001There we go. >> All right. It is 6 o'clock and 5 seconds per that clock. I don't know per the atomic clock, but we're going by that clock. Um it is uh September 17th and this is a work session of the board of directors um of the SALA school district 97J. Uh welcome to all the press patrons um and those members of the district. Uh our call well this is the call to order and our mission statement is motivating and preparing all students to reach their greatest potential. Um we will go ahead and start with the attendance. Debbie >> chair Lacatur >> present. >> Vice chair Miltonberger >> present. >> Director Plet >> present. >> Director Cole >> present. >> Director Habberly >> present. Director Posgate >> present. >> Director Pinlot >> present. >> Thank
002you. Uh we'll move on to the pledge and I will lead that. >> Please stand. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay. Uh, moving on to 1.5 on our agenda. I don't know if there were any on the back table. Um, it's not uh it's not super busy this evening. Um, but we move on to the approval of agenda and directors. That's on the yellow sheet. Um, is this um item 1.5. Superintendent? >> Yeah. Uh, item 091725-1.5. Board of directors has requested to hold a work session discuss a limited number of topics keeping with the concept of work session. And no formal action or resolution is on the agenda
003for tonight's meeting administration recommends approval of the agenda. >> Okay. Directors any questions on the item? >> If not Moren >> board chair bit resolved that susla school board district board of directors approve the agenda for this work session as presented. Resolution 091725-1.5. Approve agenda. Second >> resolution 091725-1.5 approve agenda motion made by director Milenberger seconded by director Plet. Any questions on the motion? Those in favor? >> I >> Okay. Um All right. So now moving on. Um being a work session, we don't have any um we don't have any public comment this evening. um those we reserve those for for our regular our regular meetings. Um so uh we're going to move into our charter school discussion. There's a number of items here um that we're going to be using is kind of a
004touchstone. Um and we'll uh we will proceed. Um so we'll start with a uh the efficient communications a followup from our October 24 um directives. Um, superintendent my with each of these bullet points we coming to you or are we going are Moren and I leading here? >> You and Marine are leading. >> Okay. Um, so Moren, you're you're you're up. Um, per what what do we want to remind request enumerate about our efficiencies and communications? >> Okay, I'll start and then people can plug in if I if I missed some points. Um I know that we had discussed in that meeting that there um were a lot of communic was a lot of communication going on with our superintendent that sometimes was repetitive and and um something that they could have found out in
005another area rather than than directing to him. Um so we had made director and I don't know exactly what the terms what the wording is but that we would have one person from the charter school um communicate with only our superintendent. So, they weren't um they weren't communicating directly with other members of our staff. And apparently that has changed and now there's more than one person communicating with our business manager and other people. And it's it's causing some um a lot of hours being spent in the office that um I think we could kind of weigh narrow down and use Andy's time a little bit better, especially when there's like I think there was something like 12 um uh emails and things coming the first couple of days of school, which when you're trying to
006start a school year, timing could have been a little bit better. I think that's kind of the essence of it. if anybody else has changed just um being aware of the number of hours that you're taking our super using our superintendent not that he's not there um to provide information that's needed but if you can get information other places or you're having more than one person contact I think that's something we need to work on. >> Yeah. And I think that can come that's that's simply a a reminder an additional request. Um that one's in my opinion pretty pretty simple. Tom, >> uh I have a question. Um, I know that we have uh I believe paid for consulting via the OSBA for our board. >> That's that's part of what we get from OSBA,
007>> right? >> They do have a charter school specialist. Uh they have a person who is a specialist at a charter school and I've been, you know, trying to keep up with the emails. There's been a lot of emails. Um, but some of these questions I I don't know if I'm showing my ignorance here. I don't know if if necessarily Andy has to answer them or if they could be directed to the OSBA who's, you know, expertise has expertise in charter schools. >> Well, I would I would say that that I mean the the proper person to answer is all going to be dependent on what the what the email topic is itself. Well, and the OSBA charter school specialist is primarily uh primarily works with districts and charters from the beginning to establish the
008contract up to operations. And so we would be coming into this 75% of the way through the process already. Um and when we inquired about that about a year ago, they said, "No, you need to continue between your own legal councils and move from there." Yes. >> Okay. So, help me understand the issue. So, um we're having we're having a volume of inquiries to our superintendent and other district staff that is um getting to the point of interfering with responsibilities. Is that correct? >> Okay. >> And some repetition too. >> Okay. that >> who who is the other the district staff besides >> myself CC food service transportation. >> Yeah. >> So just so I understand when you guys met the idea was was that all communications would be funneled through >> Yeah. Again, it's
009supposed to be again simple, concise. Um, again, complete thoughts, not kind of using emails like a text with there's and another thought and another thought and another thought because some things could be set of five emails down to one or four emails down to one. Um, emails of public information materials shouldn't have to be delivered. Information that's been delivered in prior emails shouldn't have to be delivered again. That's all. Yep. >> Um, also, should they not be seeking advice from other people in the school district or should they only be going through you? >> Again, >> because the directive was was to come through me and then I would get that because what's happening is I'm getting the same question, Cece's getting the question and then we're going, did you get asked this question? like
010and um to avoid any sort of confusion about well somebody told me this and you told me this which it is well I can give you the same answer CC does and put it in different words means exactly the same thing but then the question comes is well who means what no we just put it in simple terms and bring it back and just have one person come through hey I talked to the business manager this is where we're going or I talked to food service this is where we're going Yeah. So, go ahead. >> So, um >> it avoids creating a crisscross. >> I get that. So, if they have a question regarding transportation, they would contact you. >> Yes. >> You would email transportation department and include them >> if need be. >>
011Put them in the in the email as well with the so they're getting the same email that you are. >> Yeah. I would just forward the email and say beyond beyond the terms of the contract, what other details are needed here? Yeah. >> Or I would imagine even a phone call. >> Yeah. Quick fan phone call to Tammy. Hey Tammy, am I thinking right on this? Yep. Boom. Boom. And then the email is So email. So information is being funneled to to one central point. You being that central point. >> Yeah. I was I mean I was just thinking that uh trying to do this kind of business over emails seems I can see why that feels wildly inefficient and it feels like a a joint board meeting would probably be much more productive much
012more quickly to be able to just communicate in person altogether. >> Um >> I agree instead of the back and forth it it gets a little confusing. They may have more questions. It you know it's hard to answer through emails if if >> Yeah. but also some some of the things are time sensitive. you know, some answers we can't we can't wait till a a quarterly >> and it keeps a definite trail and evidence record of what was said and done >> as opposed to hey I talked to somebody on the phone and this is what they said or we had a meeting and then after the meeting it becomes not what happened in the meeting but somebody's later interpretation of second thoughts about the meeting. >> So everything should be done email so you
013have the paper trail like you're just >> Yeah. Yeah, that's part of it. Yeah. And again and again simple concise consens to the point right and not repeating uh requests for information that's already been delivered or again public information again like as an example again um three times questions about um ADM for the year prior to that they'd been provided here's the link the ADM is adjusted almost monthly um going into the year and so asking me for that number when they already have access to the complete database to see what the ADM charter school rate is unnecessary. I realize it's easier to ask me, but again, it's it's there and available for everybody in the public. Andy, can you give us a roundup of about how many hours you would say you've spent answering
014repetitive emails? Do you have Do you have an estimate? If you don't, that's fine. Just a quick >> It wouldn't be It wouldn't be fair to give an estimate. I mean I on the first day of school um I just gave a quick tally of my time which was about 5 hours over the over 91 and 93 and so again that was I don't know technically $525 of district resources and and quite a bit of that was repetition about um uh insurance. Yeah, this this one this one seems pretty simple to me as we as as we're we're not necessarily word smithing an email right now, but just a hey, let's let's keep let's keep our communication October guidelines from last year were I thought pretty clear and it's just been a kind of a
015>> slow drift backwards to >> um >> with with lots of cogs in the wheel that that to me is it's it I think it can be better, but I also think it's an understandable thing, Tom. >> Um, so since I was not here for October 24, the the guidelines were um like you and one person from the charter school are the primary contacts for each body that speak between each other. Is that correct? Yes. >> Okay. >> Great. And then they can pick whoever they want that person to be. >> Oh, absolutely. Yeah, >> that's not an issue. >> I just want to touch on something that somebody u brought up in discussion. They talked about um having joint meetings. I just skimmed a contract and is there something in there about we're supposed
016to be having joint meetings every so often. I we haven't had that. Is that something that we need to schedule on a regular basis? It wouldn't answer the right now questions, but it could during their operational phase. We are scheduled to have quarterly reports. >> Um and again is typically uh they can submit a a written report as to progress. those terms are spelled out in the contract. Um, if they want to come and make a live presentation at a board meeting, they can, but those types of follow-up meetings also meet our schedule for state reporting. That's all. Yeah. >> Okay. So, there's nothing to say, nothing that says an actual meeting in person. >> It's just again, hey, here's here's how many kids, here's what we're doing. We It's real real basic. again it's
017keeping up with enrollment state reporting attendance and is there something else you could ask that >> if that would clarify some of the questions if we're having an ongoing kind of conversation if that would clear things up for me >> well we would again if they were fully operational October would be the month for the first quarterly check-in of the year again not being able to open right now all we've been able to do is kind of extend the pre-operational ational phase. And so we've rolled forward potential dates of what it should look like. Again, in essence, kind of taking last year and just pushing it forward into this year. >> Can I just um just say one thing? I just wanted to kind of emphasize what you're both talking about in terms of face-to-face
018meetings. Email can be very difficult to to really communicate a point. And when you have questions, you get that back and forth, back and forth, and you may or may not ever really meet on what the what the actual point is because you have two different perspectives going back and forth where whereas if you have a face-to-face conversation, it's much more efficient and you can narrow down and get to the point of the matter. So, I think it is important that we have these face-to-face conversations, invite them to the table. It is on record at that point. >> And that's part of part of last October's directives was again, if we're going to have a a meeting outside of a regular board meeting, it's myself and a board member or at least two board members
019and then their representatives. So that way we have multiple witnesses to go with. So again, people can kind of reconcile, hey, here's what actually happened at the meeting. >> Yeah. And so moving forward, you know, I think it will be important that we do have some regular face-to-face meetings just so we can more efficiently or effectively work through this. >> I agree. >> Yeah, good point, D. >> Great idea. >> You had your hand up. Were we still planning on doing a joint meeting in October? Um because No. Yes. I believe you were because this is your organizational time to figure out >> what questions and what points you need to address with them specifically >> at that meeting and >> and it gives them the opportunity to >> be prepared. >> Well, so they
020can say, "Okay, here's where we are. Here's what you guys have to ask us." Yeah. >> Well, that that's I feel like what we're all saying is we just need to all have a conversation together. Well, well, and like we discuss discussed last week, this is this because I I don't go to Adrian's house to decide what questions we want to ask of the charter school board. We have to do that in a work session. And so so this is precisely what we're doing saying we are we are simply lining out the questions that we want to ask or the or any any item that we that we are requesting clarification on and we'll put that in an email and then or >> yeah well yes but at the same time just like just like
021we don't we don't ask CC I heard this today give me the answer right now it's it's to be able to have information-based answers is a is a more efficient manner of communication. So, so moving forward in our in our uh point A here, man, that's blurry. Um, in our point A here, to me, this one this one's pretty simple is is hey, let's let's let's remind both sides of of uh this October 24th, and I hate saying I shouldn't say it that way, both sides. a reminder of October 24 directives of of kind of funneling communication through through a contact point from uh SVCA, no S SVCs and and 97J and that and on on the 97J side that's Andy all we're not taking votes but that makes sense right >> pretty simple pretty
022clear >> okay so um point B here um is the special education provisions, uh the request from the charter school for the district to assume special education services after the February 25 meeting. Um uh Andy, I will I will ask you to give a little bit of background on this one. Um which this is this is also our our sped director Lisa is she's got lots of cogs and all of the wheels that she has turning. Um, and so, so this is, >> so I'm done. >> So, Debbie, can you put up 2.0 for the board? >> So, initially the contract was designed where SVCS was uh wanting to deliver their special education services on campus, hire their own sped person. Um, last February. Um, uh, that became that was a change. Um and they
023they've asked the district to take on primary role of special education service case management um which in which again in in task quite a bit and is uh again requires a complete rewrite and again like I've put together um those points here from what we discussed it is language from our attorney that matches language in other contracts that are being used around the state. Um, and again, we haven't decided that this is the route we're going or that's the route that they want to go, but um, this has been shared with them. Again, if we're taking over special education services, this is what it's going to take. And and when you say this is what it's going to take that means here's here's not just the coordination but if um you know in in the
024case of of a monetary cost that is that is just just like food service and and transportation that would be a cost assumed >> staffing case management >> um again the percentage fractionals of special services like uh ed psych um speech therapy that sort of stuff >> and so so when I was reading through all the multiple emails and links and everything else. So is our is our question here on on B whether or not we we will be providing that or if if if they will have their own we this is one of those this item is one of those that we're just looking for clarification on. Well, again, if again, if we're changing if we're changing the terms of the contract around spread sped, which is what the last request was, that's the
025information that's provided for the board. Um the contract that's currently in place has SVC as the primary deliverer of their special ed services. >> Yes. Bed program. Yeah. >> So, we'd have So, if we wanted to change this, we'd have to do go through the process of like >> Right. Just amending the contract that section and that's all we were looking at amending. >> Yeah. Uh because again our concern is making sure that the services for those students are covered >> because law face that they need to be >> they need to be absolutely that's that's the issue and um again if again if the if their population again mimics percentage-wise our population and we're talking about potentially 60 kids right now. Um, with our 16 to 18%, we're probably again 12 12 to 15
026kids, maybe 16 needing special ed case management, which again would be a half-time case manager that have to be hired. that person could then um do other duties beyond that, but hiring a halftime person as a cost um and running all the IEP meetings and based compliance is are all costs. >> Tom, >> um what are so this would be a district employee is what we're talking about. That would be >> and this person would presumably need to be on their location. Yes, for part for at least part of the day. At least part of the day >> because because they would be doing uh individualized instruction with students during the day to meet the conditions of their IP. They would be meeting with SV staff on how to implement universal design for learning and
027the specific accommodations for those students in the classroom. That's what our special ed staff does. >> Please. Yes. Thank you. So to give a little of my own personal background on this, when this change was floated out to me, my initial response was, I'll step up. I can step up. We're able to step up. When I think about the ramifications now, a lot has changed since last February in terms of our budget, in terms of our staffing, and our student numbers in special education have not changed. Our needs for students with fairly intense um support levels is continuing to be pretty high and we continue to kind of be a bastion for this region. We have kids from Reedsport. We have kids from Mapleton. We have homeschool kids. We have kids in private school that
028we support. And it's not just for sped. We also support any uh English learners that happen. We've had a couple kids at the private school who did not have English and we supported that. We have done that across the years. Um I am just severely concerned about the impact this will have on our teams. >> Um if it's just me, I'm a pretty strong shoulder, right? M um I know this work inside and out and I can do it in pretty good timing. If you were to then add in additional staffing um and it's one thing to say that we would be providing these services on site at the charter school if there's ever a need for that to not happen. We're also needing to bring in teaching staff. Um, if the charter school were
029ever to welcome a student who did did have more significant cognitive disabilities, the impact on our team to provide for those services across multiple levels, everything from OT, occupational therapy, to physical therapy to speech therapy to medical needs, all of those things. And I know that's kind of putting it out there, but I have to say after the reduction in force that we've had to suffer and the fact that my team is now on a regular basis having to be charged with a very highly stressful environment with fewer staff. Um, putting this onto the table, I think, deserves some serious reconsideration. Um, I do not want to deny anyone the right to achieve an education in the way that they see fit. However, as a public school figure and a person who's looking at 200
030plus students in our care for special education right now and a reduction in staff that we've already had to suffer, uh, we lost 1.5 EAS and a 0.25 secretarial at this point due to budget reductions. um based on fear and I know that fear isn't always a great way to go and I don't have a crystal ball but there's a lot of threatens threatening uh statements out in the news about tearing down special education funding and they've already started to take away some of the special education funding for teachers training and that kind of thing. If we don't have teachers being trained, we won't have the staff to hire anyway, even if we do post a position. So then what happens if we can't hire that? We would have to fill that gap with one
031of our people. So there are a lot of considerations around special education that last winter may or may not have been kind of on on the surface level, but now that we are at the place that we're at currently, um it would be really I think foolhardy to not take a second look at this and and really reconsider. We have some really incredibly good special education programs. We're small and we, you know, are not perfect in any way. I'm not saying that we're perfect, but at the same time, considering what I know of different programs around our region in Lane County, we hold our heads high and we do a good job. Um, but our staff are taxed. They are pushed. And if can't this can't be something that maybe one person can handle if
032it does end up being multiple specialists and multiple um teachers who have to touch base with other teachers to help understand the fine points of what is specially designed instruction under an IEP. I'm concerned for our staff. So I guess my my my request is just some reconsideration by the board on those factors. Not that we don't want to help, but that we are already kind of at maximum capacity right now. >> I um I subbed in the elementary uh special ed back when I was subbing and um it was so hard that it was the only job I said, I don't think I can do this again. It was so physically exhausting. Um, so when we're thinking about this, uh, the the charter school is going to start with K2 and work its way
033up to K8. Um, so help help me understand this is did I don't know if I read the email. Did they say they cannot do their own special ed or were they inquiring about what it would look like if the district covered that or >> their concerns were a it's very complicated. we don't believe we can deliver it and the cost of delivering this is too much for our budget. Um, and so we were looking for a way to keep it in under the 20% reserve amount of ADM, but we will exceed that by at least $50,000 with the with just the basic amount of staffing. Um, and chances are it'll be again you you saw four scenarios that range from I want to say $50,000 over the 134 reserve to as high as 181,
034right? >> And again, I want to repeat that's given that we could hire someone, right, in addition to the staff that we already have. Um, our hiring uh climate right now is pretty pretty uh difficult and I'm faced with next spring I have another teacher retiring. She's already announced that she's going to retire next spring. So, we will already be looking for another sped teacher. Um, and cross our fingers we'll find somebody. Luckily, we have a good grow your own program going. I've got a couple people who are in their student teaching mode and I'm really hopeful that they're going to move forward with that. But given given where we're at with with that as well, that's another part of the consideration. And just capacity, it's a lot of kids. >> So the funding for
035the potential students who would be enrolled at the charter school, where would that end up being considering you? You're you're saying it's not going to pay for the the funding for those those special ed kids is not going to pay for itself. Correct. >> Having to hire the the an extra person, >> right? Yeah. >> And then and then because it because it's a public school, they this is not this is mandatory. They have to accommodate they have to admit and they have to accommodate. >> Okay. >> Again, and that's where again they're going through an open enrollment lottery. >> Yeah. the general the general demographic of that group should just be a smaller population of the current demographic group in Florence. And if we know that we are 16.7 to 20% of special ed
03616 to like 20% again it varies by year will be special ed students on their campus. And if we have one high needs disability student that on its own will exceed that level. And again, if they're if they were to be providing primary case management and specialized instruction and we are doing supplementals with uh speech, child find, um OTP, yeah, that's that's doable. Um and again, it's not that necessarily that we can't hire sped people. Nobody can hire sped people. It's very very thin around the entire state. And so again, um that's that's kind of where we're at with looking into the language in this contract piece. >> Moren, >> um so some of my question has been answered. So um so there is some money coming in if they have students. There is a
037little bit of money coming in, but your what your suggestion I'm just synopsis here and see your suggestion is not to go back to the original contract and and but that it's pretty much undoable. So you're looking at some sort of thing in between using other resources that are available that we're not necessarily using now. You're looking at another combination that we would discuss. So we're not we're not going completely back to the other contract where they would the original contract where they would take over everything. You're looking at some kind of a mishmash of programs and and expertise. I'm going to go into brave mode here and I'm going to say I do not know that the students in this district of Susla can withstand the impact that this might have and I would
038seriously reconsider how we say yes to applying any special education supports other than compliant. What we originally were in for was compliance monitoring and that would look like me helping with the OD reports and all of the OD reviews of IEPs and things that come through. And that's that's a hefty chunk of of work, but it's not undoable. I already do that for SUS law. I could do that for the charter school as well. It's when you add in case management as well as instruction as well as the monitoring and compliance as well as the specialists as well as all of that. And you know, I kind of made a little analogy here in my in my mind of of food service delivery. It's like if you own a restaurant and you add delivery, you
039have the same amount of customers, but that delivery car, all the staffing that it takes to create that scenario where that person goes out and delivers the food, you know, it's the same kind of thing. It's a satellite and it adds more work even if it doesn't add to the customer amount, if that makes sense. >> Um, And the money coming in from the additional the IEPs does is is not wouldn't withstand that. >> The money coming in for IEPs has has never funded special education even now. Even now at the federal the federal government sets a cap at 11 to 12% of what they will give us in some kind of return. And we're at 16 to 17% regularly. So go figure. Yeah. Yeah. So, I hate to I hate to bring it down
040to money, but I also bring it down to staff stress. >> The amount of of staff injuries that we have to regularly kind of like debrief about and make sure that our staff feel comfortable. I worry regularly that we're going to lose the staff that we have if we're not really careful and mindful about how much pressure we put on. So, so I would again I don't want to doom and gloom everything, but with our numbers, it does not look like it's going to change. So this this sounds like something that that that we need to get more clear more clarity on on on our side before we can ask any clarification. >> Correct. Again because when we look at how we implement this if we are the group that is delivering primary services again
041with re with reimbursement for sped services being at 11%. We're currently spending at least 6% of our general fund budget beyond the reimburseable cost for special ed students. And if we're doing that also with the charter and we're only getting 20% of primary ADM, we will exceed all again we we would take all of the 20% for all of the students there and it will not be enough to cover the 12 to 15 kids that are probably in their in their group. >> And and that that 12 to 15 kids probably within the group is just the average of the of the local demographic. Yes. because because there's the potentiality that there's zero or that there's 20, >> correct? >> Not just 15. So, so because of the open lottery system, that part we don't
042we don't we don't know that part which makes this >> decision-m process and and clarity with this issue a difficult one prior to >> that. The best we can do right now is put together put together on the average because again if it's truly an open enrollment lottery >> um for enrollment then it should mirror right it should mirror again um it winds up being a statistics game. If it turns out that there was zero case management needed that would be again like winning the lottery. If it is over the end and again we're talking about both ends of the spectrum. it again, we're losing the lottery. >> Yeah. >> Right. It compounds. And so again, and it's probably going to be somewhere in the middle again of again right around 12 to 15%. >>
043Yeah. 10 to 12 kids. >> And that's not an unreasonable estimate. >> So So directors, this one is this one. Are we do we need to have further discussions amongst ourselves about the specifics of this with with further input from Lisa, further input here before because it doesn't sound like we have a ton of clarity right now on on the 97J side of of this. So, how how do we put this in an email requesting information if Well, maybe y'all are I'm not I'm not clear right now. Well, >> what are what are the options? I mean, if we talk about the options, what are they? >> Well, again, the options are a stay with the contract the way that it is. Do not do not renegotiate sped services, right? >> They continue with the
044original contract and deliver primary resources where the secondary and supplement. Mhm. >> Okay. The other option is renegotiate that se section of the contract. We take on the primary services and and and and continue to deliver the supplement, >> right? And so that's again that's kind of where we're at. And so >> and there's no middle of the road where there's some financial compensation. Can they pay for services? >> Yes, they can pay for services. Um but again, it's the people part. It's a it's the people part, but it's also the expense. Again, if I if they're struggling with the idea of implementing this because of the cost. Um, paying us for the service doesn't help them at all. >> Like, they're going to have to take on some staffing on their own. Yeah. Yeah,
045I mean that you want to talk about the middle ground is that >> they're going to have to take on primary case management and then we can do supplemental plus some additional UDL and and maybe have an aid on site. >> Yeah. >> For part of the day what that middle of the ground middle road would look like and we propose something that's middle of the road. >> So Tom on Tom hang on a second. So, so with your middle of the road comment as far as taking point B, we can we can ask Jennifer K, hey, what are your thoughts here? But also we can be make getting more clarification on our side as well is that I can fine-tune the plan to every however you want, but I'm going to tell you it's
046going to cost us money. That's that's what it boils down to. It's the level of service of which we're required to deliver. And if we can't provide staffing for it, then we would be in breach of contract. And I don't want to put us in position we're in breach of contract because we can't hire somebody. Yeah. Again, in keeping with their educational model, they should be providing a case manager on site that is far more in tune with their classical ed model than our staff would be because they're focused on again complementing and supplementing a system for the student needs. Tom, >> no, I don't I don't think I have anything to add after that. That that provided clarity for what I was going to ask, >> which we actually don't know for sure if
047they were actually not going to provide it. It was just a talking point as they may they were looking at options. No, no, it was a request that they were not could not they were not interested in providing special ed services back in February 2025. That's why I drafted that language with the base language from our lawyer for for in essence for us to assume delivery of primary special education services. >> Us to assume but they actually did say that they wouldn't they were not. >> That's what that's what we had when we in February. Yes. Okay. So, I think the plan is to have that a conversation in October. Correct. Beautiful. See what we can come up with. >> Yeah. I feel like we need to hear back from the the other team at
048this point. >> I like it. >> Okay. I was really stoked when I saw just one one this page and no other white page. >> Yeah. >> These dang high techch printers that print on both sides of the paper. Um, so so the opening schedule and new deadlines. Uh, oh, read my mind. I was going to ask to have this this page brought back up where where man, I love when the things we read are like either highlighted in blue or red because draws your attention. It's fantastic. Um, so so the opening schedule and the new deadlines uh with targeting um now the a fall opening um which I think is going to be a great thing. Um uh this this rolls forward a series of contract dates, reviews for dates. So um those so
049our items are the effective date. Oh, this is um that >> it's on the bottom of >> 2.0 feels sounds so official. Yeah, it's all um and so so all of these dates, these are these are these are all just rolled forward by 12 calendar months, >> correct? >> Because as opposed to a a a fall 25 opening, these are the dates. And so >> and so essentially it's just a hey be aware these are the dates that are the here are the new deadlines per a fall 26 opening and and and so there's deadlines with well let's go down here the effective date the educational program um uh there's multiple sub subsections there the annual review meetings the economic plan due date the governance and operation the insurance and legal liabilities Um, and so
050and there's a bunch of I can't scroll on my own computer here, but there are those are pretty clear as as you reviewed this. These are pretty clear. And so if we just hey, here's the new dates. We include that and item C in our email over. That's simple, right? Am I am I thinking this is too simple or do we need to discuss? >> Go, Mike. >> Do we need to give them 30 days notice to amend the contract though? like can can we actually is that part of our >> if we're renegotiating a section um no because again they came to us with the request and that's why we're looking at the sped surfaces but um again we kind of took it on good faith that we're just rolling forward the operational status
051by a year. >> Yeah, which >> we're not extending the contract by a year. We're just saying that there's now a two-year pre-operation phase and a four-year operational phase in 2030. Then a new contract would be negotiated. >> And here's the due date for this report. And here's a due date for this report. >> Yeah, >> we changed the dates internally, but we didn't change the end dates on the front and the end like start and the end. >> Yeah. the um along with what you were just saying um so so some of these like reports and stuff uh I understand are not going to be available until students are in the building but I I think there are some reports that we do need prior to >> correct yes >> okay and so >>
052because again there there again in the pre-operational phase there is an an October intent to enroll Right? Because again, they're still in the intent to enroll phase and they won't actually execute their enrollment lottery until May. So October estimates get us the working the working numbers um for December. December we can verify that brings us to March when we finally get estimates and start building the budget. And then May they would actually execute their enrollment and then we'll see how close we were on the three previous estimates to overall financial structure. And all those due dates are spelled out. >> Yes. >> Yeah. >> They're they're they're what they were beforehand. They've just been rolled forward for a year. >> Yeah. Easy. >> Okay. Any other any other comments on on our uh on our
053on our item C? >> Good to go. Okay. Um so now down into uh compliance to contract terms. Um, I think there's there's a few bullet points under this. Um, where do we want to start on this one? >> Well, I guess again, like going back to the October 2024 meeting, >> Moren was just going to chime in and she waited very patiently about 10 minutes ago. Moren, you're up first. >> Oh, I was just trying to not put put him on the spot because it was that's right. So, the the first thing that comes to mind when you're talking about compliance with contract terms is the whole curriculum. Um, one of the things in the contract was to have the um their curriculum observed for 30 days by the public made public and I
054>> the public review process >> public review process and my understanding is that they've purchased the curriculum and it hasn't been reviewed and I haven't seen it. I don't know who who has seen it but that to me is a concern that that's very it's on page two of the contract very clear uh she'll serve as a site of public that we will serve as a side of the public 30-day public review and their office would and to my knowledge I know it hasn't happened here and I haven't seen the material I don't know if it complies with this state requirement or not so that to me is a huge issue >> so the curriculum they were planning on purchasing and again it was supposed to be a purchase of curriculum that they were going
055to supplement to meet state standards. That would be then reviewed together as a complete program. >> And the due date or the the the date by which that has to happen that's if I remember right that's in March. Is that >> it can be March, April, May, June. It just has to go through the public review prior to Yeah. Yeah. >> But it has to go through the public review process again as stipulated in the contract. >> Oh. Oh, actually that's true. It it says that it has to be in compliance by June. doesn't say it has to be reviewed in June. So, it would need to be reviewed probably before then. >> Yeah. >> Again, because the >> and part of the review is to to verify that it is in compliance with all
056state standards. So, >> yeah. So, >> but again, it's it's a what they're what what they were looking to purchase was again something that was a core module for that could be used in any state across the union and then you supplement it to meet your state standards. So they've been provided with a copy of all the state standards per subject area at grade level. If it's not in their if it's not in their scope and sequence of what's being provided, they need to find an activity or a lesson teaching point that fills in that gap. >> Once that is all completed, then we're supposed to have public review to make sure that is complete. >> So obviously they need time to do all this and they're in the process of that >> and they've
057got till June. >> Yeah. So, oh, I don't see this as a concern at all then at this point. >> Well, again, you should be building out your curriculum and have a unit model without having purchased it beforehand. Everything that we go out for public review, we go with a sample copy and show how it meets standards. >> We don't buy it and then adopt it >> and then review it. again having a base unit and then supplementing that way you have a complete and then and then if you w up if it didn't meet public review >> if there was a challenge to it you're not stuck for the cost of an item that you can no longer use. >> So essentially that's the gamut that's been made. >> Exactly. >> Okay. >> So
058they purchase So even though they purchase it and if it doesn't get approved they're stuck with it. >> Well they're stuck with the cost of it. >> Yeah. Exactly. It doesn't affect us. They can purchase anything they want, >> right? >> But that's why it's written into the contract that you should have public review before you purchase to avoid that potential pitfall. >> But if like I said, I mean, if they purchased it, well, it sounds like they purchased it. If it doesn't get approved, the the financial burden's on them. It doesn't affect >> No, it doesn't blow back on us. No. >> No. So that that's >> but but again >> again even if you purchase a curriculum that doesn't meet public review you still have the ability to supplement it to get to
059all standards. You buy it. >> We have to supplement >> you make it. Yes. You buy it. You make it your own. That is what we discussed during contract negotiations. >> That's my assumption that we're going forward is that they're buying a product. They're supplementing it >> to get to state standard. So hopefully hopefully not for them it gets approved. >> Yeah. >> So do do they have to get the whole curriculum you were saying like they they get a core and then they get supplements. Do they have to get that all assembled before it starts getting the review process? >> Yes. Yeah. >> Okay. >> Yeah. >> Okay. >> And the expectation is that there will be uh documentation of how they supplemented it, >> right? Yeah. because they're going to have to create
060a in essence a crosswalk that shows uh again this this unit meets these primary standards and let's say it misses on two points. This is how we are addressing those two points out of this other curriculum or again these are lessons that we'll be teaching to cover these topics >> and those points are laid out by the state of Oregon by OD. >> Yeah. But right now we can say that the contract the terms of the contract related to curriculum purchase um has not been broken. They're still able >> no if they if they have purchased it >> they have not broken contract by what I've read >> if they have purchased it purchase >> if they have purchased it and it has not been approved with public review then yes it is a violation
061>> they can still have it approved whether they purchase it or not based on the contract terms. It doesn't say that they can't purchase it prior to review. >> That's what I'm reading. That's that's my understanding. They can purchase anything they want whether we approve it or not. >> No, it's it's not whether public approved >> public they have still time. They have time to complete the public though as of right now. They have not >> they're doing it backwards. >> But that's their pace, right? >> No. No, it's No, it's not because again, this curriculum was supposed to be so fabulous that they were going to be they were proud to show it off >> that >> and so let's get it done and do it right. >> But in terms of the contract
062we and that's what we're discussing right now as contract compliance, they're still within the time frame to have it reviewed. So I I don't think >> so our public again our policy is what matters in this piece where again public review prior to purchase >> the first sentence on page two says curriculum will be purchased and or adopted through the approved Oregon Department of Education process which means to me because the next thing says you have to do the 30 days that you have to approve that and do that before you can purchase it. That's what how I'm reading that. Yeah, Tom. >> Because you put your hand too high in the air. >> Well, people keep saying more things than my thoughts. Um, >> sorry, interrupted. >> Shoot. >> Speak now or forever. Hold
063your peace, brother. >> Oh, I know the pressure is helping. It really is. [Music] Well, I guess if we're going to if we're going to say >> that the contract that they're out of compliance in the contract related to the curriculum, then we do need to reference the Oregon Department process. >> Yeah. >> Right. So, I haven't read that. I haven't seen that. I want to see what the process is. >> Okay. I >> It's It's our It's our local board policy. We already have it. It's public. You see it every year when we adopt curriculum. >> Okay. Okay. So, they didn't spend district money to buy this curriculum. >> That is correct. Correct. >> They did spend money. The money came from somewhere >> their own personal fundraising. >> Yeah. >> Right. But if
064they took money from someone and told them this money is going to buy the curriculum we will use and then they don't use the curriculum because it doesn't meet state standards. I don't know what that means but it doesn't seem great to me >> that well again that is an issue outside of this board. That would be that would again if if there is an arrangement with some other group that says hey you're going to use this that's a that's an issue that they would have to address later. >> Yeah we we supplement our curriculum >> just by necessity of of state requirements. Diana >> I personally don't think that there's a right to compliance I mean the a compliance concern related to curriculum at this point in time. So I wonder if we can
065just continue on to the next point. >> I agree with Diana. >> I also agree I have to agree with that. I also would say that there's a lot of work to to make sure that that is supplemented properly and and that that was a roll of the dice. Um but it wasn't my dice. >> Agreed. Yeah. >> I guess I guess you don't lose the dice. Wasn't my money on the table. I'm from Vegas and I don't even know gambling analogies. Um thank you. I heard that. Um barely. Uh okay. So um continuing continuing continuing under compliance to the contract terms. Um what what other bullet point because we don't have any spelled out here. What other what other point do we have have any of us seen that we we would like some
066clarification on? >> Moren's first. Sorry. She had a mic on first. one of the issues that I've just heard, but I don't know any of the background on it. It sort of reflects up to uh in C um item 11 um talking about insurance, which is one of the requirements through PACE that they have to have PACE insurance and and I just would like to make sure that that's going to happen because that's a really important thing and I've heard that that may not happen. So this that's a concern that >> I I remember like they they have to have a certain number but they can't get that certain number until a certain thing happens and and yeah it's it's yes but as far as just getting clarification on that it's going to be hey
067regarding insurance and legal liabilities you're we're still good to go like is that the question you're >> just but the the my concern is that if if there is a problem and they can't get insurance. That's a huge issue because they can't operate it without it. So, it's just something to put on the table and be aware of that may or may not >> I am under their insurance. Their insurance can be PACE or another provider. Um, again, and I was quite content with the idea that PACE would not um ensure charter schools until they've been operation for a year. And so when this came back around this fall and I asked again, PACE had sent out sent an email back to me separately. They said they've had communications with Whitmore about proposed ideas and
068practices, which is why they're requesting a one-year trial period before they get insurance, but there's no other charter school in this county that did not get PACE insurance in year one and is not using PACE now. And my understanding is that it was twice. They were told by PACE once they wouldn't be covered and then asked a a second time. Um and were told the same thing that whatever deficiencies that there were the first time apparently were still there the second time. Uh although I I will say my understanding is with Andy's as well that they don't have to purchase insurance from PACE. They can they can buy an insurance policy from >> whoever they want. I just figure it's going to be understood and >> but if we we can ask for clarification on
069it like yep we'll have insurance because we have to >> again and you you have the um email from the underwriting department at pace again if there's deficiencies in their program that can be corrected we can help them correct that >> if there's deficiencies that or again issues with getting insurance and uh they want to operate with an outside insurance agents willing to take on that risk. It's also their choice. So the simple, hey, we're all remembering insurance, right? That'll be whether through PACE or through through another provider. Um, but you said there other charter schools, even though it's not a norm for year one, they did end up with PACE year one and continue to have PACE. is it is the norm that people have that charter schools have pace insurance year one. >>
070Boom. >> I have a little cup from PACE >> that I never use. >> You look like you're on the cusp of saying something or having a stroke. >> Pace PACE won't do and won't ensure charter schools without one year of operation. >> No, no, they will and they regularly do. is that there's been two different insurance agents that looked at the charter school and PACE has then declined and said if you're in operation for a year then you can come back and we'll we'll re-review. >> Oh pace said they would want. >> Yes. Yeah. So, so really I guess what what we're what Moren, if I'm understanding you correctly, the request that we're going to be making is an update in their search for an insurance provider, whether that be through through continued negotiation
071with PACE or some other provider. Is that is that am I understanding what your >> pretty pretty much what my my understanding of tonight's meeting is for us to put on the table any things that may be concerns right now or may be concerns in the future. And that to me looks like a concern if they can't. They're putting all this operation, all this time and whatever into developing and for some reason they can't get insurance. I just wanted to put that in the table. >> I think the relevant question that you may want to ask is what were the specific ideas and practices that PACE had a problem with that led to saying >> that's what I was >> we won't ensure you from we won't ensure you till a year after. >> And
072do you know what those are because that's exactly >> that's not my question to ask. Okay. All right. >> But again, my concern is that we had a bunch of emails go back and forth and I then discovered later that the idea that PACE doesn't cover charter schools in the first year was only part of the story. There wasn't a full disclosure of we've had two reviews and then pay said there are other issues. >> But now we do have this information. idea here, Andy, that you that you said that you're willing to work with the charter school to address those minor issues that Pace indicated as >> minor. >> Well, again, I don't think major or minor, but again, >> in the letter it said minor, but >> major concerns with their ideas. That's
073from the case. >> So, but you're willing to work with them. >> Yeah. Because again everything I have done has been to keep them in compliance with the contract and the law and if there's something that space has specifically object objected to that we don't know about again they have some if they have a clause or a term in their operational guidelines that pace finds to be outside of the realm for public education they just need to fix it that's it easy >> so let's move forward then >> easy >> okay so just clarification on on acquiring insurance easy or updates rather. Um, okay. So, uh, as far as compliance to contract terms, directors, any other affiliation, uh, with Hillsdale College? Um, going going through and looking, uh, is it it's 9 uh 9C, I
074think, uh, being listed on the website of Hillsdale College as a curriculum school. Uh, maybe a violation. And as far as I know, I went and I looked it up and took my little screenshot today. I went to the Hillsdale College website and as far as I see, Whitmore Classical Academy is listed as a curriculum school. Have a fancy picture for everybody. Um, which you're all welcome to look at at any point. Um, and as far as I can tell to uh curriculum school is actually the next step up from just buying their buying their curriculum from them. Uh it says uh you get the license to Hillsdale K12 program guide obviously but also a formal affiliation mark and access to select resources which I I don't know if that's like uh support services or
075what but um that seems like a problem that I can go to Hill Hillsdale Colleg's website and see that affiliation. So again, and if they simply purchased the curriculum, they wouldn't be a curriculum school. If they had purchased the curriculum and supplemented, there's no tie to affiliation. So again, purchase of curriculum and being under contract for other surfaces again is the issue with the affiliation language and the contract and OS 338. So, and we have again um and that was part of their uh part of the statement back in last February coming into the contract actually to be February 2024 when they initially disavowed their affiliation with Hillsdale that they would only be purchasing the curriculum and not being a curriculum school. So there again, it's a simple request to be have whatever their contract
076term is modified to be. We're just purchasing the curriculum. That's all. Seems pretty simple. Directors, any other under uh under D, compliance to contract terms. I will say it was riveting reading. Once again, >> I did I did >> time out. >> Yeah, I'll start with your hand, Tom. >> I did I did the whole thing I did with the handbooks last week, too. Would you want me to do that today? Okay. >> I don't, but I'm not in charge of things. Um, mainly because we we word smmith contract many times, but if we're all open to >> hearing additional word smithing of of a contract. >> I mean, I kind of think that's >> I I have a few. >> Oh, okay. >> Uh, I can try to um focus on those. Um, right.
077So then you'll have to bear with me as I go between and I'll skip anything that's just like clarifications. Um F uh seven Whitmore Classical Academy will be responsible for all student transportation transportation needs. There were emails about the district providing busing. I think that's very clear that um Whitmore is responsible for transportation. So they have three ways to meet the transportation obligation. >> They can contract with the district, they can contract with a private provider or they can provide services on their own. >> Okay. >> And the mechanism for contracting with the district is in exhibit B of the contract. >> Okay. >> And they need to contact what is OD or something soon to make sure that that's an acceptable location and whatever. Well, again, there's a People Transportation Services does a site
078survey and all of our bus stops, bus locations are approved by People Transportation Services to make sure again, and I've driven that area four times again and knowing again how our stops are approved and why some of our stops had to be changed. Again, there's one way in and there's one way out for the bus. again being on the corner of 35th and 101, right? And so again, it just needs to be again cart before the horse. Again, we need to have a site approval before we can show where the bus goes in and goes out. >> Okay. And that that will be um as decided well as approved by um OD transportation specialities >> once yeah once they contact people transportation services um again then propose a route in and out then we incorporate
079them as the overall average for the district for transportation. >> Do we want just an update on that? Why not ask one more thing? >> Why not? It just seems like that's getting that approval seems like something that should be done fairly soon. If they're not approved Yeah. >> to have buses go through, that may be a real big issue. >> May be done already. >> We'll find out soon, >> Tom. >> Sure. Uh 8C, financial records, audits, and accounting reports. Um the Sure. Um my it's page 14 for me. So number eight is economic plan and we go to C for financial record records, audits, and accounting reports. And then we go to five. Um outside funding, Whitmore Classical Academy may accept gifts, donations, or grants um pursuant to OS chapter 338 provided that
080no such gifts, grants, or donations may be accepted if contrary to applicable law or to the terms of this contract. In the event that Whitmore Classical Academy solicits funding from sources other than the district, it shall comply with all applicable state and federal laws regarding reporting of such charitable solicitations, management, and accounting of these funds as the sole responsibility of WCA and will be in accordance with applicable laws and subject to an annual audit. So, I know that they have spent money, right? We all know that they've spent money. So um >> clearly >> yes. So this the the the it needs to be reported >> in an annual audit. >> Yeah. >> Which which is not due right now. And then that also that is also something that is that is not on the
081shoulders of our auditor nor our business manager nor our superintendent. But that is in some of those reports that will be coming to us on that quarterly basis. We will we will see a an audit report as just part of the documentation that they report to us. What did I am I speaking out because again right now they're in the pre-operational phase. Yep. >> They are a 501c3 nonprofit. >> Again, they're following those guidelines and >> perfect. That's it. >> Because I was going to say that I >> read as much as I could manage of OS chapter 338 and then it told me to go look up nonprofit rules and I was like that's too much. I'm just going to ask them at the meeting. This is this rabbit >> nonprofit rules are a
082completely different animal on their own and >> and so again you again if you have specific questions or records regarding finance records you can just ask them for them. That's part of being a 501c3 and being under contract with us is that public information requests are are you have to be responsive. That's >> and and I I just misspoke. I said public entity but it's not that. It's it's that they have not as of yet, but in the future will be receiving public funds. So by by nature of that, all of that that you just read is just part of the big old audit process. And once they get into an operational phase and are receiving state funds, then they will go through the regular state audits that we go through like every other public
083entity goes through. >> That's the best part of the year, right? Right. >> Um I don't know. is so funny. I will tell you that again. >> Uh, we do pre- audit. >> She's always doubled up. She's got she's got banners hanging off of her car. >> She's that time of year. >> Um, no. I mean, we're in it right now. I can tell you. Um, it's fast and furious. >> I've been trying to ignore that auditor. By the way, I've succeeded so far. >> Well, they did ask me to knock on your door. So, >> yes, 9:30 on Friday, I have a scheduled phone call. >> Perfect. No, I mean detail oriented. um any of the reports that auditors are testing that auditors ask for the board can ask for as well. So it's
084it's you know that part is public information. >> Okay. >> So I mean and and the auditors are looking for compliance with the state. Um they're also looking for fraud or moving of items um in proper to um uh Gazsby which is the governmental um type of accounting. So, um, that's exactly what they're looking for. So, I mean, they pull samples from all over and we've gone into our archives to pull those today. Um, so, and then they'll take a look at our larger grants and so that's just something that they do as part of field testing and they'll go through the similar item just on a smaller scale. So, >> you closed your book. You got >> Yeah. No, no, the rest is like date updates and stuff and stuff that we've already talked
085about. So, >> beautiful. Cool. Okay. Um, I have not met your daughters, but I might request that they hide your little Post-it tabs. Take them away to play with them. >> They would. >> Yeah. Okay. Oh, you have See, yours yours your posted tabs look way more professional. >> Fancy. >> Sorry, Tom. You got you got you got to keep up. >> I got these from Pace at the OBA. So, you tell them >> freebies. Okay. You're trying to turn you off. >> I'm reaching there. Yeah. Um I I it's been brought to my attention that uh we might have some problems with uh meeting the standards for public meeting law. Uh just this is housekeeping stuff, but uh make making sure that we let them know uh agendas, meeting minutes, notes, so on and
086so forth need to be posted online where people have access to them for any public meeting. >> And as far as I know, all that's compliance. The one thing that we discussed last year again in broadcasting of their meetings again those are digitally recorded and again they just need to post the archive somewhere on their website for for further review. That's that's the one piece where they struggle with some technology pieces. >> Yep. All good. Directors, anything else? Dude, see it'd be a lot faster if you had post-it notes. Okay, man. That was a good one. Did you hear that? That was legit. I'm all right. Thanks, YouTube. Okay. What are you whispering? Um, all right. So, uh, moving on to 3.0 review of the superintendent job description. That's a lot of bullet points. >>
087There's not enough room on that page for post-it notes for all of them. Post-it tabs. >> Correct. Again, >> you have you have the list and this was the um list as last revised by the board. I'm going to say in 2013 because you had um you had one superintendent that was hired under those guidelines. yet and then it was not changed and then they hired superintendent angle and then they hired me and just and so it's been a continuation of the 2013 parameters. If there are new things that you want and or need that should be reviewed now um so that way you can give it to again I would either say OSBA candidate search is probably your best group. Um I there are other groups that are that perform similar candidate search functions.
088Um, but again, you've used the board successfully used OSB in the past and they have a fairly tight process and really once you lay down here's the qualifications that we're looking for, they again pre-screen based on those and move from there. Then they bring you a list of pre-screen candidates. You decide how many rounds of interviews you want to go through and then come to a final determination. the the only bullet point, thank you uh for that. The only bullet point that I I we need some kind of feet of strength and I propose wrestling matches against the building principles. >> Uh I would go with deadlifting cars by the bumper because that's something I've succeeded. >> I like it. >> If you want feats of strength, >> if you can flip the car, hire
089it on the spot. >> Can't can't flip the car. So that's why I'm retiring. Lost a step in my old age. Lost Lost that flip. lost that flip. Okay. And uh just uh everybody in YouTube land, you can't see Mike Harker Road in the background, but he gave a thumbs up to the wrestling match. He didn't I did not I did not see him. If he did, >> you've got you've got an administrative intern. You can sub in Mr. Roach for any wrestling with new candidates. >> So I Anybody? Nobody. Nacho Libre. Nobody. >> Oh my god. Nacho Libre. Wow. >> Okay. I emailed uh I talked with Vince uh Vince Adams from the OSBA on the phone and he sent me a proposal so I can just forward you guys to that. I I
090thought we were going to talk about like what option should we go with but it sounds like we're like OSBA is is that >> we want to explore other options or >> I would like to explore options. >> Okay. Yeah. I mean, so I've got this proposal from and you know, he knows our area and I think we all we all know him and so um I I will forward this to everyone. Um but he did recommend that we get on this soon. >> Uh let me sorry it's on the agenda in our work. >> Well, what's up? >> If I can request a copy as well so I have costs and Um, I I I actually have not read this yet, so >> all the better. >> Um, so Tom, as you're doing all
091that, so directors, as you look through those bullet points, um, anything I I didn't take any or see any claring omission or or anything that's like, I don't like how that's worded. Um, we all is this is and Diana, thank you for suggesting that we add this right here so that we were able to read those bullet points and and we can we can do as Vince is also aware get going soon. So whether that you know through the OSBA candidate process.com email I don't know where we >> hire the dude that's at the lumber yard looking for work. >> That's who I hire. doesn't work out. The last one threatened to beat me up and he was about that big a round. I probably deserved it though. >> Okay. Any other thoughts on on
092uh qualifications, expected knowledge, skills and abilities, essential functions and performance responsibilities? >> No. >> It's going to we're going to have we're going to have further discussion as time goes on since we're not making any decisions tonight. to be aware that these are and if we have changes later. >> Yeah. >> Works right. >> Yeah. This schedule starts in next month that he sent me like planning an organization next month and then community engagement and proi profile development October, November, recruiting and marketing December through January. Screening and interviews February through March final selection April, July, September. And then he's got some frequently asked questions. >> And you sent that to us? >> I just sent it to Debbie. Did you get it? >> She she'll get it to us. He's good at her job. >>
093Cool. >> Okay. >> I have a quick question. Um with OSBA at some point, I think Vince said or somebody said that we pay so much money and and we haven't used all their services. Is are there different patches of money? is the money that we still have sort of some there at OSBA, could that go towards towards this? Is there >> It would be part of our overall consulting fee. But again, I'm just looking real quick to see again uh because I get independent emails from people that run similar services. Um and so again, there's there's a few other candidate search entities. Again, I I know uh again >> in our agenda planning meeting, we ought to have this as an item of >> okay, >> which service do we want to which service
094or services do we want to >> start our search through? >> OSBA plus I I would say. >> Yeah. >> Good. >> I don't >> you good. >> I don't know of any other but Oh, sorry. I'm sorry. I didn't see you. Sorry. >> Don't you listen to podcast indeed.com for free? That's Joe Rogan. Sorry. >> Okay. >> I I don't have anything about the job description. It's more on the charter school. Do you want me to wait on that? >> Well, what do you got? >> I I don't think anybody's here, anybody that's in this room had um ever started a school from scratch. And I know that I think we should just give them a little bit of grace on on helping them as much as we can. And Andy, I'm I can
095come in and help you if need be um with if you need research done or anything. I just I'm willing to help. I just know it's probably very a lot of work for them and you. Um but starting something from scratch takes a lot of work. >> Yeah. And and you know, seeing as seeing as that charter was approved, I mean, that is our charge is to to work work toward and forward to >> to the opening of WCA come come fall 26. >> So, if you need help with researching or anything, let me know. I can help out any way I can. >> Yeah. And then also in in regards to that we also have that charge of making sure that it is done >> correctly. >> You know that's it's I mean this
096is to me it's akin to the same thing that we we talk about in the in the the the uh public comment you know in our public comment policy. It's like, hey, you may have an issue with one particular employee that may be a valid issue, >> but if you jump the process and and start naming names right here, well then if if it's a legitimate thing, we've skipped too many steps to actually handle it properly. And so so part of our charge is that, but the charge in that is to work toward >> toward implementation. I I don't necessarily think research is the issue. It's again uh work towards execution. They have a lawyer. >> Good wording. >> Yeah. >> They have a lawyer that can help them with most of these issues and
097I've made reference and introduction for them to other classical academy charters that operate in this county. So again, if they want a quick template of how to get started, those already exist and they're not having to again recreate the wheel, so to speak. And so um again, their their attorney handles many charter school startup contracts. Their lawyer has actually worked with our attorney on forming contracts between operational entities. So again it's again like the list of questions that I have uh in some of these instances again in the one document again like here's all the bullet points >> part of them are to enumerate >> um again kind of the specificity here's the granular points of things that have been addressed and they're being readressed again or these are things that are black and white
098letter of the contract or black and white letter of the law where there is not much interpretation. there actually in some cases there is no interpretation right and so again we can give them as much flexibility within 338 as possible but it still means they have to do the work they took on a herculean task starting this and we've provided them with many resources as possible I can provide them information to help fill in those gaps but it's not a wise use of my time to keep sharing the same information again or again I'm reforwarding an email from October and then April again now right and so they're inter their internal communications they just need to be on board and share their own information with each other because that was part of the October directive
099I'm going to respond to the single point contact email >> and and if they need to share that with people in the organization they need to do that I can't share with everybody that might need to know or think they need to know within their organization Yeah, Tom. >> Um, I was just going to say that I I hear what you're saying. I I have never opened a school from scratch. Um, and it that's why it's so important that we review this and that we we make sure that that uh they know that we know the contract so that every when it's time to open those doors, all the ducks are in a row because anything that happens before those kids go in those schools is correctable. Once the kids are in the schools, it's
100another ball game. So you leaned forward. Did I say what you were going to say? >> I just bent. It's all been lots of things have been said. >> Anybody else? >> Yeah. Meeting adjourned.