001All right. I will uh Is this Yes. I will call to order the special meeting work session of the Suslaw School District in conjunction with the Sus Valley Charter School uh board as well um at 6 p.m. on October 29th, 2025. Uh welcome to the public. Our mission statement as always is motivating and preparing all students to reach their greatest potential. Um, welcome to those who are present and those who are present on YouTube and other patrons of the district. Uh, we'll quickly go through uh, attendance. Uh, Miss Free, >> Chair Lacatur, >> present. >> Vice Chair Miltonberger >> present. >> Director Plet >> present. >> Director Cole, she's not in yet. We're trying to get her in. >> Okay. We're trying to get her uh via Zoom. She's out of town. >> Director Habberly
002>> present. >> Director Posgate >> present. >> Director Pimlot. Thank you. >> Okay. Uh moving on to 1.4 of the agenda, the pledge of allegiance. And I will lead that. >> Everybody would please stand. Thank you. Going back to my Boy Scout, Cub Scout, Boy Scout, and Cub Scout and Boy Scout leader days. When that's over, I always want to say two, but I should I I I control myself, so I don't. Okay. Um, directors, let's uh let's move on to 1.5 so we can we can move in uh you know, just the the technicalities of this. We need to approve the agenda. So, uh, superintendent 1.5, please. >> Okay. Uh, agenda work session item, uh, 102925-1.5. Uh, board of directors has request to hold a work session. Discuss the limited number of topics. Keeping
003with concept of work session, no formal action or resolution is on the agenda for tonight's meeting. Administration recommends approval of the agenda. Thank you, directors. Any uh discussion on this item? If not, a motion would be in order. didn't didn't come on here. >> Uh push right here. Right here. Right here. Right here. >> Your microphone stems up. There you go. Now you're locked in. >> Now we're working. All right. >> Board chair. Be resolved that the Suslaw School District Board of Directors approve the agenda for this work session as presented. Resolution number 1091727-1.5 approve agenda. >> Um Josh go back to that but use that resolution number as the number up at the top of the page please. >> Oh okay meeting I was going to say it seemed wrong because it was 09.
004Okay. >> No no problem. Um, resolution number 102925-1.5 approve agenda. >> Second. >> Okay. Item number 102925-1.5 motion made by Director Hly to approve the agenda. Seconded by Director Pimlot. Uh, any discussion on the motion? Those in favor? >> I. Okay. So, uh, this takes us to our our discussion and charter school board. Thank you for being here. Um, we we appreciate your your your time this evening. Um, just a quick couple little housekeeping um items. Uh, on my way down here, I got a phone call that my son injured his knee and so he is at the ER right now. So, if I glance on my phone, my son is more important than everybody to me in this room. So, that's why. And if I stand up and leave, >> yeah, >> that is
005proof that he is more important to me than any of you. >> Okay. >> So, um, so we're all I any prayers his way. I would appreciate. Time out. I got to get over that. >> Do you want to go? >> Nope. Because this is also important. Okay. So, see, I'm over it. Thanks, Tom. Um, okay. So, uh, we'll get we'll get started. We've got we've got kind of our our work through that that uh each board has seen. Um uh Director Milenberger would like to say a few words first and then and then Kay, you would as well. Jennifer. Okay, good. >> Hi. I'm glad everybody's here. It's good to see everybody. >> Let me interrupt one more time real quick. I'm cheating. Heather can't see it. Donna, Chuck, Jennifer, K, Lindsay, and Larry.
006Okay. >> Thank you. >> So, So, you all know all of us. Okay. And Tamara will be like the Wizard of Oz when she gets here. Oh, look. There she is. >> Okay. She was in that play, I think. All right. >> Okay. Great. Thank you. There. Um, when we were preparing for this meeting, there were some some emails and things back and forth. So, I prepared a paragraph and I just wanted to kind of set set a tone for what I think tonight's meeting should be. I'm so glad we're having this opportunity to have both boards together to have quality time and providing answers to questions and concerns. When the charter school was voted on, there were some issues and many questions and concerns from the community. I hope that during our time together
007tonight, we can respectfully ask questions that need to be asked and have the answers to these questions answered as correctly and carefully as possible. Our job as a board is to oversee the contract that we have with the charter school and make sure that it is being honored. That is the bottom line. the legal liability of the charter school falls back on us. At the same time, we are also here to encourage and assist the charter school to do their best job in educating the students as and so they can join us in doing the best jobs job of educating the students in our community. The students, parents, teachers, and staff living in our district are why we are all here today. Thank you. >> Excellent, Jennifer. And oh, also because we're both recording and
008and broadcasting to YouTube, um just shift shift mics to to I don't think you have to be as close as I get and I don't know why I get so close because I don't struggle with volume, but but if we would pass the mic and we'll we'll just deal with those little uh little hesitations. Jennifer. >> Well, thank you again for having us tonight. The Saw Valley Charter School Board wanted us to start. Is this loud enough? The volume okay for Okay. wanted us to start tonight by reading OS 338.015. It's the intent of this chapter that new types of schools called public charter schools be created as a legitimate avenue for parents, educators, and community members to take responsible risks to create new, innovative, and more flexible ways of educating children within the public
009school system. The legislative assembly seeks to create an atmosphere in Oregon's public school system where research and development of new learning learning opportunities are actively pursued. The provision provisions of this chapter should be interpreted liberally to support the goals of this section and to advance a renewed commitment by this state to the mission goals and diversity of public education. It is the intent that public charter schools may serve as models and catalysts for the improvement of other public schools and the public school system. The goals of public charter schools shall be to one increase student learning and achievement, two increase choices of learning opportunities for students. Three, better meet individual student academic needs and interests. Four, build stronger working relationships among educators, parents, and other community members. Five, encourage the use of different and innovative
010learning methods. Six, provide opportunities in small learning environments for flexibility and innovation which may be applied if proven effective to other public schools. Seven, create new professional development opportunities for teachers. Eight, establish additional additional forms of accountability for schools. And nine, create innovative measurement tools. We are supposed to be unique. There are currently over 130 charter schools in Oregon finding ways to serve students and families well. One of the best parts of our work in the last few months has been reaching out to school districts and charter schools to learn about how they do business and how charters and school districts interface. It's been encouraging to see how many districts and charter schools have such mutually beneficial relationships. We are grateful for the opportunity to sit down with you and we genuinely hope we can
011move forward positively together. We've worked extremely hard to be transparent and to be honest, direct, and respectful with our communication. As far as I know, none of us around this table has ever started a school from scratch. So many questions are asked, sometimes duplicated, mistakes are made, and as more information is gleaned, sometimes paths change. Until hiring a COO in July, we've all had we've had all governance and operations done by a very hardworking, extremely capable volunteer board whose integrity is beyond reproach. We've been in the developmental phase and it's been discouraging and disappointing to have had our sponsoring district question that there have been repetitive use of inflammatory and derogatory terms about SVCS. Just one example, a recent district response to a con constituent's email stating that SVCS was withholding information and using misdirection.
012Also an important note at your 910 board meeting when it was discussed that there were concerns about the charter school, a board member asked if the charter school had been sent those concerns and they were told yes. We were not made aware about those concerns until the next day 911 with a series of emails that came one after another. You are our sponsoring district. This adversarial approach is not the norm. We sincerely hope this work session is a turning point. We can really do great things and make a huge impact on our kids and the greater community together. >> Okay. Thank you. Well, um let's let's uh let's go right in with your with your finishing uh um topic there. And I got to put my glasses back on cuz I put them on once.
013Um, so, so in regards to communication, um, I'm just going to read these bullet points for those who aren't on YouTube and don't have this paper in front of them. Um, so the the bold heading here says, "From the October 2024 meeting between the district and the charter school, uh, there was a request to keep communications simple and efficient to follow the request to conduct communications and request for general data or information in an efficient manner. Email should be, and I've got three bullet points here, um, organized to one topic and complete of thought to avoid the need for excessive follow-up or clarifications, directed to the single point of contact uh, within the district to avoid overwhelming other staff and creating a duplication of work and, uh, the SBCS will be responsible for sharing information
014amongst its own membership. Uh, replies will be to those listed uh, in in the initial communication. Um, so well th those are our bullet points and I guess the this is a work session. So the the floor the floor is open. I don't know none of these bullet points had a question mark at the end. >> So >> I can you want me to respond and then there might be follow-up questions? Okay. Well, so I've been hired as the chief operations officer effective July 1 and moving forward I'll be the point of contact uh with the SUAW school district. I will communicate directly with the superintendent. I do hope that if there are concerns with communication that Andy, you'll let me know as we go and I hope you'll say things like, "You know what?
015Give me a day to work on this." Or, "You know, I've already said that to you in another email. Why don't you look back on such and such a day?" Or even better would be >> pound sand. >> No. [laughter] >> No. Oh, that's Oh, that's that's the job site language. So, >> that is phrase my husband uses actually. >> Yeah. Oh boy, Dan. >> Even better, make a list and say, "Let's meet and let's talk about it in person." I think that we could avoid a lot of the back and forth if we did have some sitdown conversations. I know that seems to be of concern, but I actually think with the good intention as part of that, we could get a lot done that way. >> That in person part would help my
016scrolling fingers trying to figure out >> which email came first and second. >> They really tile and it makes it difficult, doesn't it? >> Okay. So, thank you for stepping into that role of the the point of communication. Um, >> well, I'm saying like to the directors of this entire circle. Um, >> any any further comment on >> on that or directors or superintendents? >> Yeah. Um, I wanted to, um, thank you for being here and for, uh, for the work that you've been doing and to your entire board. Um, I also am really hoping that, uh, we can move forward in a cooperative manner. Uh, but I do have to address some of the things that you just said to us and our board and our superintendent. You said that >> your volunteer board
017is beyond reproach. Um, and then and then integity. Yes. And then we've been adversarial to you. And that's not very cooperative language in my mind. Um, [clears throat] to say that we're beyond reproach and you've been adversarial is I think we can do a little better than that. >> I wasn't actually trying to make the contrast. I just was saying on one hand they're intense good. They're honest people. They have strong integrity. That was one comment. The other comment was there has been adversarial language particularly in the public and and it's just tough to hear that and it's not really what we agreed to do. Um so that [clears throat] that's what that was. That was not one versus the other. >> Okay. Okay. Um All right. We'll move on. That's fine. >> Well, let
018let's let's hang here for for uh a little bit longer. um you know with with just that notion of the of the term turning point right now most most turning that we do in our lives isn't a complete U-turn it's a slight turn >> especially people that don't just turn 90°ree like they cut the corners at the intersections turn 90 degree for crying out loud and so so as a as a turning point gathering together being able to look each other in the eye and and speak what we're thinking um we are able to I think we'll be able to address a lot more and and make those little corrections that that are needed. Moren, your fingers near the button. Hit it. >> I just there's a few things that I kind of had listed
019of just things that would would be I think a little bit easier on on staff here. Um and maybe make things a little bit smoother. Um examples like when the very first and second day of school when we're trying to start when our superintendent is starting um being responsible for starting a year of education. I think there were like something like 12 or 14 different emails from from the charter school which is not a problem. It's just that timing seemed rather inconsiderate or or unfortunate >> where that pound sand comes into play. >> There you go. It just those kinds of things where to take into consideration that we are starting a school district on that day and to have you know a lot of emails coming next year I can understand that because you'll
020be starting as well but this year you were not and to have those come that day and also things like sometimes there's um emails that come in on a weekend and after hours and we really we like it when he he takes weekends and after hours off. He doesn't always do that, but we are encouraging him encourage him to not respond to emails and he just has this bad habit of and he gets an email, he responds to it. So those kind of considerate things I would really appreciate. I think we would all really appreciate just keeping in mind and also I think there was a comment made about um if you could look through your emails first and check and say have we sent that before? Have we asked that question before? Is it
021can we find that information someplace else? because he really does have a lot of responsibilities and find that before you communicate with us. I think that would be make things a lot flow a lot easier between the two groups. >> Absolutely the right thing to do. Completely agree. The reason why that we and we we sent too many emails so we're working on that. But I will tell you that part of that was because the superintendent had been on vacation too. And so we should to your point is we should have been more sensitive to that and waited a few days but we were we were holding our breath trying to get some answers. But I do think one of the really important things is now having an operational person that can be the funnel
022for all the questions and issues that we have. So the board can be the board and concentrate on the things that we need to do from a governance perspective and then really so we're making that pivot now moving we're not completely out of development yet because we still have a lot to learn every day is a new experience but I think we need to make that pivot and that's what we're trying to do with having Jennifer as our COO be the single point of contact and the other thing I really really want to encourage encourage all of us to sit down and when there's issues, let's sit down and talk about those together and work through them because I think a whole lot of this was probably blown out of proportion on both sides of
023that. And I'll just say I apologize for our part of that. Um, I just think it'd be really important and spending 35 years as a senior manager or executive, my experience has been when there's issues, sit down and talk face to face because that's how you really resolve issues and that's how you build the relationship. We want to have a really good relationship with every one of you. And I know most of you and we just want this to be good for everybody involved. So I I completely agree with your comments. >> May I ask one question? With the emails that were referenced being sent on September 11th, I said the content had been previous relayed. Uh I can show in my emails that information about transportation was handled August 6th. We had others September
0243rd, September 4th. I just repackaged what was sent on the 11th. They weren't first delivered on the 11th. I just want to make clear that's all. But discussions about issues like transportation are one thing. Raising them all as concerns in one day was sort of it was how they were packaged I think was part of the difficulty. >> But they were received before the 11th regardless of how they're classified. Correct. >> Yeah. They issue we talked about those some of those issues before but they were discussed back and forth as concepts. what they were approach when they came as a big list on the 11th. They were raised as concerns and I think maybe even use the word contractual violations. >> There are some that are potential contractual violations. Yes, there are. >> But some
025are on the black and white letter of the contract. They are. >> We'll get to that. >> Yeah. >> Adrian, did you have you clicked your mic a second ago? >> Yeah. I I just want to, you know, while we're talking about this stuff, I uh Thank you. I just want to make sure that we're really really clear about what type of communications come from your board to the district. I know that we have received text messages to people working at the schools. >> I would love to talk about that. >> Yeah. Well, I mean, I can I can read the texts if you'd like. >> Yeah. But Okay. So, >> I actually could read the text if you want. >> Um, Mrs. Wagner or Miss Wagner. Do you go by Mrs. or Miss? >>
026Either is fine. >> Okay. Uh, Mrs. Wagner sends a a text message to a to a secretary at the high school that says, "Hi, what's the current number of students at the elementary school, which is something that you can look up on your own. Um, it's there in our packet. So, you can always if you ever need to know those numbers, you can go and check out the packets from the board and they're going to be there." >> Uh, to which the secretary replies, "Hi, it would be best to reach out to the district office for any detailed information you need regarding the elementary school." To which Miss Wagner replies, "Sounds good. I presume you've all been warned not to talk No, you may not. >> I'd like to in the middle of speaking that
027the the we're intent here, I think, is just discuss the options, not to go back in history and relay. >> I think it's extremely important that they understand the way that they should be communicating with the district. In fact, that is what we are supposed to be discussing. that we agree to is to address these issues and I think we have >> I don't think we need to continue on. >> Um, director Paul was speaking and he and Miss Wagner both agreed to read the email, the text message. I think we can finish it and then we can and then we can continue. >> Simply read the email. >> I will do message. >> Okay. Very well. So, Miss Wagner says, "I presume you have all been warned not to talk to us." Well, yeah,
028of course. They're not supposed to answer communications about I'm sorry. Sure. Miss Wagner states again, "I'm now going to the other schools around the state because they are helpful and want kids to be successful." I'm worried about communications like that coming to the people who work at our school. It implies that we don't want kids to be successful. And I do not think that there's anybody at this school who feels that way. So that is all I wanted to say is please don't send text messages to our sex. >> Two points. One, the person that I texted is a friend of mine, used to work in our family business. I've talked to her for years via text asking her, "How many flyers should I make for the road to dinner in court at the elementary
029school?" And I've asked her questions like that for years. I was sitting in a meeting and someone goes, "How many students are at the elementary school right now?" I sent her a quick test text to ask her how many students were at the elementary school. When she was didn't answer because it was a simple question, I knew something had changed. And so that was where that response came from. And I I would have said that to anybody. So, but you know, the point of that is I think this is where we'll have to get clear. When you go into a bank and you're asking for your bank balance, you don't usually go to your the bank president to ask for the bank balance. So, if that's what we're supposed to do, you know, those kind
030of questions didn't seem like something I didn't even think at all about going to the superintendent for that. So, if those kind of basic questions, you know, I don't want to bother Andy, but if you want me to, we certainly can do that. My hope is that you would look at the bank statement that you would go and look at the packet that has the information that you need, right? Like if if you're talking about a bank account, you don't go talk to the bank manager. Look at your bank statement. It's there. We post them on the website so that you guys can see them. Okay. >> And it's and it's you know what it is. It's a small town Florence and sometimes we have relationships with people. So that's how that works around here
031as well. >> Sure. I do. I know you do. >> And we'll we'll just chalk this to to one of those turns that we that we're adjusting right now. >> Right, Tom? I don't obviously we need to follow the contract. Personally, I don't have a problem with people talking to each other or you talking to your friend or whatever. I think I I'm not personally pro I don't see any problem with you asking your friend a question >> if it had stopped there. But she said no and you continued and you said some things that I I don't think were appropriate after that. There's been no directive given to staff by me or any administrator not to talk to anybody. They know from watching the board meetings that communications are supposed to come to me.
032So what I got was a panicked text message when I was in a Quantis board meeting or phone call that is step out and take and what do we do? And I said just refer them back to me. That's it. >> Understood. >> I think we beat that one to death. So, we're at violent agreement. Okay. >> Okay. Um, so for those who don't have a paper in front of them, I'll read this uh I'll read this next bold print. And um this one I'm I'm sure we we've got um a bit to discuss on as uh also from that October 2024 meeting. Uh there was clarification about public meeting records and contractual requirements beyond the general scope of law. This one has one bullet point that does end in a question mark. Um, where
033are the board meeting recordings archived on the SVCS website? Um, this was um so that well that's that's the question on the table here. Um, and this one this one I think we do need to have some some you know deeper uh deeper discussion about. Um, and I'm fumbling as to where where we start with this one >> question. >> Okay. Well, yeah, >> I can answer. Sure. go. >> I mean, is that okay, please? >> Okay. So, there are no recordings and we do hope to begin recording our meetings when we're in our new building with IT and administrative support. We do live stream our meetings and our minutes are on our website and we do feel strongly that we are following our contract and the law uh by not recording our meetings. Senate
034Bill 1502 in 2024 and Senate Bill 1109 in 2025 do not require charter schools to record their meetings and post the recordings on the school's website. We've had legal counsel on this. The law applies to school districts, ESDs, community colleges, and public universities. OD, OSBA, and the Oregon Ethics Commission have agreed with this conclusion. The charter agreement between the district and the charter school requires the charter school to comply with public meetings law. It does not require the charter school to do more than is required by the law. Also, school districts with fewer than 50 students are not required to record public meetings. >> Okay. And uh what what Senate bill was that again? Uh, Senate Bill 1502 in 2024 and Senate Bill 11:09 in 2025. >> So, I missed it. I was writing 150
035>> 1502. >> Could I could I ask Andy to just give us a little brief on that section of the contract. Um, what our what our expectations are of SVCS in the contract. >> Again, coming from October 24, again, what we had clarified in the meeting is that recordings would occur just like they do here in the district. And again, it was a matter of transparency. Um, and again, I would think part of the problem again is like regular schedule. Meeting dates change days of the week. And so having that as an easy archive is available for everybody in the public. Again, like some of the terms that are beyond the scope of the law and the contract are there [clears throat] to provide credibility for the board and the charter school. So there's always
036a record of what happened. And just saying, well, the law doesn't say this. we have to do that. Well, the contract does and that's why we want it there. It's a two-minute clerical task to download a Zoom meeting and if you automate it with a YouTube streams link, it happens automatically every time you put out your live stream for you. And so, it should be real simple and easy to have a archive all the time. >> Tom, go time out. Also, also point of order. I'll direct the meeting. I will direct this meeting. Tom, >> well, let's be cooperative. Um, I I'm wondering since this is just a discussion question, um, is there a reason that you're waiting for the new location to record the meetings? I'll say to my for myself, I'm not able
037to make 4:00 meetings, so I haven't been able to come to yours, but I would like to watch them, and I can't watch them at 4:00. So that would be helpful to me and I think it would probably be helpful to other parents as well. Um so I was just wondering why. >> First of all, I think our contract says follow public meeting law and that's exactly what we're doing. Public public meeting law does not require it. We have under we don't have any students uh public charter school law. So I think we're definitely in compliance. Don't laugh. But we do a pretty good job to get the iPad on top of the refrigerator and get the YouTube thing on and make sure there are chairs in that little office. And also Donna does her
038darnest to take very thorough notes. They're they're on the website. They're very thorough. So until we're open, till we have children and we have somebody like you have, that's what we can do for now. That's what we're willing to do. I think there are many more important subjects than this. I mean, we need to make sure kids know how to read. So I don't think we need to I just think we're not we are not not following public meeting law in regards to charter schools. We are following the law. >> But are you but the question is but are we following contract and it >> yes the contract says follow public meeting law and we're doing that >> and it states the provisions that include >> No it does not include recording >> does it
039Annie? It does not include recording. >> I'm not going to pull the contract out right now. >> Well you know it doesn't and I know it. >> Don't tell me what you do and do and >> just just to [clears throat] clarify >> we can't speak to what other people know. Just to clarify, um, you did say that the minutes are readily available on the web >> on the homepage. Thank you. >> Okay. So, >> yeah, Tom, go ahead. Uh, turn your mic on. Yeah. >> Yeah. I think I I think I found the where we're looking at. It's >> page 16. Uh, accountability. >> Yep. >> Well, F. >> Uh oh. Well, yeah, but I'm also looking at E, the one right above it. Um, so you're uh allowed to establish it own policies.
040Um, if it doesn't have a policy of its own already in place, use the district's policy for the duration of the situation. All records established and maintained in accordance with the proision provision of this contract. Board policy and federal and state law shall be open to inspection by the district. That's um, >> yeah, I'm on page 16. So, I'm not a lawyer and I'm not going to chew that up, but that's probably what they're looking at. >> So, it is RS192.610 to 1 192-690 and 650 is in there regarding recordings. >> Yeah. And oh, I was just going to say and recordings it lists specifically who that um is for and charter schools are not part of that. >> Right. I'm in agreement with you about public meetings section F. Okay. I would then go
041up to E, which is that if you don't have your own policy, you follow board policy, which I assume would be our board policy. And we do have to record our meetings. >> Um, but again, I'm not a lawyer, so I won't spend more time on that. I would personally appreciate if you guys could record and I could try to come help you set it up. That would help me out. >> So, >> okay, >> Chuck. >> No, that's okay. >> Yeah. So that was the interpretation we came up with in October of 24 was again district they were going to follow the same practices of the district as posting meetings. That's all. >> Yeah. >> We're not argue again saying that you mentioned this but it's not in the law. It's not because it's
042in the contract with the policy that the district follows. That's all. is is in my reading through I'll confess I didn't follow all of the footnote links but in my reading through our policy BDBDA about public meeting laws it it mirrors very closely the the policy that SBCS has worked with OSBA on I don't see even in our policy where so the OS because we are a public school we are to record and archive our meetings. But I do not see that unless I missed it. And I will confess I had to reread a couple of those paragraphs in BDBDA, [clears throat] >> but I I don't I don't see that specific in policy BDB of of ours. is that >> so we agree with you and that's we do have a policy and it
043does mirror that and and we've been working with OSBA and I'll tell you that's been a breath of fresh air. We are so impressed with the support that we've gotten from them. It has been absolutely outstanding. So, thank you for recommending that. Thank you for putting it in the contract because it was the right thing. Josh, >> I realize you guys have a lot going on and I understand that you are obviously I I agree following the public meeting law, but it would be great for us in our position just to have you guys work towards >> having those recorded and archived because I I tend to agree with Tom and I and and if it sounds like it's somewhat of a a hardship cuz you're technically technologically challenged. But if you can work towards
044that, I think that would be >> absolutely >> it would it would help out a lot on our end. >> Agree. [clears throat] >> I've been ignoring you. >> No, I'm good. I was going to pipe in or chime in earlier, but I'm good. And just the screen that you are on is behind me and so if you if you are as for raise your hand I won't see it. So uh so just just chime in. >> Okay. Sounds good. >> I can't hear Chris. >> Chris is saying there's a raise hand feature in Zoom. [clears throat] >> Oh, okay. >> Yeah. [laughter] So find that little button and if you if you need to share I think Chris will let me know that you are raising your hand or Debbie. >> Okay, sounds good.
045Thank you. >> Um okay. Um you can actually skip the next bullet point because that information is provided. That was just a timeline establishment for uh when legal counsel was acquired. >> Okay. >> Or enacted. There's no reason to discuss that. >> All right. briefly um that this this next item was just uh um uh just getting some some documents about legal services and I superintendent says that has been addressed and I see head nods >> and so moving on um so uh let's see do we know what page this is on so everybody can be looking to it um find it real quick this is uh this is contract item number 5A location age and range. >> Page two, >> on page two of the contract. Yeah. >> Wonderful, Debbie. It's on page two.
046>> Um, so she can have it on the screen. >> Contract item number 5A, location, age, and grade range. Power point. What will the enrollment grade ranges of the revised poverty and fall 2026 be and documentation on the SPCS website refer to K4 and some documents and areas while K2 on the other. And I think we have a third option. >> K3. K3 is where is come fall 26 is K3. >> Yes. So we sent an email last week to the board. I think it went to the whole board uh to let the let you know that we're opening fall of 2026 K through three. We as we work through to clarify parent and family information. Um a lot of families said gosh I don't know if I can send my younger child if my
047older child doesn't go there. I really want to keep my kids together. So, in the meantime, we weren't sure we could accommodate that because we were working on getting the details about our buildout of our building, what we could fit, that kind of thing, which at the end of the night, we have a um picture to show to share with with each of you. Uh hot off the press this afternoon. Um but we do feel confident that we'll be ready to open for grades K through three in the fall. I've gone through and hopefully corrected everything where it lists the age range, but if you see something that's not right, let me know. But I think I hopefully correct. The only place that it might be >> is in the um head of school's job
048description. >> That's the other document that looks like it's off. And again, like going back to February 25 when we met, the discussion was keep it as tight as possible to get all the kids. My recommendation was actually open K5 and get all the elementary kids, >> right? Because other because again, if you got a young one, an old one, you're not going to split them. Yep. >> That's too difficult for just managing what happens after school. For those of you that have elementary kids after school, they're going a thousand places all the time. >> So again, K2 was going to be difficult. K3 is a better blend. K5 would be optimal. That way you catch them all. But again, if K3 is where the sweet spot is for you guys, that's perfect. Okay, >>
049just uh for a little bit more information on that, the reason why it's K3 is because uh that's what with our construction contract right now and with our budget is. And so we're now going to build the classrooms for K4 and five ahead of time, but you know, we just can't make that all happen K through five in the time frame that we have with that building. And we just literally made that decision this last week. >> Great. Uh is that so is that the the long-term goal is K3 now go to K5 stop there? >> No. >> K through >> K8. >> This B building will be K through five. >> Okay. >> Our plan is to be K through eight. So we'll have to look at a leasing option as we expand six
050through eight. >> You're okay. To change buildings or add a building or >> Well, who knows? But the thought would be in a separate building. Okay. And it's it's early. >> You haven't just Okay. Yeah. >> That may be a little too speculative a question because it could go >> K3, K4, right? >> Hold right for enrollment. K5. I mean, because >> ideally it's it was supposed to be again, we were going to start K4 and then roll one grade per year, >> right? Again, if if the enrollment change or lags or again there's a developmental step, there's no law saying they can't stay at K3 for two or three years, then move to four, then move to five again. So, like >> it is again until it's established again and who knows where again
051eventually it'll top out at K8, but it may not be in five consecutive years. It may be in eight or it depends on >> Exactly. Right. because we are going to have to do a capital campaign uh to add whatever we're going to to do with five and six. So, it it is going to be how the building dictates and how the budget dictates as well. And then obviously again the the the interest in enrollment for all the other grades. >> Yeah. Thank you. >> Um how many how many staff are you looking at for for K3? We've gotten that or I don't know if you've gotten that far yet. So we're looking at sorry we're looking at uh two teachers for each grade level and then we'll also I believe it was three aids.
052I can get back to you with specifics on that but and I'll get that to you. >> But the plan is two teachers per grade level. >> Great. And then you're going to have like a a head of school or a principal or Okay. And then are you staying on? >> It's all it's all [clears throat] going to evolve. We need to have certain things that need tasked and depending on who we have apply and their skill set and their experience versus how I can fit in and be helpful or not. Uh it'll just have to evolve which will be up to the board. >> So my vote is yes. She stays. >> Okay. Thank you. >> So answer to that one. K3. Um contract item number 5B. Um presuming is it still on page
053two? >> Okay. Also on page two and for those who don't have the paper again I will read this. In a recent SPS SVCS meeting it was discussed that curriculum had been purchased. Bullet point one. As per the contract uh when will there be a 30-day public review of curriculum in the offices of SVCS and the SISO school district? Point two, will the documents that show a crosswalk air quotes there um between the curriculum supplemental materials and the Oregon content standards be available as part of the 30-day public review? And I'm going to add in there that it it ought to be. Um, point three is please [clears throat] provide any documents, agreements, memorandums, contracts, etc. between SVCS and any thirdparty related to curriculum, licenses, subscriptions, purchases, and accreditation for review as required by the
054operational contract? And then the last, it doesn't have a bullet point, but it's part of this one. Um, has SVCSWCA contacted any classical education public charter school in Oregon? I think we've heard this answer already this evening. that was previously mentioned as a positive resource for knowledge of charter school operations for advice on general governance, curriculum development, administrative structure, or general public charter school operations by the district. And we heard an affirmative answer to that, but that is four bullet points with question marks at the end. Well, three of them have question marks. Jennifer, your mic is still on, so go for it. >> You bet. uh specific with regard to the curriculum question, we absolutely will have a 30-day review process and then approval by our board by June 1st. Heather Hammond has been
055our uh curriculum director and has worked really hard to uh look at how the different middle different curriculum fit state standards and what we need to do for supplemental information. So, we continue to work toward making sure all state standards are met between our curriculum and our supplemental curriculum. And we that >> they are not part of that. No. U we we really do actually look forward to sharing our curriculum in the review process. I have a community member that had questions about our curriculum that's meeting with me at the office tomorrow because she wants to take a look at it. So, we're very flexible and available and open to that. Um we like I said, we do have a few more samples that we're looking at for supplemental curriculum. So, we don't have a
056firm date yet for public review, but we do know that our deadline to have it reviewed, the 30-day review at both of our offices and board approval, our board approval, uh, is June 1, and we're on track to do that. In fact, it should be ahead of that, way ahead of that. And it will include, this is your question, Brian, a comprehensive crosswalk that shows the state standards and how they will be met with the curriculum. So, Heather's working diligently on that. So um and then the question about lensure and purchases I think that was the other I sent the documentation when I sent all the other documentation. So I've got we've got the only curriculum license is a Hillsdale lensure which only allows us to have access to their scope and sequence which is
057how they suggest we use publicly available curriculum and it also gives access to their resource library which is a lot of things about how to teach um classical education teacher resources. So that is our only lensure agreement is for that. Good. Is there >> And there I do have purchases. Sorry. Sorry. >> Sorry. I was going to say, is there anything in there that that states that a curriculum school can move to become a member and affiliate school in years down the road? >> I don't know if that's in the lensure. I know that is a possibility, but that is absolutely not our intent. Has never been our intent. >> Right. Well, and I think the simplest solution here is to ask Hillsdale to remove you from the website as a curriculum school. I think
058that's what's creating confusion in the community. it looks like there's an agreement that you don't have and we and the district hasn't reviewed. >> And so if they if again if they using the scope because that's what we discussed was again use the scope and sequence use the publicly available supplement it to meet state standards it becomes yours and it's not a third parties and it doesn't show affiliation if you're not on the website and that that that is the solution. The problem clears it all up. The challenge we think is if we are not listed as a curriculum school which is just what we described is that we won't have the lensure for that scope and sequence which is the unique part of what we're doing. Again it's widely available publicly available curriculum. It's
059the scope and sequence that's unique which if you don't know what that is, it's just how all that should be taught on top of each other in a timely manner that makes it kind of a complete process and an effective process and and it's it's proven and it's researched and it's an effective method [snorts] the scope and sequence. So that's the challenge there >> and I think the other well then the other modification you can request is that your specific lensure agreement states that you will all only become a curriculum school and cannot be extended into be a member or an affiliate. Okay, >> that's perfectly acceptable. >> Right. Well again Adrian that that's what clears up all the problems. >> We'll we'll ask that question. >> Go ahead Adrian. I mean maybe an even
060simpler solution is to just email Hillsdale and ask them to remove you from the website. I would think I think >> well we have had that conversation and that would then we wouldn't have the lensure. >> Oh uh is there can you guys can we ask for documentation about that? Can we see the the talk back and forth on that? Is that acceptable? >> Sure. We can find it. >> I' I'd love to see that. Thank you. >> Um oh I need to like so it records. >> Oh yeah. Thank you. Okay. So just to be sure >> the second time >> our curriculum you can order it's anybody can order it the m and it's on you can order it like on Amazon. Okay. There's the the manuals that they give us that show
061the teachers how to put it together. That's called our scope and sequence. That's what they will not that is something you have to be it's kind of like you're you have to be given permission and that's what the license is is just to use the scope and sequence just to be really clear. So if we're going to have their license of course they would like to have more people like their scope and sequence I'm sure. So, we will have it. We'll get that to you with the information, but I just want to make sure you understood it's no more than just a scope and sequence. >> Tom, I just I just >> I see you, Tamara. Hang on. >> Oh, she can go first. I need to I need to go. >> Okay, I need
062to go. Tamara Tamara Tom says you're you're up. >> Okay. I was just had a question for Adrian. you know, when you're asking for that email, are you are you saying that you're not thinking that they're being truthful in that when you're wanting a copy of that the email to Hillsdale? >> No, Tamara. I just like to do business where everybody knows where everybody stands. I think that's a very good way to do work is to make sure everything's documented when we say stuff out loud in a public meeting. Tom. Okay. So you guys are you guys have a Hillsdale curriculum scope and sequence which is >> lensure which get provides you with I want to understand this before I >> try to process it >> which okay it's a tool it's like a tool
063a framework to use materials to meet educational standards for classical educ >> for classical education. >> Use your mic, Josh. >> And so Andy, can you talk more about scope and sequence so everybody can kind of understand what that really looks like? >> Blueprints. >> Well, yeah. In essence, it's a blueprint. It talks about when something is taught, the sequence in which it is taught, the sequence of how it relates through grade levels. Nowadays, we kind of call it scaffolding more than anything else. and how you're building the framework moving up and out across a grade level and a subject area over years, >> right? >> Um and so again like the there's a difference in that between having prepared lessons and there are some aspects of like this publicly available curriculum where you can
064get canned lessons. The canned lessons on their own again have much different content and it's not developed locally. So again, the scope and sequence lays out again, if you're going to teach again language arts and you're also trying to infuse Latin or a foreign language, how do those two things fit together at the second grade level, at the third grade level? >> That's right. >> Right. And what is the tie between social studies, science, mathematics? That's that's what we're talking about here. We're not talking about a like a pre- purchased kind of like doctrine curriculum where the learning points are stated and there's almost a script >> provided for the teacher >> that differentiates between what the sticking point was in October 2023 with >> correct. Yeah. Because there was a there was a different
065letter of intent back then, >> right? >> About you get general membership, right? And so again like and this is where again like a contract says like between us and the board says those agreements should be reviewed prior to execution and we could have avoided this whole snafu had that been provided beforehand and we could have said well have to make sure that this this is the limitations and everybody knew it beforehand instead of I get emails from the community going hey look they're on the Hillsdale website. >> Annie, could you clarify one thing you just said about contracts being preapproved? I thought it was determined it was just management contracts, not >> No, it's it's any third party service, especially with parties outside of the state. There's uh Yeah, that's that's that's how it's
066written. Tom, do you want to Okay. >> While you're looking at that, can I ask you a question? >> While you're looking at it, can I ask a question? Go ahead. That is so does that mean that we need to get approval when for who we use for a bookkeeper and who we use for a janitorial service >> IT guy to uh record your meetings? >> No, that was something that we clarified before. Those are again local service purchases within the state of Oregon. >> Okay. Uh and again like if you're hiring a custodian um they're not influencing curriculum and daily operations but again a a third party entity um that may have other uh of you know other I guess uh programmatic ideas could influence what's going on and that's what needed to be
067reviewed in the contract >> because it says in the contract I'm just wanting to get make sure we're clear >> refer to a page please. Page 17 K 30 third party contracts. Whitmore Classical Academy neither its board of directors shall enter into any contract for school management, operation services, or consulting services without, you know, the prior approval. So, I didn't I just didn't I just didn't think that fit under that. But maybe >> the Well, again, like we don't know what's in it because we haven't reviewed it. and the original letter of intent had language that would have been influential on daily operations. >> Okay, >> that's what we were trying to make sure that there that the the school is free of. It's under your control. It's not being influenced by a third party
068outside. >> Yes, >> I'm I've Okay, I'm going to I' I've cooked. Um I I need to speak. I've cooked. Um Okay, so page 159 C. non-religious non- sectarian status. Whitmore Classical Academy shall not be affiliated with any non-public secretarian school or religious organization. Any affiliation or association with non-public secretarian school, official or unofficial, will result in the relocation of charter status. You guys are saying that you must be listed on Hillsdale website to have this framework. You're using their framework of how to use documents to teach how I someone explain to me how this is not an affiliation or an association because I I I'm not understanding how this is not an affiliation or association. >> First of all, the curriculum go sorry >> you're going to do that. Yeah. >> Okay. >> I
069wasn't fast enough. I have to be really aggressive up here. So the term affiliation is that's what's the question is what it's rooted in and I think legal council's looked at that and is continuing to look into that and there are actually serious concerns about whether um under the fairly recent US Supreme Court president that such a provision is even constitutional but the fact is it's a semantics issue with the term affiliation and in our case we're using a scope and sequence Just like some schools use BYU curriculum or some schools, you know, there's but there's not an affiliation as in control. That's the distinction. >> But you have to be on their website and they're giving you framework. >> We'll go back revisit that again. >> Documents. They're giving you framework to how to
070use documents to teach >> non-religious that >> how to implement a classical education system. Okay. >> Which they are. I I I'm not seeing how this isn't an association and and it's I mean we have >> association or affiliation because they are >> self listed affiliated with any non-public public secretarian school or religious organization. I think before we get too deep into that again they have to have the opportunity >> to petition to Hillsdale to say we want to continue our lensure but we need an agreement that shows that we cannot go beyond curriculum use only. That's perfectly >> that's that's what we need to happen because otherwise >> but but Tom's saying that even using he he's he's saying that he thinks it's a violation of the contract to >> if it's if it
071stood the way it is now it is because when you go and you look at the language that is restricted this idea about affiliation and control those were definitions and terms that come from uh the insurance provisions of the state os's and how people who have who who manage your um insurance assets are dealt with and we've specifically excluded those. It's the common association common affiliation. So once they have the opportunity to clear that up like none of this should be an issue because right I'm a you he's Tom's making the point that he he thinks that even just using the lensure or it might not >> well I'm not speak for you. No, no, I think I think you're understanding my concern. Um, are you paying money to Hillsdale to be on their website
072to use this material? >> Okay. >> We bought Oh, we did buy curriculum. One of the pieces of curriculum is produced in their K through 12 public school curriculum. I mean it's but we paid for that as a curriculum just like we paid for Singapore math curriculum and we paid for core knowledge curriculum but we're not paying for them for the affiliation that you're talking about or in our case using their scope and sequence or lensure and the the curriculum all the curriculum we've bought is all publicly available. Fun fact Singapore Math is produced out of Portland. Who knew? Yeah. >> I thought that was interesting. >> You said you're going to have somebody come take a look. Could Could I do that sometime? >> Abs. Yes. >> Okay. >> Totally. >> I'm really busy,
073but I'll >> let's try to find work with your schedules. >> Yeah. Shoot. >> I was going to say something that was quite witty for your previous comment of you've cooked. >> Um >> I just want to say for record 67. >> I don't know what that means. >> Neither of you. And you're checking your phone? >> Yes, I've been checking my phone. Okay. And X-rays have been ordered is the last thing I knew. >> Um, >> which is not a bone injury, so X-ray isn't what is needed. But [snorts] >> what do I know? Just carpenter. >> Okay. >> Dang it. >> So, um, let me go back a couple pages here. >> Tell me to go straight to the >> Can I go ahead before we move on to the next bold one?
074Um, you said that the contracting contacting other public schools in Oregon has been addressed. I just wanted to hit that. Is can you said you visited charter schools? I know I heard on the radio you went to one in >> a different state and I can't remember which state now. Treasure Valley. Okay. Have you ha can you say tell us have you gone to Oregon ones as well? Can you tell us which ones? I've been to Coberg Community School and I've been to the Village School in South Eugene and we've spoken with Arthurmy's in Portland. They're not a classical school, but they have a very similar style of teaching and they presented at the Coalition of Community Charter Schools uh conference and it was fascinating. They were so it was great. Anyway, they have a
075similar style. They're not classical, but we have contacted them for some things. I've spoken with Dallas Community School. I've spoken with Sherwood. Um, I know Jodie Omera had really early contact with the LOL Mountain View Mountain >> Mountain View Academy. >> Sorry, who did who did that? >> Jod Omera when she was part of our board, >> previous board members. >> Yeah. And then I have I think I mentioned this if I didn't Sherwood. I've talked to quite extensively. Okay. >> And River's Edge. And I we just spoke this week with Three Rivers. >> Oh, >> yeah. >> Have other board members been doing that too or has that been three? >> It's been great. All of us. >> Three Rivers. That's in Venita, right? >> They're in the Portland area. >> Oh, okay. >>
076Yeah. >> Isn't there? >> And it's interesting. They're five their grades five through eight. It was really different. Yeah. >> Sorry, there. I didn't hear that before. >> That's fun because everyone's doing things such neat neat and unique ways. >> And that 5 through eight, they teach 5 through eight at Three Rivers. And so they try to bring kids in at fifth grade that are struggling that need a a fresh start and a diversion and something different to get them back on their feet before they move on. Anyway, just just really neat. >> That's the that's the benefit of charter schools is you find a specific need and you try to meet that. >> My very best conversation with was with the village school in South Eugene and I thought we probably would have a
077lot of differences and we had a lot of things we had in common as far as our goals for our kids and uh they had a lot of great insight on operations. It was a great conversation. Yeah. >> Great Tom. Thank you for following up on that one. Um okay. um our last bullet point here and doesn't mean that's the last thing that we that we're we can say whatever we want. Okay. So, uh related to the require insurance coverage of the operation of the public charter school as per the contract between SBCS and SA school district article 11 insurance and legal um liabilities uh uh a insurance I and I uh where does SVS now stand with any This is a long worded question to say how's that going but I'm going to read
078it anyway. Where does SBCS now stand with any insurance agency to be able to obtain the comprehensive insurance coverage as designated by Pace Liability Consultants to protect the interests of the district and the charter school to operate a public charter school within SU Law School District? Question mark. >> I like question mark. Do you voice text without too? >> I do not. >> Okay. So, we uh have to have an institutional ID to be able to apply for PACE, which we cannot get until March of the year our school opens. So, we won't be able to get an institutional ID till March of 2026 because we're opening fall of 2026. So, our insurance agent is at Hagen Hamilton and our contact of PA is uh our our agent at Hagen Hamilton and our contact of
079PACE have both said that we will be able to apply for PACE July 1, 2026. And as the superintendent stated in the last meeting, whether it's Pace or another carrier, as long as we have insurance when we open, that's the goal. Our Hag Hagen Hamilton agent has confirmed that we will have the needed coverage and he has an email here that lists several options that will be very plausible um if we don't have PACE. Um, we have researched the pace history that you referred to at your last meeting and through the various people that have been involved with SVCS since 2022 because different tasks have changed hands, you know, through the years and uh, we've asked the questions and I think we've come up with some answers. So, the challenges seem to have been one,
080we were eager and applying too early when we first applied in 2023 with the original board. They applied before a charter was even approved and you have to have an approved charter before you can apply. Two, we were again applying before we had an institutional ID. Three, we had a name problem in that we didn't have the situs valley charter school relationship with Whitmore Academy properly identified with the state. And in fact, on July 19th of 24, Jamie Keeling from Pace said, "Our biggest issue is the two sets of names for the charter. Suslav Valley Charter or Whitmore Classical Academy." So, we've remedied that with the corporation division. So, that's all taken care of. Uh, number four, when PACE evaluate us evaluate us in the fall of 2024, there were the same concerns with it
081being too early and no institutional ID. That darn institutional ID. And five, when the superintendent raised the other concerns on 911, we did dig we did dig deeper and we found out that PACE had a draft charter application that was not even the district approved version of the application. So PACE now has the correct charter application and the approved contract and we will have our institutional ID in March and be able to apply for PACE July 1. >> Good. Directors, any questions on that one? And apparently we are all to cuss institutional IDs and the and the uh the process to get there. Um okay, Andy, any questions on that one? >> No, not at all. >> Um all right. Well, uh one of the items that that we discussed in our work session, but
082then we we had to I don't think the proper term is table, um is sped. So Lisa, I'm looking to you. Does November 13th at 4:00 work to have a meeting about sped curriculum or not not sped curriculum but okay. So as she's looking at her calendar chair, is that with our board too or is that >> that that would be that would I I think that would be limited. >> Okay. >> Superintendent, >> myself, Moren. Yeah, it's typically been >> maybe maybe I think I think Lisa may be holding this during that meeting. Um, uh, Jennifer and Kay and I don't know if you would have more than Jennifer and Kay at a at a >> We can work on that. >> Um, how does the 13th at at 4:00 work for you? >>
083That works. It was too easy. >> So, typically those meetings have been board chair, vice chair, and another board member. >> The negotiating teams again, we lost we lost director Kat. So, if you want anybody else wants to be the third >> third wheel on this tricycle, >> that's fine. >> Tamara, did you just chime in? >> Yeah. >> Tom the punch man. I I've also I've I've volunteered in our special ed department or I no I've subbed in our special ed department and I'd be willing to come if you would if you need me to be there. >> Right. If if we if we do have you will we'll just have to make sure to we just need to know in advance because that would be four of us and that would be a
084quorum. So, and we would have to >> No, >> because I don't know if I found it. Hang on. Hang on one second, Lisa. >> I may need to ask for a little grace on the time because I do have a 3:30 meeting with our tag department and so it bumps up right until 4:00. >> So, I might just saying 4:30 work better. So, you're not in a big rush? >> Yes, that's fine. >> 100%. >> 4:30. 4:30. >> 4:30, >> Tam. 4:30. >> She's buffering. Perfect. >> Call 4:30. >> 4:30. >> De So Debbie, for the record. >> Oh, yes. >> This is This is where we're November 13th at 4:30 p.m. We're talking about again sped services and creation of a sped charter services fund. >> I I I would like to be
085there. I think that I would like to be there. >> You're on the list, man. >> Great. I'm just It's important. It's important to me. Sorry. >> Yeah. So, it's it's an it's anformational inquiry meeting. We'll post that there may be a quorum present. Yes. >> But no decision will be made here whatsoever. >> Yeah. >> Whatever comes out as a draft goes back to both boards. Yeah. >> Then there's action afterwards. >> Yeah. >> And I would really like to be able to discuss funding broadly, not just in the context of the special fund if that's possible. I'd like to talk step back and talk about it more broadly at the meeting. That wouldn't that have to be a >> different meeting, right? >> Well, I'm not saying come to a decision even. I
086just I don't We haven't had any. >> Do you want to talk about it now? We're here. >> Well, I don't know. >> We We can do that. >> We can What do you have for us? >> Yeah. If you if you have some items that ready to discuss, I mean, they may you we may not be able to respond straight away. >> You want to read this? But if you have some items ready to discuss, we can do that now. >> Well, I think >> because I think that 13th meeting with Lisa and I think that I think we would stick that just with the with >> If I may, we have found it very difficult to get all of us in a room and we are in a room except our camera. So,
087if we can do it now, let's do it. >> Okay. Well, I prepared some thoughts, but I thought I would save it for the next meeting, but I can present it now and then uh we have a document hand out. >> Is that okay? >> You all good? >> I just want to make sure. Okay. I'm not being told to the ER yet, so we're good >> when I'm done. I think >> um so we do we did want to just briefly mention it tonight because it was sped was brought up at your last work your pre-work session work session. Um there was quite a bit of time spent on special education. So we've really done a lot of homework since that time. And there I just really want to make it clear that there
088really have been serious discussions about what it would look like for the district to take on primary special education responsibility even from emails in June. Um it was an idea that the school district was open to. I know that that sounds like that has changed but I just wanted to make note that it had been a discussion a serious discussion since February till at least June as far as the school district taking that on. uh nothing was formally decided by either the charter school or the district and the discussion began because we were looking for options for the best way to provide special education to achieve success for our students. Um because by law all special ed students are susaw school district students which I think we all know that >> so charter schools all
089over the state are do provide sped service services differently. We've really it's been interesting to learn how they do it. Uh many charter school sponsoring districts do 100% of the sped services and keep all the sped funding and place one of their sped teachers in the charter school. And our current contract definitely sets us up a system that's different than that. The part that's challenging to understand and hasn't been fully explained is how special ed funding works generally for school districts and then how that would work for our district and charter sped relationship. The document I'm going to hand out at the end, it just shows the ve v various funding available for school district special education. I think it's good to take a step back and look at things in its entirety. Just a
090reminder, we all know this, I think, but in case we don't, um, ADM stands for average daily membership and ADMW is average daily membership weighted. Um, you know, special education students get a weighted funding of the ADM basically of two and non-special ed students typically get an ADM of one. That's a way oversimplification, but just high level, that's how it works. As an example, if ADM is $11,000, just an example, the ADMW for special ed students is $22,000. Again, it's an oversimplification. And the 11% cap is a factor, but how the services are being provided and how the waiting of two for special ed students is divided between the charter and the school district and how other special education funds will be directed for meeting individual students needs needs to be up for discussion even
091with what's currently in our contract. In the last meeting, it was said if we're doing this for the charter and only getting the 20% primary ADM and then the rest of the discussions seem to be based on this premise, but it's not accurate that e either of us would work with only the primary the 20% ADM for a sped student for the primary 20% ADM for a sped student. As stated, there's additional waiting and there is significant other available funding beyond the ADMW for special ed that districts receive. Giving us a lump sum isn't necessarily the best alternative uh for us as far as providing services because there's so much more involved in it than that. Um we've never felt that the district nor the charter school should provide special ed services without funding following
092the services. So, I just kind of wanted to present that we really are looking forward to an open, honest discussion about this. We're not coming in with a preconceived idea of how it should work, just that there's a lot of different ways to achieve this for the greatest benefit for the kids. Um, we really need to figure out a real plan looking at all the dollars and figure out how best to serve these really precious kids. And we hope that um we look forward to this evening having that on the calendar and we look forward to working with you on it. >> Yeah. And and just quick note back to we with our state if I if I'm recalling correctly what what you brought up at our last meeting, Lisa, is with our state funding
093I I guess I'll just use the term in flux and you know there were a lot of things that fell onto the district that we were we were surprised by. That's the easiest way to say that CC. Correct me if I'm wrong. And so, so this is kind of a a kelp forest that we're going to navigate through together. And yes, and and a lot of a lot of what you just addressed, I mean, we can turn those into bullet points and make it the agenda. Um, and and so that would be uh we're not going to do that, by the way. Um, but but but come come November 14th at 4:30. >> 4:30. 4:30. >> 4:30. >> 13th. November 13th. November 13th. Thank you. I heard lots of lots of corrections. I appreciate that.
094And that is a Thursday. >> Yeah, you can have a hand out. Yeah, absolutely. >> So, one thing while we're talking about this, if we go to page eight of the contract, uh we already specified that the 11% reimbursement rate based upon waiting uh and would be going to WCA. Um again, and so that's what we've worked into with an additional 10% of the administrative reserve. Um, >> thank you. >> Okay, thank you Andy. Um, which which, uh, which point on P was that >> V small five. Okay. Funds from the Oregon Department of Education representing the elementary charter school rate for special education for what more classical academy special education student shall be up to a maximum of 11% reimbursement rate for special education of the special education census for the enrollment in WCA.
095>> Cool. we'd already kind of predetermined that. >> Yeah. And we'll have that uh that'll I'm sure factor into our discussion on the 13th. >> Um okay. Uh I got to go back to see if I had any additional notes here because we have come to the end of our little of our um our little bullet bullet point um list of questions from our pre-work session work session. Um stealing that phrase. Uh you have your pen like you're some Oh yes transportation because I also have that written right here. Um do we want to discuss transportation at all? >> Not or not yet. >> Okay. All right. >> Other well other than I will say I think Andy had mentioned that we should go to people services and get a site survey with to transportation
096service >> through OD. I called and talked to Brock and he said we don't do those before you have a transportation plan. You need to go back to your district work it out at your district. then when you're using your transportation plan, come back to me. So, we will be coming back to you to talk about it. >> No, that's fine. >> Our goal is to not have it cost the district anything uh because of the reimburseable rates and the patron what's it called? >> Patron exemption or something. >> Yeah. So, we'll work on that as a separate item. >> Still invest. >> Yep. >> Thank you, Chair. >> We're still investigating. We've we're learning a lot as we go along and we just uh attended uh a session that was one of the directors
097that deals with state funding um from OD. And so he gave us some information that we're trying to kind of work through and that patron exemption is one of the things that we're we don't understand yet. So we've got some homework we still need to do. So again, like if you talk about Lel, like Lel has a patron exemption, there's because they don't have necessarily all their buses at uh capacity and their charter school is directly across the street from their elementary school. The kids get up, walk across the street. Like where the patron exemption doesn't uh really apply is when we're adding time and mileage to routes to to to deliver to a new stop. And then reimbursement cost for a function of enrollment is how again uh we've got like all our examples
098are built off of that from the previous contract and that's how that's the language that's in there. So again, um, if we were just dropping the kids off here and it wasn't on a bus that was already full, but then they're respon then somehow the charter school's responsive from getting them from 21st Street to 35th >> to 35th, right? So that doesn't work. And that's what >> all of them would have been on the same bus. >> Wait, wait for the mic. Okay. Wait for the mic. I said they would have all been on the same buses whether they were going to your school or ours though. It's not like we're adding a bunch of extra kids. Probably. We don't know yet. >> No, we're not. It's not that we're adding kids. It doesn't matter
099if there's one kid on that bus or 10 kids on that bus. When it makes its last stop and it goes from the elementary school to to the charter school, we're adding I think it's like 1.2 miles. And we're doing that in the morning and the afternoon. And we're adding roughly, again, if you figure the drive time plus the wait time for pickup. And we're adding uh about 15 to 20 minutes to every route. >> Except I thought your buses already go by 35th of 101. >> Not all of them. >> No, they don't. Majority. >> No. No. Only only those that have the north routes. >> Yeah, we have DC. Yeah. >> Yeah. There's only There's only a few that actually travel to 35ths currently. There's only I think at three is what I
100have um out of all and we've consolidated so we no longer have the amount of routes due to driver shortage. So we're down two routes that have been consolidated. So there's different runs. So it would depend on um also the bell schedule that has to conform to our bell schedule. Yeah. >> On how they get dropped off. >> Got it. >> So this is this sounds like it's the neighboring kelp forest that we get to correct meander through. >> Yep. Yeah. >> Okay. Well, directors, anything anything else on our list? K, >> we just think it'd be really fun if you could all come to the building and see it. And um I know how busy your schedules are. I don't know if an hour before a board meeting, we could entice you with a
101few appetizers or 30 minutes. Um, it I just think it'd be fun rather than driving by and not having you have an idea of what it looks like. I know way more about uh HVAC systems, sprinkler systems, and shelving and refrigeration than I ever wanted to know, but it's exciting. >> When do you think that would be ready for us to check it out? And I like sandwiches. >> [laughter] >> You you can just say >> careful careful. >> So >> that's that's that sounds like that dreaded quid quid proquo. Um >> each of these Yeah. >> Okay. You you are handing something over to Lindsay. >> Yeah. To hand out. It's just a this latest rendering. It's not the >> Okay. This is architect's rendering of what what the building will end up >>
102maybe. Yeah. Um I one of the things that's been >> ham or turkey. Go ahead. >> I was kidding. Um for the record, I was kidding. Um and maybe this will be on here, but um recess is very important for young kids. Um and that's been gnawing at me. Um is this on? Oh, there is a playground on here. Okay. And covered play area. Man, I wish Florence had one. Things will happen in phases. We will have a fenced in uh play area in phase one, which will be the first year of school. We won't have playground equipment the first year, but there will be an area that's safe and fenced for play. And also, we have a central multi-purpose space >> that will also be used indoor. Thank you. For play as well. >>
103So, that's on the that's on the south side of the building. >> Yes. Okay. Yeah, the that round corner of the building is what faces the uh 101 and 35th intersection there. >> Yeah, good. Thank you. Thank you for for >> We'll work on a date. We won't keep you tonight because that could be challenging. We could be here a long time. >> That front of that building, that's like a that's a double whammy. You have to have signage in two spots, not just one. >> You got to buy two signs. That's That's a >> or go really simple on the sign. That's gonna >> Yeah. Maybe maybe build a bridge between those two uh uh brick facads. Um okay, directors, any uh any other directors or well I'll turn to superintendent first. Superintendent, anything
104else for this evening? >> Nope. >> Okay, we're good. >> Directors, anything else for this evening? Tamara, that includes you. >> Can I just get a copy of that um handout that they gave out to you guys? >> Nope. >> I can pick it up from Debbie, please. [laughter] >> Thank you. >> Yeah. Yeah. Um, Tom, go ahead. Uh, >> I want to thank everyone for coming here tonight. I I think this is very important. I know it's something some people have said tonight, but >> just sitting in a room and talking to each other like people I think is really important. >> Um, I was wondering I've been really impressed with your fundraising. Do you guys need volunteers? And if so, what do you guys need help with? >> Good question. Okay, I'll be
105tracking you down. >> Somebody record somebody to make sandwiches. >> Are you volunteering somewhere else? >> I I needed >> my children need me. >> Oh, we'll have we'll have we have lots of committees and projects and I mean it's kind of endless, but um we would love your IT help. >> Um fundraising >> use the mic >> is not persistent here. fundraising is not for sissies. It's very very very hard work and you know you've asked too much when they when you pass them and they start going down the other aisle at the grocery store. So, but um >> it's my favorite >> the best part of about this has been uh the number of people that have shown an interest, those that have come with a donation without being asked. >> Wow. um
106a little scrunched up envelope the other day and I opened it up and it was obviously um was the handwriting was very shaky and it was a $100 bill folded up and that I knew that was as important of a donation as some of the others that we've been allowed to receive. And that means that people believe in in in a choice that's good. We're all doing the same thing, trying to educate kids the best we can. So, it's it was it's but it's kind of a big endeavor, the fundraising. >> Yeah. I mean, I'm the it's it's tough to look at um budget cuts. Um but to see that you guys are finding people in the town who do care about education and are willing to put their money and time towards it is
107important and I acknowledge that and so thank you for working on that. Larry, still awake? >> All right. Okay. Um, Cece, anything for us? I I didn't turn to you and I only talked to Lisa about adding a meeting to your schedule. Lisa, anything from you? No. Okay. She She flirted with it. She almost touched Yeah. Yeah. Whole meeting for you. Okay. >> Good. >> Meeting adjourned. Thank you for having Thank you.