of which reflect financial difficulties. The district may from time to time choose to provide notice of the occurrence of certain other events in addition to those listed above if, in the judgment of the district, such other event is material with respect to the note. But, the district does not undertake any commitment to provide such notice of any event except those events listed above. >> [clears throat] >> Section Section 7, delegation of authority. The district representative is hereby authorized on behalf of
081the district and without further action by the board to A, determine the principal amount, interest rates, payment dates, repayment rights, and all other terms of the note. B, execute a trust agreement to certific- certificate the note payments with the payment of the notes of other participating districts. Execute the note purchase agreement and execute other documents and take other actions required by the program and to provide for issuance of the certificate. C, approve and authorize the distribution of preliminary official statement and a final official statement if required by the program. D, obtain one or more ratings or credit enhancement for the note if required by the program. E, if applicable, designate the note as a qualified tax exempt obligation within the meaning of Section 256 B3B of the Internal Revenue Code of 1986 as amended, the
082code. Pardon? Thank you. Rereading of Section 265 B3B of the Internal Revenue Code of 1986 as amended, the code. F, determine whether the note will bear interest that is excludable from gross income under the code and enter into covenants to maintain the excludability of interest on the note from gross income. And G, execute and deliver any other documents and take any other actions which the district representative determines are desirable to carry out this note resolution. Section 8, execution of program documents. The district representative shall provide certified copies of the proceedings of the district as contemplated by this note resolution. Executed documents authorized for execution herein and and such other documents as be as may be necessary or desirable under the program for the closing of the note. Section 9, professionals. The district selects Piper Sandler
083& Co. as underwriter or placement agent for the note and Hawkins Delafield and Wood LLP as bond counsel for the note. Section 10, effective date. This note resolution shall take effect on the date of its adoption by the board. Uh Do we have to vote before I read this last line? Some counsel, Andy. Yeah, it was because it was >> Uh you you you would vote and then um that just becomes a signatory line. Yeah. That's that's what my I didn't have that word signatory in my brain, but that's what I thought. Um Adrian, thank you. We would need a second. Second. Okay. Motion made and read. Very well. You may have unseated Director Haberly at reading long stuff uh by Director Postgate. Excuse me, by Director Pollet. Seconded by Director Postgate. Any discussion on
084the motion? Do we have any idea what what kind of interest rates we're looking at? Uh flip your mic. Yeah. I think our original one was at 4.9 last year. Um this one's a little bit different because it's part of a bond sale. And so, what they're estimating currently right now is 2.95, but it could change depending on their assumptions. So. >> [snorts] >> The the final price always gets settled right when they when they sell the bond. And so, sometimes that'll fluctuate a half a point within a few days. We've seen that before. This is actually a this the way they do it with um sale of the bonds, you have a better interest rate than if you went straight for a loan. Yeah. And we're confident that with the interest rate, um we'll
085be able to pay this back. Yes. >> On time. Yes. You have your Are you just getting ready for the vote? Okay. Um all right. [clears throat] Well, um I don't think it's necessary for a roll call vote. We'll just do a we'll do a vote vote. Um those in favor Aye. Aye. Aye. Thank you Thank you, Tamara. Um Okay. Um motion passes. And I'll read that last line before Andy and I sign a a wet copy of this adopted by the Board of Directors of the Siuslaw School District Number 97J, Lane and Douglas Counties, Oregon this 22nd day of April 2026. Okay. Um so, to uh close this out this evening, uh reminder of our future meeting dates. Um May 1st is the end of the year staff retirement 2:45 to 3:45 in the
086middle school commons. Which board members will be able to attend this? Do we have I will be out of town. Okay. So, we're checking on that. Uh this is more of an open invitation. You're not going to be on the spot to do any sort of presentation. It's Yeah. >> [snorts] >> Look again, looking at people that are uh moving on and upwards and out and uh taking a minute to celebrate them. But, also Debbie would need to know if there would be more than four of us there so she can say >> preemptive notice. Yeah. Yeah. Preempt the uh possibility of a quorum. I'm going to do my best to attend if I can get child care. I'll uh I'll see if I can get the day off. Okay. I may be able to.
087I'll have to let you know. Okay. So, it looks like we'd have three at the most. So, can't speak for Director Haberly. I'll uh I can Debbie, I can reach out to to Josh. Um Okay. Um May 6th is our next budget meeting like uh like Lisa um discussed. Our May meeting is May 13th. Uh high school graduation is June 5th. Uh our June meeting date is June 10th. Uh no meeting scheduled for July. Flipping pages. Um student representatives to the board um applications are available online or at the high school office. Uh the appointment by the board is for a 1-year term, July 1st um 2026 through June 30th, 2027. Applications should be submitted to the district office by May 1st, 2026. Um our proposed summer and 2026-27 board meeting dates, July 26th, no
088board meetings um off-cycle election year. OSBA summer school um July um is that supposed to say summer school or summer convention? OSBA summer school. >> It's now called summer school. It's called summer school. >> I always I thought it was a punishment. Yes. When I was in school, summer school was a punishment. Um I took I took geometry in summer school just for fun. Huh. Yeah. I'm Yeah, I'm I'm I'm a nerd. Yeah. It's not very often when I am left speechless. Now is one of those times. So, OSBA summer school, July 16th uh at the Lane Community College and oh, that this Now I recognize what this is. You were lamenting that this is only one day deal now. Yes. Okay. And November 18th is the OSBA convention, not fall school. It's just the
089OSBA convention. Um that is the 12th through the 14th in Portland. Okay. Uh directors, any other bits of information? I don't have an agenda item for other bits of information, but anything else? Okay. Thank you all for your time. Thank you to the tech support that got everything over here. We appreciate that. Meeting adjourned.