4/9/2026 School Board Meeting

001I will call this meeting to order. Please stand for the pledge of >> allegiance to the flag of the United States of America and to the republic for standice. Uh, let's see. I think it's approval of the agenda. >> I'll move to approve the agenda. >> I'll second. >> It's been moved and seconded to approve the agenda. All those in favor signify by saying I. >> I. Motion carries. Uh, do we have anybody signed in, Blake? Anybody online? Perfect. We will move that forward and go up to our uh NHD presentations. >> Hello. >> If you would turn your microphone to green dot and pull them pretty close. It almost feels like you're eating it. Okay. Um, I'm Kyla Salier Smith and I am the whoosh adviser at the high school. Um, and sadly we

002don't have a ton of our kids here, but we have conflicts with sports and, um, I have a couple of my kiddos that live way up over the hill and this is kind of a lot to come in just for a few minutes. So, um, but, um, I know Dean's got six. Enoch is here. Seven. Thank um, Enoch is here. And Enoch's um documentary is the one that we're going to share with you today. Um and I don't know, I don't want to really put you on the spot, Enoch, but um pretty awesome documentary coming from a freshman and he didn't think he was even going to be able to pull it off and I said, "Oh, please, Enoch." Because I knew the work he could do and he pulled it off in about two

003days and took first at state. So, um >> regionals, excuse me, on to state. Yeah. So, we will be taking kids to state, not this weekend, but the following weekend. Um, and I've got eight. So, I took eight to regionals and I'm taking eight to state, which is pretty good percentage of kids that are doing um fantastic work. And I'll let Dean talk and then we can share his documentary. >> Hi. I've got uh 16 kids who qualified. Four sixth graders, two seventh graders, and eight sixth graders, all going to state. Very proud of them all. Uh we swept um individual documentary and did some other great stuff. Um individual performances. I have two sixth graders, sixth graders and they wrote their own individual performances each around 10 minutes and just excellent work. Um, one

004of them's here and uh, anyway um, we've had some fantastic work but we've asked one of our students to present share something to give you a taste of their work. >> Before you do your presentation, Ena, could we have all of the students with you two as their advisor? So, for a picture up front, please have like this. Each of you could stand one end or the other. >> Okay, let's stack in a little bit and then board. Do you want to come forward maybe behind them >> here? I'll help a little bit. Everybody looks like this. Okay. One, two, three. Congratulations. Yay. Thank you. Oh, students, stay there. Students, stay there. >> Okay, you got to talk to the audience here. Let's have you turn around and face the board. Turn right around, face

005the board. Tell them your name, your grade, and what you presented. >> Uh, my name is Bivana Torres. I'm in 8th grade and I did an individual documentary on the bonus army march of 1932. >> I am Lionus Macy. I did um me and my partner did a presentation or did a performance on the Amistad trials of 1840. My name is Abraham Aoyo. Uh I made a group documentary on I'm an eighth grader and I made a group documentary on the prohibition of alcohol. You're gonna introduce yourself in a second. >> I'm Carly O'Brien. I did a group documentary with my partner Agnes Perinbeth on Gertude Edley's Swim Across the English Channel. Uh my name is Tatum Hall and I'm a sixth grader and I did an individual performance on the Salem Witch Trials. >>

006My name is Hannah Schmeck and I did a in group performance on the printing press. My name is Sophia Martinez and I did a group performance Hannah on the printing press. >> Wow. Let's give him our big round of applause. >> Okay, now you can sit down and then Enoch, I don't know if you'd like to take a seat or how you would like to explain what we're going to see and how you can tell us a little bit. >> Uhhuh. >> He's amazing. He I've had him sixth and seventh, eighth grade, and he came back now in ninth grade. Fantastic. I just one of the neatest things that I've had in my career is National History Day because the students pick the topics like Bibiana I call her Biver she picked the bonus army

007march and I bet you 98% of students that go through if they had daunt okay but I mean so many students what is the bonus army march and she picked it she found her book she made it she knows way more than I do about it now and it's just fun to be their coaches they do the research they make their projects So Enoch um is in the Woosh um high school, but he totally did his research and everything on his own. And the high school kids don't have class time, which is just kind of like a another thing like wow. Um I'm Kimay. I'm a freshman at Proer High School. I did a a individual documentary on the Warren County PCB protests. It's kind of like the intersection of like environmental racism and civil

008rights movement. I thought it was really interesting because people don't really think about how those two things come together. Yeah. Okay. So, um I think Mr. Blake Campbell has it ready to show and we're going to make sure we can hear it and that our people online can see it. And what >> in 1982, the residents and activists of Warren County, North Carolina, protested the construction of a landfill for PCB contaminated soil that targeted a predominantly lowincome African-Amean community. The PCB protests, as they became known as, were a revolution that exposed and highlighted the issue of environmental racism and oppression of minorities in the US, triggering a reaction that reformed the environmental justice movement. Throughout American history, the lives of African-Ameans have been negatively shaped by systemic racism. Following the revolutionary abolition of slavery in

0091865, minorities were still plagued by the rise of new evils in the form of discriminatory policies. In the 1930s, the federal government established the Home Owners Loan Corporation, HOLC, to keep people in their homes by helping them make payments and avoid foreclosure. During the Great Depression, HOLC had sent people to catalog detrimental influences of neighborhoods, using racist descriptions such as infiltration of Negroes and mixed races as characteristics that would lower the value of a neighborhood. Using this information, the HOLC created residential security maps for nearly 250 cities. And on these maps, classifications were given that would determine whether loans were guaranteed. This process called redlinining had drawn unfair boundaries around neighborhoods based on race, depriving communities of the necessary resources they needed to thrive. This essentially had racialized poverty across the country, setting in stone

010systemic racism in America. Decades later, in the summer of 1978, the authorities of Warren County, a rural area of North Carolina, discovered that an unknown oily substance had been sprayed along North Carolina Highway 58. Criminal investigation revealed that transformer oils with PCBs, a group of man-made chemicals, was intentionally dumped along 240 miles of rural North Carolina highway across 14 counties. In December 1978, the state of North Carolina announced the plan for a 700 acre landfill to dispose of the over 32,000 cubic yards of PCB contaminated soil in Afton, a predominantly black community in Warren County. Before the residents of Warren County even knew what was being planned, the Environmental Protection Agency had approved this arrangement. The issue with PCBs polycllorinated bifphanols is that they have been proven to cause many adverse health effects. PCB exposure

011could cause negative effects on immune, reproductive, and neurological health and could even cause cancer. These chemicals cannot easily break down once introduced into an environment, infecting air, water, and soil with carcinogenic garbage. The residents of Afton, appalled by the idea of such harmful chemicals entering their community, attended public hearings to protest the dump. Why would a place where most people relied on wells for their drinking water be chosen for this? Not only was the choice of Afton not scientifically suitable due to the town's high water table, it also threatens the livelihood of its already impoverished residents. >> I heard that it would cause canc. I can't afford to put this cattle on the market. And it might be some of that stuff can drift through here. Get in the creek down there and I might

012kill people in California. I might kill a little child like this one being a piece of beef. >> Warren County was the poorest county in North Carolina with a predominantly black population. The parallels to the structural racism of red lining were significant. This was no coincidence. Several lawsuits were filed as a reaction to the landfill, including the 1982 lawsuit by the NAACP under title 6 of the 1964 Civil Rights Act, which prohibited discrimination based on race, color, and national origin in federally assisted activities. Despite the evidence the NAACP had presented showing how Afton was unsuitable due to its water table and had been targeted, the judge denied the plaintiff's request to stop construction for the landfill on August 10th, 1982. Ken and Deborah Fuio, a white couple who had recently moved from Ohio to Warren

013County to experience a more natural rural life, grew angry after hearing from a local NPR radio station that the state's PCB landfill would not be deterred by public sentiment. Led by the Ferios, a group called the Warren County Citizens Concerned about PCBs formed to lead a fight against toxic aggression. On September 14th, a community meeting organized by the concerned citizens along with religious and civil rights leaders was held to prepare for a non-violent protest the following day to disrupt the arrival of the dump trucks. With legal action now out of the picture, the community's reaction shifted to confrontation. A revolution had begun. >> On September 15th, 1982, the convoy of PCB trucks rolled into Afton, North Carolina. The members of the concerned citizens and the residents of Warren County saw the imminent arrival of poison

014to the community. In a stand against the threat before them, 130 concerned citizens staged a human blockade to prevent the trucks from progressing. They weren't just holding signs. Instead, they lay on the roads demanding reform in an ultimately broken system. Many called upon the power of their faith, chanting powerful prayers and religious songs. 52 adults were arrested for impeding traffic and 12 children were detained on the first day of protest. The protest continued for 42 straight days. A routine of marching from the town's local church to the landfill site. By October 27th, the state had completed the relocation of 6,000 truckloads of PCB contaminated soil into the landfill. The protesters had been unable to stop in, but that wasn't what mattered. Despite not being successful in the end, the unity and perseverance of a small

015yet mighty group of rural protesters had drawn the media's attention. In the months following the protests, the federal government investigated the sighting of the hazardous waste, finding that three out of four of the major hazardous landfills in the southeast were cited in predominantly black communities. 5 years later, in 1987, the United Church of Christ published the toxic waste and race report, which proved that race had the most influence on the location of a toxic wasteline. It wouldn't be until 12 years later that true reform began with the Clinton executive order that mandated government agencies to address environmental justice. By 2004, the state of North Carolina and the EPA finished the detoxification of the site for a cost of $18 million. The cost of ignoring justice was unavoidable. Now, a site so controversial in the past

016is a quiet field that has a history of revolution, reaction, and reform. The effects of the 1982 Warren County PCB protests went beyond a revolution that would only affect a county. They marked the beginning of a movement that would protect the environment for everyone. The reaction that followed was inevitable. When the protesters joined together to fight for justice, they highlighted the issue of environmental racism, which had become an issue due to America's long history of prejudice. With new found national attention, reform was introduced into programs across the nation. Today, the effects of environmental racism still impact communities. But because of the efforts of determined activists, there is a movement to reform discriminatory environmental boundaries. The environment isn't just wilderness. It's where we live and work. It's where our children play and grow up. It shouldn't

017be a location determined to be a sacrifice zone based on a prejudice system. The front lines of the battles fought today may not take place on the roads of the community you may want to protect, but the revolution for environmental justice is far from over. Questions, comments from the board. Great job, Enoch. Um, you showed us your documentary last year, too, didn't you? >> Yeah. Congratulations on advancing state, all of you, by the way, and I hope you have a great experience there. >> What do you like about the documentary format versus the presentation or a paper? >> Uh, I feel like with the documentary, you can really like show a story visually and like connect with the people watching it. >> It's You did such a good job. It's related. >> Thank you. >>

018I think you should go to work for our no local news broadcast companies >> or Dianis's national companies. >> Yeah, there you go. Um, Enoch, you did a great job um put together very well. So, congratulations to you and good luck uh going forward and good luck to the rest of the the students that are going along with you. And you guys do a great job year in and year out. Um so, keep it up. We appreciate it. Thank you. >> I think one more thing we miss not to address is that there was a pretty big announcement made last night by Kyla that they are retiring. Little sad but happy for you guys after all the work that you've done say over 65 years experiences probably one of our biggest part of Thank you

019for your service. >> Thank you so much. >> Yes. Thank you, Mr. Smith. for all the students and so forth. You don't have to sit through the whole board. You're welcome to go home and have dinner. >> Well, you can if you want. >> You can. Um I bet Carly's probably gonna have to stay for the whole board. >> She can do her homework. >> Great. >> Okay, you got to follow that. Brian. >> Yeah, >> Brian, you're up. >> Well, thank you for having me. Um, I always feel like, well, not always, sometimes I feel like athletic takes center stage in many districts, probably most districts, and it's always encouraging and very heartwarming to see the educational piece here. Um, especially with with the Smiths who have been here for so long. Um, that

020the program truly is something special that they've created. Um, are some of our student board reps are NHD alum and continuing members. Um we see it quite often. It's definitely a culture that they have built here proer and I'm grateful for it and it's going to be tough to replace. Um but congratulations to NHD. Um congratulations to a number of people. I just wanted to start with with those. Um I attended the drama production of The Great Gatsby. I have to say congratulations to to that entire group. Um and Mr. bestie, that for me personally, that was my favorite play, favorite high school play that I have ever seen. Um, that's how good it was. I I really loved it. Um, congratulations to the band for the performances in Southern California. I heard great things

021from that. Um, we've had a number of groups that educationally and and content scholastically have gone out and done wonderful things. FCCLA, um, DECA, oh, there's so many. I can't even list them all. FFA has has done a lot recently and they continue to do so. Um, thank you to our staff, I guess, is really what I'm trying to say is thank you to our staff who continue to put their their heart and souls into the content and then continue to explore their own growth as educators through the PLC plus process. It's something that we have tried to focus on this year and we've kind of patterned that off of the middle school as well. um tried to piggyback off of them and we're really working to build PLC's at the high school and and

022um focus in on on the process of learning, focusing on the process of growth as as educators. Um there's been a lot that has happened and a lot that going on right now. We finished up spring pro um conferences, parent teacher conferences prior to the break. They went well. Again, that's another opportunity for us to see, you know, the whites of people eye people's eyes and see the interactions for us as administrators. the interactions between teachers and parents and that's a wonderful thing. Um most of that if not all of that is regarding academics and their progress towards graduation. Um that is definitely on the forefront of people's minds as we go through those especially our senior group. It kind of marks the downhill race towards the end of the year. Um it's my probably

023my most stressful time of the year. Um as we you know begin working on next year's schedule scheduling process has already begun. Um so many tasks as we get down here but uh scheduling process is underway for next year and we should have that completed. Uh we will have that completed before the end of the year hopefully very soon. Um students from HMS have already been up to the high school to visit with us once. We're going to have groups that come up again. uh particularly our special education students have uh planned to make a visit to us. We'll have them over a couple different times. Uh we see that the students with the higher need for socialization and and interaction with within the walls of Proer High School, it's it's scary for them and

024uh so we try to bring them in multiple times to kind of help help uh quell that fear. Um our calendar is very very full and if you want to keep track, here you go. It's it's kind of busy. Um May 6th, I'm going to jump ahead and I'm going to stay away from sports, too. May 6th is our NHS introduction induction night. Um NHS again is um national hit uh National Honor Society. You have to have a 3.5 cumulative GPA to be a part of that. And we induct and tap students as sophomores um moving into their junior year. So, we have a large group that's taking care that's going to go through that process. May 11th through the 14th is our um SBA testing dates. We will have an alternate schedule on those

025days uh where we just like we have in years past where we uh have just the kids that are testing in the morning and then we'll have everybody in in school for the remainder of the day. Um our athletic banquet is May 20th. Uh May 28th is avid family night. May 29th is migrant graduation night. And then you get into graduation week. Uh, as the kids were walking in and our student board reps were walking in, I heard some conversation about how long do you have? And some of them knew the exact number of days, but really graduation week is it's kind of packed and and a whirlwind. But June 1st is scholarship night. One of my favorite nights of the year. A lot of excitement and a lot of uh just heart in that

026in those moments as they reap some benefits of their hard work throughout the years at Proer High School. June 3rd is Balorat. Um, always excited to see that. I don't know who the speakers are yet. Haven't um haven't heard who those will be, but I'm sure it will always be great. Mackenzie Lopez does a great job with that and Fellowship of Christian Athletes um has has done wonderful with Balora. Um so I encourage all of you guys to attend as many of these as you can. June 4th is the last day for seniors. Sammy, I know a little hurrah there. June 5th, graduation practice. We will have our moving up assembly and the graduation walk where we travel to the different buildings and let the littles see our kids in their graduation gowns, caps and

027gowns and uh hopefully inspire some future generations of Mustangs. And then graduation ceremony is on June 6th. Um we have moved that this year to accommodate for the feedback that we had last year. My dad was one of the people that passed out. Um, and so we had two, My dad was one of them, but uh, we moved it up to 9:00 a.m. 900 a.m. That seems very early to me. Hopefully, we can beat some heat. And, um, again, I'll try and keep it to an hour. We've done pretty good with that so far. Um, I don't know that we have gone over an hour and five minutes in the 10 years that I've been here. So, nine years that since I've been here. um graduation ceremony 9:00 a.m. on June 6th. Um hopefully that

028uh is a decent report for you. If you have any questions for me, I'm willing to answer anything you have. Any questions for Brian? Students, now's your chance. >> Thanks, Brian. I appreciate it. >> Yeah, thank you. Uh >> next up is a Department of Report Special Services, Dr. Jennifer Allen. All right, I've got a one pager of highlights to share that's going around. So, we've had a great year so far. Um, a little bit of the overall view of our program. We're serving 347 special education students. That's from preschool all the way up through 12th grade. Um we've got 65 staff members, a great team of very dedicated people. And I just wanted to share some of our staff support and professional learning that we've offered this year for our team. So, we've had

029a staff newsletter which has been going out um kind of like the pulse of Proser but for special services. Um weekly Tuesday drop in support meetings via Teams. Uh training on something called transition IEPs. So, that's a special part of the IEP that gets added on when kids turn 15 and helps us make sure that they're set up for success when they graduate. Um, we've trained 48 different staff members this year in something called the Mant system, and that's to help our team members support kids that are in crisis or having behavioral challenges. Um, we've done training on section 504 plans for all of our buildings. And our tool that we use to write our IEPs and 504s, it's called IEP online. and we are moving from the 2.0 program to 3.0. And so we've

030got some trainings this spring and before school starts next year to make sure they're up to date on how to use those tools. Um our families are really important to us and so we've done a lot to engage with our families. We started this fall with a meet and greet um where I was available to meet with families and so we hosted them here and then in the winter we had a cookie decorating event and so that was a lot of fun to see parents and kids and those connections. We had some of our staff there as well. And then this spring we're doing a parent survey to get feedback on our program and see what we're doing well and what ways we can improve. Um to highlight just a few of our programs and

031activities with kids this year. Um programwise, we've got our preschool program. We have resource rooms. We have life skills classrooms. Um we do work with two outofd district placements. Candy Mountain Academy for kids that have higher behavioral needs. Um and then Sunnyside and Pasco school districts which have programs for deaf education um for students that need that. Um some things that we're doing here that have been really exciting this year. We had our unified Mustangs. So that's special education students plus general education students. We had two cornhole tournaments. Um, we're also offering different work experiences for kids to gain those job skills that they need to be successful after graduation. So, we've got some kids working in the school cafeteria. Um, kids partnering with leadership to do recycling. We have job skill development with local

032businesses. So, right now we're partnered with Harvest Foods, Grocery Outlet, Northwest Farm and Supply, and Jubilee. and we've provided um training for kids on how to use public transit. So, they took a trip down to Queensgate and then um some of our seniors recently participated in a CBC career and internship fair. So, lots of good stuff going on. It's been a good year. I'm really proud of our team and seeing great growth with our students as well. So, any questions? >> Any questions? I I don't have a question. I just like um the programs and activities stuff that you guys are doing I think is is really good. >> Thank you. >> Yeah. >> I think you've been great. >> Thanks. >> Any other questions? Thank you. Appreciate it. And thanks for the the outline.

033It's very helpful. Uh, next up is discussion items. Uh, board recognition. Michelle. >> Okay. So, um, as I mentioned in my board report last meeting, I was kind of hoping that we could craft a more formal, uh, board recognition program. I know that, um, we recognize people, you know, kind of on a one-off case basis. um you know our students are really good about bringing up achievements that happen um at the high school and as we know things we bring them up in our meetings but I think a lot of times people aren't listening to the meetings and they never hear that that recognition has happened and so I thought it would be nice um especially with all of our financial constraints we have um it's kind of a downer sometimes to listen to our

034meetings so I thought just it would infuse a little positivity into into our board meetings if we have some kind of a formal recognition program So, I drafted up uh just an idea for us to talk about. I'm basically talking about setting up a form for a monthly um nominee. So, my explanable one. >> Thank you. Thanks, Brian. Um, so anyway, what I what I crafted up basically is would use Microsoft Forms as a way to submit nominations. I just suggested there could be a couple different categories involved in that. So, student achievement, staff achievement. I know we do have a um staff spotlight already, but this would just be a different way to recognize our staff. Um, community partners, we often have really great community partnerships. Um I think it'd be nice to recognize

035them more formally. And then the unsung hero, I took that from um the Nachi school district. They were they have a program that's very similar that they introduced at um WASDA last year when we went to that conference. And um so it's just kind of like some of the stories they told were like they were students but maybe not necessarily like an academic achievement. like maybe a student who's gone through a really hard time at home and overcome a lot of difficult obstacles and been successful. So, um someone just kind of behind the scenes who does something meaningful. So, the nominations would come in through the form um and then everyone who was nominated I envisioned could get a a letter sent to them um from the board to their home signed by either all

036of us or by you Jason or or a designate and then um choosing one each month to recognize at our board meetings. So anyway, thoughts. Uh I just kind of drafted up some ideas, but open to discussion. >> Um you know, reading over you did a great job putting this together. So thank you. Um I think it's a good idea. I think it's something that um that we can strive for. One of the questions I had is I know you talked about recognizing just one at the board. Um, but if there was multiple nominees, everybody would get, you know, a letter or whatever. Um, what would be the process of deciding? If there's multiples, how would you choose the one? Is there a committee formation or >> Yeah, you know, I I could reach out

037to Natcheis to see how they do that. I think um they have the superintendent kind of narrowed down. >> Oh, I don't want to be the bad guy. >> I didn't put that in there for a reason, Kim. Um that's what I think there they have the super >> says I don't always want to be the good guy. >> Yeah. >> For for Yeah. For >> and and also one one idea could be I just um one idea could be to like recognize one from each of those four categories. I just didn't know how long that would take at a board meeting to recognize four people. Um I don't know. I guess we'd have to think about what a process could be or I mean I'm happy to reach out to the Natchez school board

038and see how they determine their monthly board award winner. Um, one idea I had that maybe as this progressed, well I didn't have it, but in Nachis they had their um, wood shop oh create like little wood plaques to give out. So they did, you know, 12 of them one for each month and then whoever was the, you know, got the board award for that month got a nice little wood plaque made by the wood shop students to take home, which I thought was pretty neat, too. Um, I don't know how you pick just one, but maybe, you know, the one that's just the most compelling, maybe the board votes on that privately or >> But that's my question. Can't How do we do that without violating the >> Yeah, it's a good question. Let

039me let me dig into how they figure that out in Nachis. >> So then follow that question. How do you in tracking the nominations and keeping those records? How are you going to do that compliance? What if someone wants to get that record? Because it'll be a public record. So if someone makes a record request, it has to be something out >> the nominations themselves. Yeah. So I think that would be done. Correct me if I'm wrong. and and maybe Sean is our person who could tell me for sure, but I think I'm I'm only familiar with Google, but I think Microsoft forms works very similarly where then those nominations are collected into like a spreadsheet type format. So you have all of that maintained. It would be collected through a procer school district email

040link. Um, so you put in your nomination form, it's going to through a procer email address and then it collects them all in an Excel spreadsheet, I would guess. Is that right? >> It'll auto >> it autopop populates. Yeah. And, you know, I don't want to create a bunch of work for anyone either. And so, I mean, I'm happy to take the lead on setting up the initial forms. Um and then also I think you know the way I envisioned it is you can create kind of a four different base letters that can then be very easily populated just directly from the spreadsheet contents kind of filling in name address what you were nominated for who you know so taking basically everything that's on that form and autopop populating the letters so then we just

041have to create them and sign them >> I think it's a very nice idea kind of and do it without costing staff time and money. >> So the spreadsheet would be in compliance. Is that right? If it's all done through proser district email and we can maintain that record. Um as far as how we would figure out who gets the monthly recognition, I have to figure that one out by asking around. Students, do you have any feedback? What do you think? >> Sorry. >> I was wondering if you had a timeline that you were thinking of when we would implement this. >> Not necessarily. I think it could be really easy to set up pretty quickly. Um, so I think just kind of working out the kinks and it probably would take a few months

042of like trial and error to really work out all of those kinks, but um I mean I've set up similar things obviously using Google because that's what I'm used to, but I'm sure Microsoft works the same and it's pretty quick. Um, so I I would hope that we could get going with it within a couple months. But I have to answer that question about how we pick the monthly person. Even if we even if we didn't start that piece right away, I think we could still collect nominations and send letters. Um, I think it'd be really cool for people to get a letter from the board recognizing their achievements. >> I think that would stem up a lot of motivation to just like I don't know create excitement for your achievements and stuff like that.

043I think a lot of stuff goes unnoticed. I've witnessed as a student for sure. So, I think it'd be really awesome to make sure we're noticing everyone's achievements. >> Yeah. I mean, I know I've heard feedback from a lot of people about like, well, how do you get, you know, recognition for XYZ, right? Like, sometimes students get recognized and sometimes they don't. And how do you how do you get recognized by the board? And other than just knowing someone who's going to bring up your name, right? >> Had one question. Would it be only staff that could submit a nomination? Well, so the way I wrote it up, it would be I was trying to figure out where to draw the line, right? Like anyone have thoughts? Like you could make it open to the

044whole public, but then it might get a little out of hand. Um students could potentially like bring a nomination to a staff member to submit. possible to have them like put it in our box that we have in the office and then we can bring it to you like directly >> like a written like a handwritten >> Yeah. >> We have a QR code too that people can submit. >> I don't know. What do you guys think? I my initial thought would be I think you I mean if if you're trying to do something like this I think you would want to involve um students while >> would you want the student nominations to go through a level before like instead of directly filling out the nomination form would they like would you want them

045to clear it through their board reps they send it to the board reps and the board reps I Yes. I guess I just worry about like getting a lot of maybe not meaningful things sent to the to the box. >> Um, does net does Nat Cheese do it in those kind of four categories? >> Not sure. >> Um, >> I know that they do staff, students, community, and this kind of unsung hero. I don't know if they have the nomination broke out separately, but I know that they recognize all of those various categories of people. Um I don't know like if their community can even submit. I don't know the extent of who submits but I think it's staff because in their case I do remember in that workshop everything goes through the super their

046superintendent. So the superintendent like maybe it's the 5th of the month sends out an email and says remember to get your nominations in by you know the 15th and then they come to the superintendent's um email and the and the superintendent picks the person who gets the award right so it's not necessarily being vetted at all through the board >> I think it'd be interesting as an idea to have the student board reps have their category if You can always make a terrible idea. >> Yeah. Yeah. You guys figure that out. You nominate someone. >> I can email the three of you and we can chat about it more. That helps. That's great. Yeah. Perfect. Okay. >> I think this is a, you know, a worthy venture if we, you know, if we want to

047continue continue to move forward with this. Uh, you know, I'm in favor of moving forward and just get more information. Um, you know, there's, I guess, a at least one or two items that need to get addressed that are probably priority. Um, and >> I think we could set up a an email drop box for it rather than it going to a person's email. It would be ESD whatever recognition email. >> If you use forms, you don't need to do that. If it's forms, it'll just go directly into the form and then there's just somebody who manages the form. So, you would you could produce a link, you could produce a QR code, any of those things, and it just goes in there. There's no need for an email. Yeah, and we we're talking about

048paper forms that becomes the management of the documents. I think it would have to be submitted that way. And a person could come in and we could help them submit a form if they didn't know how to do it. But >> yeah, once you have one piece of paper, then the public records gets more difficult because you don't have a management system. And I, you know, depending on how we want to set it up too, I was thinking even if it was a board decision to make, you know, the nomination, you know, we could review a few of them. I or whatever. We could review them, make a vote on it at one meeting and do it the following, you know, so do it at the first of the month and then um, you know,

049bring them in at the last meeting of the month if that's if that's the direction we need to go. Okay. Well, it sounds like there's interest. So, I can look into getting some of these questions answered. I'll play with Microsoft forms and see if I can set up a form. >> You can really >> um and then so I mean I I can I have the time to do that. So, I can set up the an example form so we can all see how it would work. Um, and then even set up the letters because I I mean I don't I don't want anyone to have to go in and type letters, right? So, the fields that are on the form ideally would be able to be pulled directly into the letters. So, it wouldn't

050be a lot of work to to make all these letters. Um, but I can go ahead and create all of that so we have something to look at and then get answers to some of these other questions um or coordinate with the students to see how we can get um student nominations too. Any anything else? >> It's great. I would say I'm in agreement. I love the idea. I think they'll we could work out some of these little hiccups or I don't know if they're hiccups or just my concerns would be similar to Alisa's just that we're doing everything legally and not creating, you know, anything that's cumbersome to the the staff or administration. So, um yeah, I I think it's a great idea though. >> Cool. Well, I think it will really help just

051boost everybody's morale and I mean, who doesn't like being recognized for their accomplishments? So, um, >> that's right. Well, thank you for for putting this together and, um, we'll look forward to what you come up with here in the next meeting or two. >> Yeah. Thanks. >> Thanks, Michelle. Uh, next up is student representative reports. Olivia. >> Um, we're all looking forward to prom. It's on May 2nd and our theme is The Great Gatsby. Um, Rive Cafe released a bunch of April activities and I'm also looking forward to see how all the NHD competitors do at state. >> Um, the leadership class has been working to celebrate Mr. Funk this week for National Assistant Principles Week. Um, Grizz's farm is taking place this Friday and then also FFA is just preparing for the plant sale

052for May 1st and 2nd. And then lastly, NHS is doing a spring cleanup this Sunday. >> Could you tell me the date of the Grizz's farm again? >> Friday. Friday. >> Yes. >> Is it all day? >> That is a good question. >> Yes. Yes. >> The sun will be out in the background. Yeah, it's definitely a highlight every year for all the kids. Um, we're back. We're good. We're happy to be back from spring break. I hope everybody had a lovely spring break. Um, I didn't get a chance to report on this at my last at the last meeting. I had my conference, so I wasn't able to attend, but we had a teddy bear clinic hosted by HOSA and so we had about 50 60 students come and we had all of our

053HOSA kids have presentations for them about hygiene and healthcare. Um, it was really it was really cool to see all the the community come together and have all the families come and it was it was definitely a highlight for sure. And we also get our cabin gowns tomorrow. So, we're really excited for that. It's just one more milestone until the big day. So, yeah. >> Great. Thank you. Any questions, students? Appreciate it. Thank you. Uh, next up, moving on to action items. First up is out ofate travel request. Uh, Proer High School girls and boys basketball programs. Uh, Jessica Toby. Oh, still. Uh so we put the proposal that you guys saw in the packet for another trip for next year for our boys and girls basketball programs and we after a lot of discussion

054with our coaches and our programs, we wanted to try to take the student athletes to Hawaii, which is a place a lot of them haven't been. And I don't need to read through this for you, but um basically this summarized how it's not only going to be a great cultural experience for the student athletes, but it also builds on uh things that they learn in their high school history courses surrounding Pearl Harbor and World War II. And that is actually something that I got to visit as a junior and senior in high school with my high school cross country team because we were able to go on a similar trip. And that's something that really stands out to me in my memory, even though that was nearly 20 years ago. So, I just think it

055would be another great uh auding experience for our team and uh the student athletes, but also a really good cultural and educational them, as well as getting to play teams we definitely would not be competing against in this area. And I'll let Toby add kind of anything he wants to share. >> Well, that's basically Turn the mic, Toby. That's basically everything that we had to go over. Uh we've used this uh KSA events last year and it was a great experience uh with the bus transportation uh the accommodations you know the courts that we played on and you guys have had kids that you know kind of place club sports and stuff gets advertised that it's this and that and then you show up and it's just courts back to back and um I thought

056the courts and the whole atmosphere was great with the kids and so we really enjoyed the KSA events. I thought they did a good job and so this is another location that they're holding a tournament. >> You guys have any questions that you want us to answer about that? >> Just for the public record, could you share what the dates are? Um those kinds of things just so the people who are home listening can can hear about that. Uh the dates, the first one we were looking at is December 9th through the 13th, but I was just in contact with them this week and they actually added another tournament in Hawaii, which I think would fit us best. We still have to discuss it is December 16th through the 20th. So that way they would

057go right and then come back and they would be on Christmas break. So if any families wanted to attend and they wanted to stay an extra day, the kids are on Christmas break. If we would did the December 9th through the 13th, they would miss a couple days of school and then come back, have to go to school for a week, and then go on Christmas break. So I think the December 16th, 20th is the one we would shoot for and uh I I guess depending on which which route you end up going datewise. I guess if you ended up My question is if if you ended up missing the three days of school. Um I I don't have a problem with it. um we were able to take our family, our our daughter and

058um boys to Pearl Harbor and it's a it's a it's very somber experience. So, um this might be the only opportunity that some of these kids get to do that. So, I I don't have a problem with that. I guess my question is um if you ended up with a student athlete that was ineligible, would they still be making the trip or they would be Uh, no. That's uh that's one of the rules we have. You know, we set standards in the program. Um, if you're not eligible, then you don't get to travel. We don't even take them. If we go to Ellensburg, they do not travel with us. They stay home and do their schoolwork. And that's one of the standards we've kind of set through the program coming up through is, you know,

059when you come out of middle school, you come into high school, that's one of the big expectations is you have to be eligible, especially at the varsity level. We work through that at the, you know, the C squad and JV and we make it a standard that you have to be eligible or you're taking someone else's time away. And we have had, we have not had any issues with kids sitting out for grades. Uh, Jessica can speak, but the girls, you know, they won the GPA champs, so I think they're good. >> But yeah, we haven't had any issues with uh varsity players sitting out because of grade issues. I want to add to that too, just because I think that um yes, as as coaches, we do hold our student athletes accountable in our

060program, but >> uh not only just the girls program, but the boys program, too. I think we have a lot of awesome kids that are student students first. And I really mean that. I'm not just saying that because it's the thing that people say about student athletes, but our kids take a lot of pride in their schoolwork. and uh I know that we've missed school for things in the past and they are always on top of things to the point that they usually get their stuff done and turned in before we leave so they're not worried about it. Uh so we can say that yes we as coaches hold them accountable but I just want to note that uh we have some really great students that are a part of our program and they hold

061each other accountable and themselves accountable. How many coaches travel? >> There would be four. >> Four. >> So, we need subs for teachers for >> Yes. And we um and you guys can correct me if I'm wrong. I think it's about $150 a day for a sub. And we're willing to have that whatever the amount of money is, we're willing to have that in the ASB account. We've already done the research that the school can bill the as they can invoice the ASB and the funds can come out of that account. So, it won't cost the school district anything. We'll fund raise the money. >> What's that? >> Around $25,000 a team. 25 to $28,000. It's about the same as our trip that we took to Orlando, Florida this last year and a little bit

062more than our trip, correct me if I'm wrong, Toby, that we took to Phoenix, Arizona two years ago. >> Correct. >> And our program covers all those expenses through fundraising. >> I may have missed it, but how many days if you took the later dates, would how many days would you miss school? >> Uh, both dates will be the same. uh we fly down that Wednesday. So they'll miss Wednesday, Thursday, Friday, and then we come back the Sunday night. But the option of the second, they still miss the three days of school. But if families want to stay or you know, anything, they're on they're on a Christmas break, so they won't miss any more school if they decide to stay a couple extra days. We might have levy this February or February >> February

063Nove actually we're going to try and do November because of cost November of 27 like >> no 18 months >> I I I time travel. So my my concern is that and I understand through lots of education and all that you're going to fund raise and it's going to be separately funded. I don't think the majority of the community understands that. I think they're going to say, "You just cut more than 10 teachers jobs. You guys are asking for money for levy. Your basketball team went to Hawaii, Florida, and Arizona during Christmas break for the last three years. So, how do we balance and educate the team on that?" Because it's it's it sends a mixed message, I think. >> Well, that is that is something where the community has that message. they they need

064to get a little bit more involved in, you know, some however we get that message out there that the processor school district does not fund our athletics that we have to fund raise, you know, to have the money to spend for athletics. >> Well, we we do contribute for athletics. I would say this is a an extra trip. Was that is that a wrong characterization? Yeah, that's what I was that's what I was referring to, I guess, is the extra, you know, that's not the normal league plan, you know, but even uniforms and so on. The school district doesn't cover the full cost. We still have to fund raise to raise, you know, half the money for uniforms, you know, we have to fund raise to pay for basketballs, you know, so that picture of

065the school is paying for this is just completely wrong. And I don't know how to get the message out there, but we fund raise and we fund our activities. >> Think you have a responsibility when you're fundraising for the trip to make sure that the community can understand that like this is an extra trip. We're going to entirely pay for it as a team and we're working on that. We're doing all these events so it's not a burden to the taxpayer. Is that something you guys can incorporate in your fundraising? >> I I believe that and you guys can correct me if I'm wrong, but I believe that within our fundraising the last few years being a part of it um as a coaching staff and as student athletes and families, when we go out

066and get all these amazing local businesses to sponsor us, I believe that we are making it pretty clear to the community that that is the way we are fundraising for our trip. Um, I think that Toby and um, his wife helps him a lot with it as well. Does a great job making sure those businesses are recognized and they took it above and beyond this year just making sure uh, everybody that came out to our games and and in our community was seeing the recognition to all the support we had. So, I think if people are involved and paying attention that we have made that pretty clear, but we can do a better job of making sure we're putting that out there with our fundraising. I think that's I think it's always important. I think

067it's more important to ever I'm going to go back to we just cut more than 10 people full time. I don't want the message to be more than 10 people lost their jobs back. >> I agree with you because I am a educator at the middle school and some of those people that are getting cut are my colleagues. So I agree with you 100%. Um so we'll do a better job with making sure we put that out there. But I think that we have in the past um tried to do our best to make sure the community understands that >> public in general to understand any kind of issues. I appreciate that. But I also uh want to make sure do you realize too when we do you know ask for the sponsorship we host

068a tournament that is in everything that we send out or we post that that's not only paying for this we also have to pay for the summer program right >> you know I don't think we've charged parent a dollar you know for the summer programs and the summer programs and stuff we do cost around5 or $6,000 you know and we haven't had to charge parents for quite a few years because of the fundraising. So, you know, I don't want people to get the, you know, impression either that we just do this tournament or everyone's working just for this team to go on this trip. It is also for, you know, the jerseys and all the summer tournament fees and travel as well. >> That's great explanation. So, I think if you're just doing what you're

069just doing, talking about it, making sure the public understand I think there are people that absolutely understand. I think live incredibly generous community especially when it comes to kids and everybody wants to help do it. I think travel anywhere you go kids always learn something from it. I think incredibly beneficial probably is said very educational experience. So I appreciate the educational aspect of it. I think taking um a vacation and more of a trip and I think you guys did a good job. I think it's wonderful and I support it and I just really ask that you know just do what you're doing explaining and keep talking and doing a great job. >> Thank you. >> There questions for >> I my my I guess my thought on that would be I mean there's also

070I I don't know if the AD needs to get involved but like social media posts I mean try and blast this stuff out here. I I will say that these meetings are all open to the public. See what our turnout is. I mean, even on nights where we have test results that numbers aren't great. I mean, this place is empty. So, I I don't know how you get that word out, but I mean, social media um might be an option, too. But >> education. >> Yeah. Yeah. But I think this is a great opportunity and thank you guys for uh taking that on. No, I would agree it I think it is a great opportunity. Um I want to I just I guess my thought is is there a pretty good level of chaperoning going

071on? I mean parents there's a lot of parents that are going you know I'm sure you got that covered. >> Yes. We haven't had an issue, you know, with traveling. Uh the first one we went out of state like this during season was Arizona. You know, we took both teams down. Uh last year we went all the way to Florida. You know, we even had a bus breakdown, you know, on the side of the freeway. And you know, we they got someone there for us right away. And uh everything was fine. And we have a parent in here that was also along with the Florida trip. And we didn't hear any complaints. And I think we've done a good job. We haven't lost anyone yet. They've all came back safely. So, >> we're 100 guys

072are doing a great job. >> Go ahead. >> Um, well, I think Alisa said most of what was on my mind. Like, as a board member, all of us really understand the complexities that are going on and that you're fundraising all of the costs, including um I'm happy to hear that you're even going to fund raise the cost to cover the subs, right? Because we we can't be cutting teachers and limiting everything else. Can't buy supplies. you can't, you know, work overtime, but it's going to look bad to the public who isn't informed that the basketball team is going to Hawaii. So, um, just to echo her sentiments, it the more that we can explain that to people and help them understand that this is not something the school district is paying for, um, people

073are very, very happy to support our youth and our and our students in this community. And I'm so incredibly grateful for that. I just um don't want people thinking that it's the school paying for this trip to Hawaii. So um if they pay attention to our meetings, they will know. But yes, anything that you can do to help get that message across will be really helpful. >> Other questions? I'd be curious to hear any thoughts over there from our student reps. >> Want to join the basketball team now? I do. >> Well, I appreciate, you know, you guys coming today and um you know, you guys have done a both of you have done a tremendous job with with the teams, with the athletes, with the program. Um and you built it, you know, in

074in a relatively quick amount of time starting with the tournaments, you know, all the the banner recognition. Uh, so you know, I appreciate all your hard work and everybody that that works with you to to get it to come to fruition. So, um, I'll move to approve out of state travel request for Proer High School girls and boys basketball team. >> Second. >> Been moved and seconded to approve out of state travel request uh, for the PHS girls and boys basketball team students. All those in favor signify by saying I. I. >> I. Motion carries. Thank you. >> Thank you guys. >> You >> uh next up is out of state travel request for Archery Nationals. Linda, you're up. >> Green light. >> Okay, there we go. Um, as you can see in your um,

075word packet, we've been competing in tournaments since January. Our last tournament was March 27th. Four students qualified individually for nationals along with middle school team. So, I just wanted to do a rundown of um, how our year has gone. Um, we started the season in December. Our afterchool practices began in January at Hel and Widstrand. This year we were able to compete in four local tournaments which we haven't had that opportunity in the past. Um we held our own tournament here in Proer in February where we had about 200 archers come to that tournament and that was our first big fundraiser. Um we competed in the state tournament in Ellensburg. We paid for the kids' registration out of our fundraising. We paid for our buses out our bus out of the fundraising. Um in the

076before that the parents were paying for all of their kids' registration. Um four kids qualified for nationals along with the household middle school 3D team. But because of us only having a threew week turnaround this year to prepare for nationals, we did not push our team going because we felt like that was a lot to ask. just as you guys were just talking about basketball. So, we um are only taking individuals to the tournament and their parents um pay for that. Wendy and I, we pay for our travel costs. Um the only thing we were asking for was to have our subs pay for and permission to travel. questions for Linda. >> Kevin and I can cover the sub cost with title 4. >> That answers my question. >> How many uh proer students did

077you have in the program this year? >> We had 15 elementary and 20 middle school. And then I'll just put a plug in. We're meeting with um Brian next week to talk about high school because we have 10 of the middle school kids are going to the high school next year. So that's our meeting. We're going to talk about what that would look like. I've also spoken to Deanna and I think she reported on that before of um talking about trying to get some funding for the equipment. the National Archery in the School program will fund half of your equipment and then the district through grants and such things to try to get the other half funded. But we have a lot to discuss, but we're hopeful that we can move it into the high

078school. >> That'd be great. >> I'm hopeful for you. I have been really, really impressed with how you and Wendy have grown the archery program over the years, and I just love seeing how many kids are participating. >> Yeah. And we and really we had a very successful year this year. Um the middle school team this year, the 3D team, they have never made the threshold of points to be able to qualify for nationals. And this is the first year they did. But like I said, the state tournament was only what 10 days ago. So to try to ask those parents to plan within three weeks to get a team full of archers, um we put it out there. If people really wanted to go, we would put it together, but we didn't want to

079put pressure on everybody. So we're hopeful that um next year um we'll know more ahead of time and be able to predict it and to be able to have a better plan and fund raise. This was just really cool to make it. It was we just didn't really know until we hit state this year. >> How big is the team for the 3D? >> So the 3D you would have to take six kids and the bullseye. They weren't very far from making that too, but we didn't quite make that and that would have been 12. So like I said, um it was just really tricky this year. We also had some other unfortunate circumstances happen where it's making going to nationals a big challenge. So, we're going to go with what we have and move

080on next year and hope to improve even more and be more prepared. Do you anticipate um potentially needing to go into another trip beyond this trip to Utah? I not this year. Go. >> Any other questions for Linda students? Thank you, Linda. You You guys have done a great job building this from Wit Strand and expanding it. So, um you know, we appreciate yours and Wendy's hard work getting this done and hopefully we'll see it in the high school next year and have all all of it covered. So, um, I'll move to approve out of state travel request for archery nationals. >> I'd second it. >> Thank you very much for your support. >> Welcome. Uh, been moved and seconded to approve out of state travel request for Archery National students. All those in favor

081signify by saying I. >> I. I. >> Motion carries. Uh, next up is Central Washington University Pupil Transportation Management Training Program. Hi May. >> So I'm going to share Hay and I are going to tag on this team on this together. Um, Central Washington University is the location. Um, it's an operated by Well, it's in your pack so you can see it. It's um, a director's training program. um we put a pretty moratorum on conferences and fees and so forth and um but I felt with our growth of our new software and the things that we're asking Haime has offered to you can talk for yourself now but about your travel trailer and what we're doing and how we're trying to >> right um the just looking into it the lodging that they offer isund

08270 something a night and I looked into sending the KO away across town and it's only 90 bucks. So if I take my RV uh save that 80 some dollars and I'm just asking for this because it would help me do a better job there in the transportation department. And also another thing is public speaking is in that so I'd be able to present to you guys better. >> I think the other piece that's here is this is a program you get on a waiting list for. We've tried to get them on the list last year. The waiting list was too long so we moved up the rank. They only take >> 35 >> a year. So it's something that we've been waiting for. Um so that's the reason I asked him to put it

083on the board and ask for your approval. Um, you know, it's nothing that we just with the money situation the way it is, it's it's not a lot, but every penny counts right now. But I think it's something that is super important to his growth. >> This isn't in the winter, right? >> No, it's near July. >> Okay. >> It's a week in July. >> I think that's the other part, right? We're we generally we don't have anything going on necessarily. We don't Would there be an opportunity um you know if you went to this to present back on how you know I guess what that because I don't know exactly what the program is but it'd be kind of nice to understand some of the some of the stuff that you would learn >>

084oh defin well being in the trucking business I know there's a lot to fleet management and uh all kinds of things like driver relationships and you know I could see that being a very positive thing some good tools but uh yeah I would be curious to hear a report after >> yeah I'll definitely have a report then >> other questions for move to approve CW pupil transportation management training program >> second it's been moved and seconded students. All those in favor signify by saying I. >> I. Motion carries. Thank you. I >> mean, >> uh, next up is contract with Happy SLP LLC. >> That was kind of a tongue twister. >> That's kind of a fun one to say. So, this is a contract for the 26 27th school year. Um, this is one

085of our current providers. She's doing a great job. Um, we'd like to have her back again so that we can continue servicing our middle and high school students in speech and language. Um, I'm happy to report there's no increase in any of the fees for next year. So, I'd like to propose that we continue uh this contract and continue serving those students. Um, just for your information on my part, the reason it's here now is we're working very hard on budget for next year. And so we're trying to bring things forward for 2627 so that they're built in to the exact dollar into the budget and not having to guesstimate. >> And hiring an SLP here to do this would cost us about $150,000. I guess um I've got a question, but it also goes

086with a few other items that are further down the list. Um >> is is this item going to be fully funded um through special education? >> Yeah. >> Okay. And I'm going to ask now, what are the other ones going to be as well? >> Yes. >> Thank you. >> Yeah. And the other two are also for next school year. Again, like Kim said, I'm trying to get prepared to make sure we can lock in solid budget numbers and also make sure that we have highly qualified staff in place to serve our students because if we wait longer, we may not be able to retain contractors like this. >> Any questions? >> I had some questions about the contract itself. So, I noticed it said um $100 an hour for scope as defined in A

087through G, but there's no mention of items H and I, which was kind of confusing to me in the contract where those were incorporated or why they why it wasn't A through I. Um and then it talks about an hourly rate of 125 per hour um to attend meetings, trainings, and in-person attendance. However, it seems like in item G that that's a requirement that they be in person at certain things. So, if you could >> Yeah. So her her normal hourly rate is $100 an hour and that is for remote services. So if we were to ask her to come in person for a meeting, then we would pay that different rate. We would also pay her travel cost to get here. Um so far this school year, we have not asked her to come

088in person at all. So we haven't had additional fees. Um, she actually has chosen to come in person a couple times but has not filled us because that was her choice. Okay. Item item G, it says like $100 and it includes item G, but that says things like and consultant attendance at professional development conferences, PSD required training staff meetings, conferences, and events. So, she'd typically join those virtually then. um she's generally not joining any all district type of meetings. Uh the meetings she's attending are evaluation meetings, IEP meetings, we have a monthly speech meeting. She attends all of those virtually at the $100 rate. Okay. And then I also noticed um in the contract it talks about you know there's there's a number of different places it mentions potential additional costs beyond this estimate. Um

089>> so I'm I guess I'm wondering if this contract could be a not to exceed contract or at what point I mean I guess I just don't want to be build beyond what we've approved at the board level. The difficulty, I understand where you're coming from. The difficulty with that, I would say, is sometimes, you know, there's some language in here about maximum case loads, for example, or there's an additional fee. Um, we can't predict how many students will um be on this case load. It's also possible if we got a really complex case that we would need her to come um in person. She does have a minimum number of weekly hours build in the contract and I can tell you that sometimes she does not charge us all of that. So, she's been

090really great to work with. Um the previous contract that we had with her said 15 hours per week. Um, so it was nearly double this cost and that did have that buffer built in and we didn't exceed that. I think this con this um request that I put in with the estimate and the total cost that's very close to her actual billing. So, we could go back potentially to what we did a year ago, which is to build in that buffer of 15 hours per week to approve a higher amount and then not exceed that. But I for budgeting purposes, this one is pretty sol very solid. So, it's a lower amount than what was approved last time. U maybe and maybe it's just me, but I guess I I would feel more comfortable, I

091guess, if we had a just a a process in place for if it I'm happy to approve the 36,000. I I don't think we should overshoot the estimate beyond what's realistic. Um I appreciate that you brought it down to what we actually think we'll use, but I I don't want to have any surprises where we go over. So, if we started to bump up against that number and looked like we were gonna run out of money or need to add more funds to the contract, I I would hope that we'd come back to the board and make aware of that. >> Absolutely. I meet with her at least once a month. Um, I review every invoice that she submits. So, I'm really aware of where we're at and what to expect. And the only months

092that are higher are those months where she's doing progress reports. Um, so the the proposal that I'm giving you tonight is is very close to what I expect the billing rate would be and I can commit to making sure that I connect with the board again if there's any deviations from what I expect. Okay, I'd appreciate that. I've had enough surprises this year. >> Yeah, I don't like surprises either. So maybe as a followup um to your question, Michelle, if it does happen to go over uh the contracted amount um that just gets does that gets submitted directly to the state for uh additional funding or is are we kind of just stuck with what we got and we cover it with everything else? >> Yeah, this would be paid out of special education just

093like we would pay for another staff member. >> Okay. Thank you. Another option is we could we could bump this amount up that we're approving tonight just to build in that buffer or we can check back if it seems to be more than expected. I mean personally I don't I don't like building in a cushion that's unnecessary just for the sake of it. If it's if this is a realistic estimate I think that we should go with that. Um, I just don't like surprise the con the language in the contract. It just is a little frightening to me because it's just like, well, we'll just bill you extra and so it's not written as a not to exceed. Um, which is just what what made me have a little bit of reservations about it. >>

094Yeah, I would agree. I like the checkback idea. That's that seems >> seems um in business. I know that's seems like if you give a little bit it'll it'll go quickly, but no, this we this is something we obviously need. I just uh again just want to be careful. Any other questions on this one? Students, >> I move to approve the contract with Happy SP LLC. been moved and seconded to approve the contract with Happy SLP LLC students. All those in favor signify by saying I. >> I. Motion carries. >> Thank you, Jennifer. But you're up. >> Got all you have the floor for a while. >> Yeah, I do. >> Next up is first reading of policy 3247, restraint, isolation, and other uses of reasonable force. >> Okay. So I'd like to start off

095by telling you a story and then after I share that then we can have a little bit of question and answer if you have discussion. So this legislative session there was a house bill that was um proposed house bill 1795. It passed in May. It's a bill that special education directors and school districts have been following this legislative session. Um this house bill had two primary reasons um for for it to be passed. Um one is to further restrict restraint and isolation practices in schools and then the second is to strengthen prevention and review requirements. So these are all good things. um we we want to have restraint and isolation, those types of practices in Washington state schools um further restricted and the goal is to eventually phase those out across the state and we

096want to have a strengthened process for review if those practices are ever used in any type of emergency situation. So that bill passed in May. Um, as that bill was under consideration, what we were hearing was if this passes, districts need to update their policies and procedures so that it would be compliant with the new bill. So, that's when I started to research what is our policy around this topic. Um, and what I found out is that we don't have a current policy. So, I was able to to do a little research and find out more about this reason. Um, I listened to a board meeting that was November 23rd, 2022. So, it appears that this is the last time a policy was proposed for the district. Um during that meeting that discussion it was

097tabled and there was going to be further review but it looks like this policy was never brought back to the board because we don't have a current policy in place. Um I wanted to talk a little bit about the definitions because I know the language around this bill sounds concerning. Um, so just to reiterate, um, adopting this policy does not authorize or encourage our staff to use these practices. It the policy exists to limit and control when restraint or isolation would ever be used in an emergency situation. Um the the other thing that it does is it's really stressing safety, safeguards, and accountability if a if a practice like this is ever used. So um the other thing I wanted to share was RCW28A6485. Um, so this says each school district shall adopt a policy

098providing for the least amount of restraint or isolation appropriate to protect the safety of students and staff under such circumstances. So again, we're looking at less restrictive interventions, more of a focus on supporting students in crisis, more of a focus on deescalation and making sure um that it's explicit coming from the board that these practices are for emergency use only. And um as I said, the state's plan is to phase that out over time. So, any questions or comments about this? >> Could you uh I mean when you say restraint and isolation, a lot of things come to mind. Could just kind of break each one of those down maybe. >> Yeah. So, the state of Washington has very clear definitions of both of those terms. Um restraint means that a student would be unable

099to move on their own free will. Um, again, this would be in an emergency situation. This is not a typical practice that we use in the district. Um, also just another side note, this policy is not for special ed only. It's for all students. I'm just kind of the messenger with how I ended up getting involved in this. So, that's what restraint means according to the Washington State definition. >> So, are we talking like strapped to the hospital bed? >> Yeah. So mechanical restraints, so any type of like a strapping a student is strictly prohibited. >> So before this bill actually passed, um it's shocking to hear this, but mechanical and chemical restraint was actually allowed in the state. It was, you know, people in our district are not and were not doing any practices

100like that, but technically it it was allowed. And so part of this policy um and and this house bill is to make it clear that those practices are absolutely unacceptable. And by adopting a policy like that, it protects the district because we have it in writing that we are not endorsing any of those practices and that there are practices that are strictly prohibited. Um the definition of isolation, it's a two-part definition. And so one is a student is left alone and then the second is and they are unable to exit that space. So um there are some districts not ours that have had like the padded room. Um we don't have anything like that. Um and so to meet the definition of isolation would be really difficult. We don't leave students alone unsupervised. Um, and

101so again, it's it's words that do sound concerning, and it is concerning, which is why we want to adopt a policy that shows that these are practices that we are not endorsing in the district and we do everything we can to avoid those outside of an emergency situation. >> Jen, can you give an example of an emergency situation where we would use restraint? >> Yeah. So, um, the the other the other thing is that it needs to be an unexpected behavior. So, it can't be part of a student's regular plan and it means that they're imminently um causing harm to themsself or another person. So, property destruction like ripping a poster off a wall, we would never restrain a student for that. Um, but let's say a little one who's who is very impulsive and

102is about to run across the road and you see a big truck coming and somebody restrains that student so that they don't go out into the road and get hurt. That would be an instance of where we might use a restraint. Um, and in those cases, we would notify families. We we have a protocol for what we do. Um but but adopting this policy will help us to make that more formalized. And then if you remember like Dr. Allen said, she's here kind of as a messenger is how she found it. But in part of our training when you hear about us talking about Mant training, there are proper ways that you do do things um other than the emergency. Yeah. If the child's going to run across the street, we grab them around the

103belly. we do whatever we're going to do to keep them from being right and then there's a protocol for so um I'm going to leave it at that but there are steps and processes that we have to do but these are emergency s situations of I'm thinking of the high school looking at Brian myself as a past principal harm to self or others um and we're not talking um school shooting type harm we're talking about things that may be mental illness harm term or uh I don't know, we have a second floor. If we thought somebody was going to jump off the second floor, right? Not normal to their behavior, do whatever we're going to tackle or do whatever we're going to do to protect that. And that's where it's um I don't know. And

104the Mant training that Kim is mentioning and that that we trained so many staff in, the majority of that training is how to avoid any type of crisis situation. So, our team is getting better and better about recognizing right when an escalation might start to happen and what kind of preventative strategies they can use to make sure that they're supporting that student and keeping everyone else safe as well. I guess when when you say the state eventually wants to get rid of any type of restraint, I mean my my vision goes to a classroom where a kid picks up a chair, he's about ready to throw at another class classmate and we can't restrain that. I that that's where my mind goes. So that's where that is a tricky situation because that's where you make

105that judgment call of are they about to cause imminent harm to themsel or others. So for example, we had a student not long ago with significant mobility difficulties who picked up a chair and said that she was going to throw it at the teacher and kill the teacher. That was scary and that was not a good situation. um but that student is not capable of throwing a chair like that was not imminent harm. So the the team needs to judge you know is this a situation where there's imminent harm or maybe it's faster to exit three other kids that are in that classroom from the room rather than restraining that student. So those are the kind of things that we go through in the Mant training um because we do want to keep everyone safe

106and avoid any kind of restrictive practices. Um one more piece um >> having no policy >> puts us at puts us at way more liability risk than having something that we have to look at modify update as laws and things change. So having I I didn't mean Brian that you were thinking we shouldn't have a policy. I'm just saying having not having something and we do restrain and then somebody says what is your policy on that and we don't have something exposes us for higher liability than not and I to answer your question about eventually you know that they want to work towards that it would have to take legislative action to get to no restraint. I know. >> Um, >> in the staff training requirements section, it talks about um staff will be trained,

107but I'm just curious what what staff is that all PSD staff. Is there just c a certain part of the staff that would requis that are doing the training and we are bringing on two additional trainers who are going to do go to the train the trainer training this summer. Um so we'll double our number of trainers which will be really great. um we we we strategically prioritize who is getting the training and then we're growing it as we go. So, um people that are on that top list are generally people that are one-on-one pair of educators with students who may have significant behavioral needs. Um our staff in our life skills room. Um and then then we kind of roll out from there. But our goal would be, you know, to get as many

108people trained as possible, including building administrators, counselors, people on the buses. Um, it's it's great training to learn how to meet kids where they are and help to support them um right when an escalation is starting rather than having bigger behaviors down the road. >> Yeah. I mean, I could I could see any staff member finding themselves in a situation where there's >> yeah, >> imminent harm about to happen and they need to respond in some way and need to know how to do it appropriately. >> Yeah, >> I would be curious to see how the resource our school security officers how they what some of their input would be. Um, obviously we have, you know, state laws we have to comply with. them. One of my concerns is that, you know, we're in the

109we're in the business of education and part of education is teaching kids how to live in the real world. And is it is this the way that they would be treated by a police officer if they were, you know, misbehaving or or you when you throw something and you you you uh damage property that is a felony and you will be restrained with force. I just wonder how much different these requirements are going to be versus what what the real world, you know, um what Yeah. what what it's going to be like for them in the real world. I guess my concern my my thought is is there a way we can we can make a policy and still and still keep other kids safe as well as continue to teach them, you know, how

110things happen in the real world. I think I think this is the step I have to think about. I think this is the step to doing that if we are training our staff to how to intervene early and in the crisis. And this also allows us guidelines for the words imminent or safety of others. Um, and I think when we mentioned the throwing of the chair, I'll just use that one. The goal would be to grab the chair, not the student. Do you see where I'm coming from here? So, and back to real world or real life, I should say, real real life. Um, I think there if there was an officer in the room, I think they would say that their goal is to protect the both parties. And so, um, and I'm going

111to go back to the second floor at the high school. If I really think somebody's going to do something and harm themselves or others, I'm I might end up have end up being in court, but I'm going to tackle the kid that he doesn't jump off the second floor. Does that make sense what I'm saying? And that's real life. Um, and I don't think that there would be I mean it may take a long time through court and but I don't think in the long run keeping somebody from jumping off the second floor could be considered harmful or negative. And so and then I I wanted to also get into there's there's good Samaritan rules that fall into play. There's all kinds of things that come into there. So I and I also want everybody

112who's listening or may listen later. We're talking and I'm looking at the people in the audience that have worked in education for a long time. This is a really really rare occurrence. Probably the thing the few things that fall under this that you wouldn't even think of are like the kindergartenner running across the parking lot to go to their mom and KV, right? and you and you do everything you can. Stop the stop, you know, the flag goes out, everything. But if they're not if they're going to grandma that they haven't seen forever, they're going to grab them and make sure they don't run in the parking lot. And then we have a reporting policy. All it's saying is it's okay to grab them if it's an imminent danger that they might run in the

113parking lot. >> Yeah. I mean, this just doesn't happen. I mean, it could happen tomorrow, but it just doesn't happen in a regular occurrence situation. >> And so, I would say this is kind of like the driver's abstract situation that came up recently where we didn't have something in place. It came to our attention, we got it in place. Um, so, so with this, I would say, you know, if we can review this and move move on to a second reading and make sure that everyone's comfortable with it, but the sooner we get it in place, the better because it does protect the district and ensures that we have a policy and a procedure that people can follow in an emergency situation. >> I would agree with that. >> I appreciate that you took the

114time to pull this together and address it. I'm curious. Um I know one of the reasons we often wait for WASDA's model policy to come out is because they have vetted that through legal. Do you know has this been vetted through legal to make sure we're in compliance? It so this policy that I drafted is very similar to the previous policy that was did prepare with some slight modifications to make sure it's in compliance with the new legislation. WASDA probably will not release new language for districts to consider for several months. And so that's why I wanted to at least get something very similar to the WASDA language with this new bill in mind that we could potentially adopt and then just know that there may be some minor tweaks that WASDA proposes in future

115months in which case then if we would like to we can make some adjustments. I looked this policy up on WASD. It's 3246, not 47. But we already have a 46, so we had to modify our number. So if somebody's doing at home doing research, it's BOS model 3246, but we're having to use 47 because we already have a 46. So I would say adopting this policy puts us in compliance with the Washington state law. Um, and it may need to be adjusted a little bit down the road, but I feel it would be better to adopt it sooner rather than later so that we at least have that in place. And then one thing that stood out to me as a parent um that I would like to see modified in this is just

116in the parent guardian notification section. Um, I I would just like to see that end as we'll notify the parent or guardian as soon as reasonably possible, but typically on the same day. I was like, why would it not ever be on the same day? I I can't answer the question other than I think that's um that's a grace period because I don't know if let's say at I don't know a 10:00 basketball game on a whatever there's something going on we restrain someone now it's you know I I mean I just don't know I I think you're thinking about a a 7 to 5 classroom but students are under our supervision in multiple times I just don't I don't know but I think it's what do they call those and that's why you say

117may and not will. I mean like I don't know what I'm trying to say. It's like a a grace terminology as soon as possible or as >> whatever. I would just just leave out the typically on the same day piece and just end it as as soon as reasonably possible. So, like whatever whenever that may be, you know, if it happens at 11:55 and you and you can't call the parent till 12:15 in the morning, um, you know, just as soon as reasonably possible. And I think I'd like to just see it left at that. I think that makes sense. And that is that language in the procedure or the policy? >> The procedure. Yeah. And so the board is adopting the policy and then we could rework the procedure. Any other questions? Students, I

118move to approve first reading of policy 3247. >> Second. >> Been moved and seconded to approve first reading of policy 3247. Students. >> All those in favor signify by saying I. >> I. I. Motion carries. Uh, next up is contract with public consulting group. >> Okay. So um back to this recent legislative session. So there was another important house bill 2557 and this house bill adds some new requirements for school districts in terms of providing a written draft or evaluations to families before a meeting. So, if you think about a school psychologist evaluating a student, um let's say they were referred for special education, we will do all the testing and then we have a parent meeting to share the results. Um what this new house bill requires is that parents are able to receive

119this draft in their home language in writing and then five days passes minimum and then we have the meeting. so they have enough time to be able to review it. Um the change here is that it needs to be um in the family's home language and that we have to provide this written draft. So, we do have a lot of Spanish-sp speakaking families and what that is going to require for us is that now um instead of just having an interpreter at the parent meeting, we will also need to have the document which could be maybe 20 pages long plus an interpreter at the meeting. So there's a huge extra burden of um translation that is required um with this new house bill. So the program that we use to create all of our IEPs

120and evaluations and 504s, it's called IEP online. Um like I said, we're moving from the 2.0 to the 3.0 because they've put in some different features. Um, one feature that we have not been using that other districts around us have adopted and I've chatted with them and it's been very successful is a little translate button. So, you can click this button and then the whole evaluation gets translated into Spanish. Um there's a lot of very technical um words with, you know, special education eligibility and testing. Um and so IEP online is built to have this feature um where it can provide these written translations. So, we're being required with this new legislation to provide those evaluations in the family's home language, but adopting this add-on um translation feature will also allow us to translate IEPs

121into Spanish as well as other notices and forms that are part of the special education paperwork. Um, so it it will help families to be able to add this add-on feature that is available through our current platform. We're just not paying for it right now. Um, this new requirement kicks in for the 2627 school year. And so I would like to suggest that we approve adding on this feature which will help us to stay in compliance with that new legislation. I do want to we often in our area we often talk about Spanish, but we have Vietnamese families or we have families that are of other native languages that we don't have translators for. So it's really important that we understand when we do a service like that that allows us to choose the language

122of the home language even if when it's not Spanish. So I think I mean we always seem to talk about that but if you were in Tacoma you would have 60 languages that you were translating to. And so I think that as much as we talk about it being Spanish, we need to make sure we're meeting all families at their home language. And going back to the political side of the discussion, we sometimes get in, this is one of the unfunded mandates. >> I I was in a training once and there are districts on the west side that have 120 languages they have to somehow communicate in. Would this contract go into effect immediately or would it wait would we wait until we're actually required to do it? >> It would start next school year.

123So, um, we do get a bill from them. It's one bill every year in October to be paid in November. So, the feature would be turned on um for the start of next school year and then it would just be added to our November payment that we make to this organization. >> So, this is the same organization that does the IEP form. So, that's the 3.0 part. >> Um no, the 3.0 it's just an upgrade. It it doesn't cost anything. But this is like if you can just picture a button that would say translate that's what we're adding on. >> So it's like working in like word when you go open. >> Yeah. Um I think that OSPI, if I understand correctly, is responsible for implementation of this house bill. Have you do you know

124if they have any um statewide resources or contracts for districts to tap into or if the ESD is providing any type of translation support services? Districts are just using their current provider. So whether it be IEP online or powers school to use those language translation services because it's built in with um all of that IEP evaluation specialized language. So they're they're accessing that through whatever their platform is. But do we not have other needs for language translation services? We have a phone system where we call in if we have to have a translation in Vietnamese as an example. We do all those different things and they're things we already pay for, but there's costs to all of them. They're not funded by OSBI or by the ESD. I guess I'm just surprised that there isn't

125like a statewide contract that districts can tap into, right? That every district's on their own to figure out a solution how to meet this requirement. There is something that'll be rolling out maybe in approximately eight years from now called a statewide IEP that OSPI is a part of. So they're looking to adopt like one platform across the state so that everything comes out the same. So maybe down the road when we get the statewide IEP um that'll be part of it. But for right now, yes, every district kind of has to sort out what's what works best for them. I can give the example. You know how we went from high school and beyond plans. We had our own platform and then we had we started using the state platform. That's exactly what she's talking

126about. But we still pay for it. >> Even if the state has the platform, you still pay. >> Yeah. >> The state just gets to make the rules. >> We have to pay for them. >> So I mean if if you were to have the state look at like our financials and and now we're taxed with another $12,000. I mean, ultimately, even though it is a state mandate, what what's the worst thing that's going to happen if you don't >> Well, this would be a sped um CPR finding and we would get a financial finding, >> but if this was just for like general ed, >> I mean, at some point in time, >> you know how we say like there's not police or taking the >> there are special there are the special police.

127It just gets frustrating with state mandates. >> Yeah, absolutely. >> Well, and I mean, it's just so silly that if you're going to require every school district in the state to do something to not use that economy of scale to put together a large contract that everyone can do task orders against for much less money. that >> do we know how many what percentage of the districts use this public consulting group is it >> IEP online is probably 70% >> yeah it's it's one of the top two power school and IEP online are the two platforms that most districts in our area are using >> pretty good reviews on >> yeah do you happen to know approximately how many ELLL families with we have with students um in special education evaluation processes like like what

128is the for $12,000 how many students is that covering >> Kevin do you know that percent of our families yeah >> while he's looking doctor I'm just curious so yeah this this covers like any language we would ever potentially need for that $12,000 or >> it covers the languages that they offer. So, you know, they do have a >> Ukrainian, Russian, >> a list of the most common languages that districts need, but it's it's not going to have Zulu or something like that, >> but for our I mean, for our district, we >> Yeah. Yes. For our district, this should this should cover almost everything that we need, you know. I think Dr. Allen did a very good job bringing up the a policy that we needed first and now a contract so we can

129be in compliance with the law. She didn't write the law. She's not the lawmaker. She was trying to get us to be in compliance with the law. I think benefits us. So I would make a motion to approve the contract for the public. Wait. >> Yep. >> You're right. >> Okay. Approve the contract. It's the public consulting. >> I'll second that. It's been moved and seconded to approve the contract with Public Consulting Group Students. All those in favor signify by saying I. I. I. Motion carries. Um, next one is contract with Riveridge Vision Services. >> Okay. So, this is my last one of the night. Um, again, I'm trying to prepare for next school year so that we have some really good budget numbers going into next school year. So, this is for 2627. Um,

130we currently have a contract with Riveridge Vision Services. It's been working very well. Um, this provider serves our students that are visually impaired. And I'm also really happy to share that there is no increase in the billing rate or the anticipated fees for this contract for next school year. So I would propose that we continue with this provider who's been great. Um and that way we can anticipate what these expenses will be for next school year. Is >> this the same dollar figure as last year then? >> Yes. Thank you. questions. >> I would make the motion to approve the contract with River Ridge Vision Vision Services. >> I'll second. >> Been moved and seconded to approve the contract with Riveridge Vision Vision Services Students. All those in favor signify by saying I. >> I.

131Motion carries. >> Thanks. Thank you for bringing all this and uh it's a challenging and tough uh environment. So, I appreciate it. Thank you. >> You're welcome. >> All right. Next up is first reading of policy 6220. >> I I'm going to be as quick and concise as I have. We have this policy in place there. You'll notice that I did not do a red line. I'm bringing it to discussion. Um there's just some updated numbers that are in that. the policy did not have a lot of changes in it. And so I just I I want I'm going to do this a little bit differently this time. Instead of giving you this huge red line that's so difficult to read, I'd like you to just take the time in the first reading, I will

132have the small little red line for the second one. If you compare it to the old one on uh the original one on your read on your the policy that we already have, there's very few changes. It just not has been reviewed since 2001. >> So, I have three notes to take down. >> I got it. I got my pencil. >> Okay. Under one A, there's just kind of a random one. >> Okay. That has nothing. >> Okay. >> No text. >> Okay. >> Um, so that should be taken out. in 1B, >> use of non-federal funds for improvements or repairs. Um, I think the references either the references to $100,000 should be 75 or the reference 75 should be 100, but I think we're going at 75. But there's basically a a jump where

133it says um we don't have to follow the bidding process if it does not exceed 75,000. But then the next thing says 100,000 or more. So there's nothing covering >> okay >> between 75 and 100. >> Okay. >> And as you read through all the rest of it, it all seems to reference 75. So, I'm thinking that the 100 just needs to go down to if it's above 75, then we did. >> Um, and then finally in 2D, the simplified acquisition threshold is actually now $350,000. Okay. So, I think that was changed in August. Okay. That's all I noticed. Okay. And that's why we kind of did it this way instead of having the red line because red line always does the format changes and whatever and it sometimes almost makes it harder to read

134than when you're comparing it to the other. And it was kind of long and a lot of it didn't change other than the values. I will bring that with those changes and any other major major changes I'd see with a simple highlighted change for next if it's approved. >> Any other questions? Kim student and move to approve first reading of policy 6220. It's >> been moved and seconded to approve first reading of policy 6220. Students, all those in favor signify by saying I. I. >> I. Motion carries. Next up is vouchers and payroll. Anybody have any questions on vouchers and payroll? and move to approve vouchers and payroll. >> Second. >> Been moved and seconded to approve vouchers and payroll. Students, all those in favor signify by saying I. I. >> I. Motion carries. U

135moving on to consent items is it A through D. >> Yeah. I make a motion to approve the consent items. Second. It's >> been moved and seconded to approve consent items A through D students. All those in favor signify by saying I. >> I. Motion carries. It concludes our action items tonight. Moving on to reports. Director of grants Kevin. >> So there's roughly 160. >> Thank you. Um this week we had American Reading Company professional development. It's the last set last two days. We have it we had it today and and tomorrow. Um recently we've been working on budgets as uh Jennifer has been talking about Kim has already talked about our projections for next year programs numbers things like that and then how we can strategically use some of the program money um going

136into the future. We did get our summer school grant. Uh so we've been working on summer school and getting ready for summer school. We also got our carryover. Uh so that was approved and sent to us last week. Um we're finishing up our comprehensive program review. I think we talked a little bit about that last time. Uh so we have a few few items com it's better um compared to other districts. We just have a few items. Other districts have quite a few items. So, uh, and then we're getting ready for the migrant audit from the state. So, migrant's going to go through CPR. >> Kevin read his email tonight after he went home. >> Migrant's going to have the CPR and now we're going to have an audit. Trial by fire. >> Any questions

137for Kevin? >> Thanks, Kevin. Deanna, >> uh, so I was able to get around to all the buildings during conferences. We had great attendance. People were very busy. There was a lot of other things going on. You walk in through the high school conferences. I don't even know all the things that are happening when you walk in there, but there's a lot of tables and a lot of people doing a lot of things. Um, we had book fairs also at two of the buildings. I think those were very well attended. Um, and in, you know, in this uh difficult financial times, it provides some funding and books for them to be able to do some things in the library. Also provide some vouchers and prizes and things for kids as well. So, that was exciting.

138bought some things for Easter for my grandkids. Um the Kim's probably going to talk about it, too. We lost we found out we lost a a little bit of TK. Kevin and I are going to work to find some ways to backfill some of that with grants. So, it's all kind of a little bit of a dance. So, we're going to see what we can do with that. Um I'm working we're working on next year already and what we're going to be doing on the days before school. We're back. We have professional development days. Um two of those days we'll be doing thinking maps training. We're also going to be doing um autism training with um Sharon Lden, which uh Jennifer Allen is helping set that up. We're going to do that with our certified

139staff and Opair educators as we deal with a lot of students who have um have autism or maybe on the spectrum and so that we are able to um you know have effective strategies to help those students be successful. So that's great. Um, I just want to say too, I I've been in a lot of communication with particularly Dean. Uh, we worked together for 34 years and um the history day, we have student, we have former national history day students here teaching our kids now. Um, lots of uh students that come back wanting to be history teachers because of their experiences in our history program. And um so just kudos to Dean and Kyla and to Enoch. Uh I was in the room where Enoch was being judged for their that at the local history

140day that their prep and he was like well this is what I'm going to do. He hadn't done any of it. Um he knew what he was going to do. He had his idea and he' done some of his research but u fact that he was sounds like able to turn that around in two days is amazing. So congratulations to him as well. >> Thanks D. Any questions for Deanna? >> Y. >> Okay. Um, budget, the LEA levy equalization money impact that we're expecting for 2627 is about $233,000 less. Um, that was a legislative action. The TTK cut to us, um, it kind of depends on what numbers we use. We have um or 53 students right now and they're going to fund us 4709. So it's about six, but if we stated our um

141students to a classroom, it's about 3.91. I know 47.09. What 09.09 of a student's going to show up? I have to say though, um, our our neighbor Clarkston, they lost, um, oh, 19 or 17. So, it really had to do, um, with your free and reduced lunch. So, um, an example is in demographics. Yeah. So, we were really, really lucky actually in the long run. And what Diana and Kevin were talking about is we're going to try and pay that that difference with funding so we don't actually have to lose seats. Um legal, we still have the one public records request and I want to put it on the record. We are getting um a cross between fishing or spam public records requests in the numbers of two to three a week if not a

142day sometimes. Um, some of them are trying to use um I use the word tricky wordy to call them surveys, but in there there's an couple implied words in there. We have to send almost every single one to legal counsel to say, is this one, is this not some of them, if we were to do them all, could take us hundreds of hours to fulfill. And so when you hear about that coming up in the legislative action, um there is a new um disclaimer we can put out, they have to prove that they're not doing this for profit. So there's a new disclaimer coming out that says um you need to make a sworn statement, and that's not the right word. You need to make a >> declaration, a test or declaration that the data

143that you're using is not for profit. So like to create a mailing list to send all the teachers something for solicitation or or whatever. So most of the time anymore so much of our data is public record like it's on the OSPI side or something. We can send that to them but it is difficult. Exciting. I submitted all of the Department of Commerce grants today. So that should open and we're going to go open for bid soon and we'll award the bid in July for our new early learning facility. I want to thank our custodial maintenance crews. I think our facilities are probably looking better than they've looked in a really long time. Um, yes, it's spring, so yes, it's green right now, but the irrigation water's on, all our pumps are working, all our

144systems are working, and so we're ahead of the game instead of trying to play catchup all year. Um, Diana mentioned spring conferences. Um, I want to also talk I spoke with um the Proser Youth Baseball Organization. If you've not been by KRV and look what they've done to the old build, I don't know the thousands of dollars they've raised, but the number is in the thousands that they have done with that. And I I go back to our relationship with Princess Theater or our city parks or whatever it is. Um the youth football who donated pads and helmets last year to middle school. These partnerships are crucial to the success of our community and our young people. And um so I just I really have to thank Tucker Kellogg and the whole youth baseball organization.

145I don't know who all the officers are, but if you they're hoping to play their first game on Monday, so it's beautiful. You need to go by and take a look. Um it's a difficult time right now as we rightsize our staff. Um, we mentioned staff cuts and we mentioned everything, but I also have to commend the partnerships. I I'm looking at Deanna and Kevin here with our union presidents or union representatives, the work we've done. Um, hard things are often really hard, but what you find is your professional peers. And if you follow protocols and you follow processes and you act as professionals, then those relationships weather those storms and they know that you're following protocols and doing uh still holding director's meetings, AOD team meetings. Um I am going on my own dime.

146Want everybody hear that? I'm going next Monday to a Southeast um uh well it's a WASA meeting. I am the regional president next year. So, I'm going to a leadership training next Tuesday in Olympia. Um, Diana mentioned starting 2627. Um, and I am trying to get to sporting events, do a few of them and Rotary and Chamber. >> Kim, any questions for Kim? >> Thank you. Moving on to board reports. Michelle, >> um, we've been here a long time, so I'll keep it short. Uh, conferences for me went great. I was really impressed. Um, I had conferences at both the middle school and the high school and they were both really everything seemed to be going really smoothly and how they were run. I was really happy to get to talk to as many teachers

147as I wanted. Um, so anyway, I just think I just wanted to put a shout out there for Brian and Michael that um those conferences did really good job this time around. And then um hope everyone had a good time on spring break. Nine weeks left if anyone's counting. I am. That's it. >> Thanks, Michelle. Right. >> I'm just gonna pass on a uh best of luck to NHD group and our archery group. For that, I'll call it good. >> Thanks, Brad. Great. >> Uh, no, just thank you to all those who are working hard to make all this difficult times work and um we really appreciate what you guys are doing. >> Lisa, >> I have a question. And I don't want to put anyone on the spot. I I know we have the

148PUB power outage tomorrow and I'm gonna put Sean or when everything the power goes off tomorrow. >> Sorry. >> Everything's good to go. >> So we've even discussed um checking refrigeration, freezers, you know, those kinds of things. So, I think we've we're we're kind we're going to try and and and we're going to try and shut things down instead of them just getting turned off because the power is out so that then they start up properly. You don't need to you don't need to just yell Um, I don't have much. I was going to kind of do the baseball field. You know, it's uh it's great when, you know, parents and community members, they just get it done once they get the green light. Um, so kudos to them. And that might be an example

149of, you know, some some, you know, the board recognition type thing. So, uh, with that, uh, that concludes our meeting tonight. And once I flip the page over, our next meeting will be April 22nd right here at 6 PM. This meeting is adjourned. Thank you.