001this meeting. Blake, you ready? We'll call this meeting to order. Please stand for the pledge of >> allegiance and to the republic for which it stands. One nation, indivisible, liberty, justice for all. >> First up is approval of the agenda. the agenda. >> Yeah. Second's online. >> Okay. Frank is online. >> And so is Andrew. >> Okay. Perfect. So, it's been moved and seconded to approve the agenda. All those in favor signify by saying I. >> I. I. >> Motion carries. Is there anybody signed up to speak? Blake. Okay, we'll skip that part. Uh, next up is school board appreciation. >> Okay, school board or school staff members at schoolboard appreciation. Uh, Jelene, you want to tell what's in front of them and >> Great. Thank you. Thank you. >> We appreciate it. Thank you
002for for thinking of us. >> And in the colored cards is a card from me and a gift certificate for a zip up Polar um jacket with our logo and your name on it. So I need to know your size. >> Thank you. >> So before you leave tonight, make sure you open up your card and give me your size back. >> Thank you, Kim. Thank you everybody else. Appreciate it. And we're going to take just a second pause because some of you may want to cupcake cupcakes. Water. If anybody wants to get a thing, please just stand. Go get yourself something. Bottle of water. A cupcake. I Come on. I can tell. Go get what you got. >> Cupcake. Yeah. Go. Let's go get a cupcake. >> Yep. That's why we've got them over
003there. There's plates. Water. >> I better eat a cupcake. That's the somehat right >> I'm thinking about it pondering really want my ice cream later >> one or the other >> I mean it could be I think may not eat it right now, but at least grab it, Right. >> All over your face. Yeah. I like travel. >> That would be good, too. I should get Good. All right. Well, thank you again for that. Appreciate it. Um, so next up or be the building report, SIP report, Keen River, Keen Riverview Elementary School. Miss Wilson, >> did you get a cupcake before you sat down? >> She took the wrong laptop. Oh, >> okay. You're gonna probably have to really pull it close. >> Um, in front of you there's a yellow piece of paper. um
004that has our school improvement plan on it and I it's just front and back we have an ELA goal um 68% of students will meet meet their typical growth goal in I Ready and so a typical growth goal is based on their assessment no matter what level they are start at um I says that they should make this much growth in one school year so we're looking at all of our students and we're hoping that all of our students can make that much growth depending on where they're at. So, it's nice because you're not talking about students um meeting grade level because not all students are going to get to grade level, but all students should be growing. So, that was kind of our discussion with leadership and why we chose that goal. Um, and
005it's the same exact goal for math. when we went back and looked at our previous years, 68% in reading and in math seemed to be kind of um a little bit higher than what the previous years were. So that's why we chose that. Um so if we look at the ELA side, the big thing that we're doing is PLC's. And so all students are um working in PLC's to establish, track, publish um a smart goal per trimester. And so for trimester 2, we did not do one for trimester 1, but for trimester 2, there's some smart goals down there of different examples. Um, starting with our TK, this is just an example that was up there, but every grade level did them. Um, but TK, they're looking at their level two students and working on
006increasing their letter names. And so that just kind of feeds right into um supporting our students as they go into kindergarten and um reaching that growth goal of theirs. And then second grade, their trimester goal was that 14 out of 17 students um who were at risk. So those are students who uh are about a year below grade level, I would say. Um a year below grade level. So 14 out of them would increase one whole reading level in ARC because that's what we're using as our curriculum and to monitor this. Um and so far in trimester 2 even with we have about five weeks left or so 83 they've already met 83% of that goal. So they already have really gotten pretty close to meeting that goal. So we're encouraging them to continue with
007this goal. also for second grade specifically to um create another goal for trimester 2 that we can track. Um so I just kind of gave those two examples that were on there. Uh the other thing we're looking at is our ERA and eneal impact. And so what we think that if we if we're using curriculum with fidelity, we're tracking students, we're updating their um early progress, we're adding those points, and those students should be growing and it oh that's an approximate. I thought I put a negative sign there when I was looking. I was like, why did I put a negative um approximately 0.1 points each month? And so um we're looking at that through our Erlin Neil. And so down here you can see that our goal is like 68% of students should be
008making 0.1 points um growth each month and that's kind of our progress towards that goal. So I think we're sitting at about 51 right now. So, we have some work to do around that, but we're continuing to update our data and um just making that um like making the teachers aware of this has really helped to increase our um to get up to our goal. Um at the bottom, I added our I Ready progress. We just got done deal with our ready uh midyear assessment and so on there 43% of students are on grade level in reading right now and then for our goal of 68% um currently 21% have already met their typical growth goal for the school year. So we just had that data that we reviewed. So I thought I would throw
009that on there. Um, if you look at math, it is similar except for what we're doing in math is the teachers have been working super hard on aligning their units, creating assessments um that are aligned to standards and making sure that we have those um unit assessments done for each unit. We're implementing them and then we're bringing that data back to our PLC's and analyzing it. So the progress down here, we just have our develop, implemented, and analyzed. And you can kind of see through the units where we're at with that. Some of our next steps as we continue doing that is working on our next upcoming units. Today we worked on unit five. Um after school for like two hours that we have and then we'll continue with unit six and seven and eight.
010And um our analyzing is an area that we need to still continue to work on. It's been a little bit hard because we're like developing them and then I feel like we don't have the time to turn it around quick enough. So that will be something that we'll continue to work on and hopefully be able to do better next year too. And then I added the I Ready progress on for math. 26% percent% percent of students are on grade level right now based on I ready um with our typical growth that 21% as well >> I in both math and reading it looked like the students meeting typical growth was around 21 and your goal is that is that the same 21 and 68 Is it the same I Ready metric for both or just
011coincidence that they're both at 21%. Um it's a coincidence. So truly I like pulled this all today. Um and as my we got done with our meeting this afternoon and I pulled my coach and I was like, "Hey, let's like look at this real quick. I want you to take this home and kind of think about it, right? Why are why is our typical growth in reading and math at 21%. But are students who are on grade level 20% apart? Right? So, I don't know. I don't know the answer. I I can't >> I don't know why. So, I I would I would need some people to kind of think about this with and bounce this around. Yeah, it was it was weird when I did the math on that. I was like, how how
012is like how'd that end up the same? Well, it is. I mean, it's >> it's possible. I just don't know what's what's causing that. I can't think through that. >> Grow. It's there's that many kids that are already reached their whole year goal. So, the rest of them still have five more months to reach the goal, but that many have already gotten the typical growth and will likely accelerate into their stretch growth. Does >> that make sense? >> So, like there's some students on there. So I I took all the students who were at 100% of their typical growth, but like some students were like 246%. So they've already gone way past a year. Like that's like two years that they've already grown in that amount of time. So anyone at 100% or more is
013in this 21%. >> Yes. And then the other 47% still have more growth to do. >> Well, am I reading that right? the other 79%. Yeah. I mean, our goal is 68%. Right. Yeah. >> But we want all of our students growing. So, yes. >> Okay. Sorry. Thanks. I was trying to the ongrade level, right? You would expect that to be met really at the end of the year, right? >> Yeah. And that's the hard thing about I Ready is that this is all based around so the ongrade level is based around end of the year standard. So like our first graders who are taking that test are taking it for what are they expected to know at the end of first grade. So yes, we have like I mean we have the rest of
014the school year to get to that point. So it's not uncommon to see like a 26% of students that are at that point at this time. I think we started the year at like eight. So we've made some good growth. Um but I mean that will go up because you know we still have more teaching and learning to do. So, thanks. Would you share with them an example of a kindergarten or first grade or a second grade um either math or reading? I don't need to put you on the spot, but something that maybe can put into context what that end of the year type question would be to the student like you. Yeah. So, um, a and I'm going to go math just because that's where I'm familiar with. Right. So, a first grader
015is expected to um I don't know, Kevin, you might have to help me out. Is it 20? Yeah. A first grader is expected to add within 20 at the end of first grade. Okay. So, that's where we would expect them to be at. So they need to be able to add within 20. In second grade, they are to add within a thousand. So that's a pretty big jump between 20 to a,000 that they have to accomplish, right? So you still use the same strategies and those kinds of things that we carry through, but um the expectation from first grade to second grade is is big. Is that what you're was asking? Okay. >> That's exactly. I think sometimes we don't have a context of what that knowledge is, right? So sometimes it's good to >>
016Right. >> without having the standards book out and >> Yeah. Right. Yeah. >> So this test when they take it even in the fall when they take it at a second grade for a second grader, they're testing them on can they add to a thousand even though they left off in first grade right in the springtime of adding to 20. So we see a big difference between those two. That's what I was thinking. Yeah, maybe it's 100 to a thousand. That's what I was thinking too. But then I So if you don't expect them to be on grade level till the end of the year, is the typical growth metric what you're using to determine if they're like on pace to meet that by the end of the year? Yeah. So their growth I mean
017Yeah. So their growth like right now we would want our kids to be at about 50% growth um for their for their whatever their typical growth is. It's really individualized by each student. So you might have to grow like 70 points but Brian's only have to grow 32. Like everyone has a different different amount based on their fall assessment. And at this, you're right, at this point that 50, they should be meeting 50% of their growth goal for that year. So if if Jesse looked at it differently, she could have reported a percentage of how many are at 50%. And instead, it was how many have already met it. So >> yeah, I didn't really think about that. >> I don't know if it's possible for you to let us know how many are 50
018now, but that would be interesting. >> Yep. I can send you guys that email tomorrow. my nice um school improvement coach that I've been working with has made me looking at data way easier. So, I was able to like pull this like that. I was very excited about it. >> Um, one question. So, this is What's that? Sounds Well, the green light's on. Can Is it coming through? You can hear me, right? Uh so when we take these tests in the fall and that's what this data is reflected or is it as of this week? >> Um this is the last two weeks. Yeah, the last couple weeks. Um since the beginning of January I guess is when we started at our ready window. >> And then when will they when will they take it
019again to to see where they finish in the year? >> We take it um like in May. We try and take it later in May, closer to the end of the school year. >> Okay. >> Yeah. >> Maybe we can do an update, you know, in whenever June. >> Yeah. >> To see where everybody finished off >> because I think that's what kind of gets a little bit lost is kind of what you guys were saying >> when they take it in the fall, they got to count from go from 20 or 100 to a thousand. It's big. It's a big jump. >> Big jump. Yeah. >> All we see is a number. be nice to see where they, you know, how they finished out the balance of their year in their growth and and
020where they ended up finishing. So, >> our ERA and ENL like through the curriculum piece, that one does give us targets of where they should be at throughout the school year. Um, and so we have information that's on that like right now they should be this level and how many students are, you know, at that current level. So, it gives us targets as we move throughout the school year. Um, so that one helps with our ELA, you know, the reading piece of it, but we don't have that for math. Got it. So, >> and that's why we're working on our assessments and units so that we have something that we can use to analyze as we go through. Got >> any other questions? students. Well, thank you very much. >> Y thank you. >> Okay.
021>> Thank you. >> All right. Next up is technology. Sean, >> do I just have three minutes? heaven. I just get to watch it. >> I know. Well, last last time I presented it was all messed up. So, uh I just have a few things. Um since my last report to you, I have started our -ate process for the school year for funding year 20 uh for 20 26. Um -ate is kind of a long and tedious process that starts this time of year. Uh what it is, just I'm going to give you like a 30,000 foot over or a 30,000 foot overview. Uh the FCC gets funds usually from our cell phones. Uh they tax us on our cell phones and then that money goes into a pot that the FCC takes care of
022with in or in partnership with USA. Uh that money comes back to school districts usually and typically in the form of helping us pay for our network. So, uh, every year, uh, we get our -ate funding to pay 80% of our network bill or of our, uh, internet bill. We get sometimes we can ask for funding for things like switches, for our firewall, for uh, wireless access points. We can ask for funding for that. Uh, what we start in January is we start with our request for proposals. So, I filed our 470. Uh what that is is I just throw it out there in in the universe and then different vendors uh give me their proposals for paying for things like our switches. Uh th that was last year. This year uh I filed our
023470 to ask for help in paying for wireless access points and for a managed contract for that. Uh we didn't we didn't have to file the 470 for our network because we're on a 5-year contract for our network. But anyway, so I started that process. Uh in the next probably by my next board report or in the next couple months, uh you will see the wireless contract come through for your approval. Uh I've also been working on cleaning up our file servers and uh our active directory accounts and we have some wiring issues, some low voltage wiring issues out at Witstrand that we've been addressing. Uh we're currently working on um some other security pieces like there's a door act or there's a door project going on at Keen Riverview for uh the special services
024classroom and uh we also are looking at our radios. We have some issues with our radios that we're currently addressing. Uh what's on the horizon? Well, testing's going to start soon. And so uh from our standpoint, we'll make sure that all of our technology is up to date and ready for uh spring testing. And we'll also make sure that all the rostering is done. And then tomorrow we start rolling into the next school year, which sounds weird since it's just January of this year and we still have a lot of more months, but uh next year Loren and I are headed to the ESD to start rolling our student data so that we can start things like looking at our schedules and that for next year. Um, and then we're also going to start inventory
025in the next month or so, and that'll be a really big project for us. So, that's what we've been doing and what we're going to be doing. >> Could could you look at that? You made me, but now I'm going to ask you a question. Could you explain about the cell phones and first met? >> Oh, I would love to. So, uh, we Well, I'll tell you what started the whole conversation. We have some dead zones in our buildings. We have these great big beautiful buildings specifically at the high school, super state-of-the-art, but they're cell phone dead zones. So, like if you're standing in the office of the high school, sometimes you can get a cell signal and sometimes you can't. And so, I've been looking at purchasing some cell boosters for our administrative spaces.
026I was visiting with a tech director from the west side and he said, "Uh, AT&T paid for ours." And I went, "Say, what?" So, I contacted AT&T and said, "You are who provide us our cell phones for our district. What's the chances you can help me pay for some cell phone boosters?" And uh he brought up that the AT&T has a partnership with uh FirstNet, which is part of AT&T. Uh what it is is it's uh a whole separate I'm g think about how to explain this really simply. It's a whole it's a subsidiary of AT&T. But what it is is it gives if first responders are on firstn net they get priority over the cell towers and any traffic that goes back and forth uh over us over the regular user. It's been that
027way now for several years. They've had this program open to first responders. They've recently opened it up to education and we qualify to run on that FirstNet network, which is a subsidiary of AT&T. So, what that means for us is a cost savings, which is super great. Uh, we can cut our cell bills down, uh, which is great. They will pay for the cell phone boosters in our schools, which is also really great. Uh, but we've also started a conversation about possibly moving our radios to that uh and running on that frequency. Um, so did I explain it? >> I think that's what he said. The other example he gave us is if you're ever at the central Washington State Fair and you try to use your cell phone, you can't get out, right? Because
028everybody's on it. Well, if you have a FirstNet account, you will have priority over the people that are there. So that if you are in a catastrophe situation and the cell towers are full, you know that we can communicate with each other when chaos is happening. And when she says a savings, um, we're talking half as much per month for Bill. It's really been a great conversation and we've learned a lot. Some of this First Net comes from disasters, too. uh you know when when there's natural disasters and you hear about the fact that people can't communicate out the cell towers are overwhelmed and there's they just can't handle all the traffic. FirstNet is a is a network so it's kind of separate from the regular consumer network but they have priority over traffic uh
029during disasters in cases when there's a lot of people using the network they have priority over that as well. So, not only is it a cost savings for us, it would be really great when it comes to communication during a disaster. So, it's been a good conversation that came about from I just need some cell phone boosters. Any questions? >> I don't have a spec I don't have a I mean, it's that's all great and I appreciate it. I do have a question now that you're here on Informac. >> Okay. Um, what is that? >> That's uh InformicCast is the service that runs all of our uh speakers and our intercoms in all of our buildings. >> Okay. >> Thank you. >> Okay. >> Uh, next up is invitation to Boys and Girls Club 2026
030Youth of the Year celebration. Just a reminder that tomorrow night um if you've ever been to the Uptown Theater in, um Richland is where we'll go and um they do a little celebration and dinner and we just want to make sure we continue to support the Boys and Girls Club if you're able to attend. >> Thank you. Any questions? Okay. Uh all right. Next up is business and operations report. Drew, are you on? >> Yes, I'm here. Can you hear me? Okay. >> Yes. >> Perfect. >> Blake, >> would you turn him up a little bit? Can you? >> Okay, Drew, go ahead. >> Okay, perfect. So, um, in your packet, uh, this evening, you guys had some budget status reports, a cash flow, as well as a board report for me. So, I was
031supposed to be at a conference these last couple days, but due to the weather of the East Coast, the presenters couldn't make it. So, um, we didn't go. So, I'm actually here in person, you know, offline tonight to share a few things with you. Um, so I'm going to start with the budget status reports. So, you guys have received the August through December budget status reports. Um, now that we're caught up, our hope is to make sure that we get the previous month to you at the um, second meeting of each month moving forward. Um, and then we had the cash flow in there. Couple things I want to point out. Um, again, the district was able to keep that AP number under what was projected, about 114,000 less than what was projected. And then
032payroll actually came in about 7,000 under the projected number as well. So, those are two good target numbers um that Kim and I are watching each month and we're hoping to just continue to see especially the AP number be continually under by a large amount. So, um we're looking at all expenditures and looking at any anywhere where we can cut at this point. Um >> could you talk about the enrollment um and our goal and about um a little bit about the K3 situation? >> Yeah. So this month um January is the month where OSPI trs you up to your enrollment. And so the district was a few kids under projected enrollment this year. Um so we did see a little bit of a loss in funding due to that. Um but we did see
033a a little bit more of a drop due to the K3 ratio. And so what that is is it they there's a report called the S275 which is your employment report. So basically you report out where all your staff are located, what grades they're in, etc. So in this initial report, the district has some kindergarten through three teachers that we have to adjust their coding in the system because it's just not reporting to the state correctly. And so it looks like you guys have less kindergarten to three teachers than you truly do, which is uh related to what funding is now. So now they look at that and they say you're not 17 to1 like we like you to be. You're actually closer to 20 to1. And so due to that, they take funding from
034you. It is recoverable in the sense of if we can get the report corrected and back to OSPI before March 13th, the March aortionment will then reflect this funding coming back to the district. So, um I did some work today on kind of looking at what teachers needed to be changed. I know Sean has updated them already. We're going to submit an an initial report here in the next week or two and then we'll take a look again to make sure that all the changes that we thought needed to happen have gone through and hopefully that'll bring more funding back to the district come March. >> Is there any questions on that? >> So, um Drew, could you just break that down for me? Because it sounds like they're not going off the actual student
035enrollment now. there's this separate piece that they're looking at because teachers aren't coded to the right spot. >> Yes. So in the enrollment report, so for example, you have a a TK teacher which is being reported under a different program and so it looks like so you have three TK classrooms 50 something. Let's just use 50 kids. I think it's like 53. But what they're saying is that ratio of teacher to student is only being reported right now at one TK teacher to 50. So they're saying you need to hire more staff because you don't have the staff being reported there. They take funding away from you because they they ask you to be at the 17 to1 ratio. >> So this is something that is um common this time of year. Um I looked
036at this for our whole region. Um, and you are far from the only district losing funding at this point. Um, the big thing is we want to make sure we get this corrected by March because the only other chance to get it corrected is in June. And so I don't want to wait to get the funding back till June. I'd rather get it back in March. The the other thing too is that um like our specialist, our our arts, our PE, some of our intervention teachers, anybody paid out of basic ed those parts of their their FTE for some of them like for art and um the arts is a whole teacher. Those also count. So we have to make sure those are coded properly because it helps bring the number down so that increases
037our >> but the It's just a like a student numbers. >> Well, it's it's not about the student as it is about the students, but our staff has to be coded to the right number, letter, everything. And there were some people in it that had the wrong really it was like a wrong letter that is a code. And so that just has to get fixed and it'll solve the problem. >> Yeah. So basically they were coded to the elementary school which is proper but the grade level needed to be either TK kindergarten first second or third and so it just needed to be a little more specific in that and so that's the adjustment that we have to make and I know Sean has already updated those so we're going to get an initial submitted
038once we we need to look at the specialist still and make sure that they're all coded correctly. So, >> the reason I bring this up too is our revenue when it comes from OSPI or actually any entity that pays us for anything. They're only as good as the data that we give them. So, let's just say we have 50 TK students and we say we have one teacher. they only are the mathematical equation is still 50 divided by one instead of 50 divided by two or 50 divided by the three and if you consider P and art it's 50 / 3.21 or whatever that percentage is and that's what the mathematical problem is. So I I know that that seems nitpicky but that's how they do it. all numbers based and we didn't have the
039right teachers in the TK classroom >> and the code for elementary covers all the way through fifth grade and fourth and fifth grade don't get extra funding so that's why it has to be in that TKK123 has to be more specific >> yeah and >> say our enrollment number is under what we budgeted because I don't see that on the reports >> it It is. Um Kim and I have talked a little bit about the enrollment report. Um and I think we need to make an adjustment to how it's being reported. Um based on how OSPI has their report includes AL and the TK number, but I don't think that your budget number on your sheet there has TK included. So in future meetings we we're going to update this and make sure that it
040matches the OSPI report. So there's some discrepancy I think and I think it's because TK used to not be its own program and so it was used to be reported a little differently. I'm pulling up the report right now so I can look at it as well. >> So did we budget 2272? Is the budget and number correct? If so, I'm going to do my best because Drew and I have been working on this for like two weeks. 2272 is the number we budgeted including not including TK. >> Correct. >> Not including um I believe so >> but the aortionment comes in includes TK. So if you add the aortionment. Yeah. The actual budgeted number was 2326. >> Yeah. So the budget number was 23 was was just your K12 number. So that's not including
041TK. And then your running start was 43 students. Dropout re-engagement was 50 and AL was 35 which brought it to 2400. Now OSPI's report has a little bit of a different take on it because it includes TK on a separate line and the AL is coming in on a different line as well. So it looks a little bit different. Overall, we decided we're three, right? >> Yeah. So, I think No, more than that. Well, 50. Yeah. It's under about 20 kids. >> Okay. >> About 20 students at this point cuz your K12 including your AL is 2259 and then your running starts 60 and the open doors is 53. Yeah. So, it's about about 20 students under at this point, but we are working with Celita on trying to update the report so that we
042can kind of better display that data for you guys in future meetings. >> Yeah, I think it would be helpful to see like whatever is the official number aortionment is based on. >> I I think Drew, what we need to do is use that aortionment sheet that you and I have been going over. And next to where the dollar amount is, we need to tell show them what is budgeted in each one of those lines. >> Yep, we can do that. Yeah. Budget to actual on each of the lines. I think if we split it out, it will be a lot easier to read. >> I think so, too. >> Okay. Yep. I will put a note to that for next meeting or next month. They want that. >> Again, I I I thank you
043for uh what you're doing. But yeah, that that enrollment thing I think um I just going back to last year. I mean I know myself I would just pull this up and look at it. Okay, budget number was 2272. Our current enrollment is 2313. So I guess I'm not going to speak for the rest of the board, but >> things look great. >> Yeah, news to me. >> Exactly. So then you're assuming you're getting more funding than what you budgeted, right? because you have more kids, but you really aren't. >> Okay. >> So, yeah, we can get that chewed up for you. >> Appreciate it, >> man. >> Jason, um, what was do you have the dollar figure on what we were shorted based on the teacher student? So I think for January it's about
044your 3100 to Porsche because that first line on the cash flow it's about $700,000 difference this month. So it's quite a bit of a change. Um but it it is money that we can get back come March. So >> yeah. So that was I almost thought it was 800,000. So our we knew that that was hap or not we knew yesterday was it yesterday you sent us the email or yesterday you sent us the email >> because the aortionment case page came out to us and we're all like what are you talking about we have our TK numbers are fine and then we started looking so if we this he's going to submit an init initial piece and work with someone at OSPI to look at the numbers to make sure that their mathematical equation
045TRS us up and make sure that we hit that. Then when we get March, Drew, do we get January, February's March, then in March? >> I believe so. Yep. I believe whatever funding was lost over those two months you get back and then the remainder of the year is just a little bit more of an influx because they just move your allocation up for the rest of the year. >> Okay. Any other questions on that before I move on? >> No. >> Okay. >> No, but you're good. >> Okay. Um lastly or last two things I got for you. Uh first off, Abigail and I and I had our meetings with the principles and then the um directors across the district. Um they were very good conversations. Um, I really appreciate the time that, you
046know, they they took to look at their budgets ahead of time, ask great questions, um, and then we can kind of game plan for the rest of the year because we do know we have a couple departments that their budget was just shorted, um, significantly. So, we're working with them on how can we still meet the needs of their department knowing that their budget is probably going to be over significantly until we do this budget extension. Um, so the conversations were great. Um, we're going to look to do them again probably around May and kind of do more of an end of year check-in and then kind of a planning for 2627 as we get started on the budget as well. So we can kind of see what the needs of the department and the
047principles are and kind of you know what things are they maybe looking at doing differently this next year versus this year. Um, you know, we appreciate them taking the conversation well because, you know, it was not an easy conversation. There is not a lot of money in the district right now. Um, there will not be carryover of the budgets for next year. And so, I know that's something that maybe has not been accustomed to in in the past. So, um, I really thank them for their time and and the good conversation we had. And then lastly, we had a great meeting with the Benton County team again. Um, this relationship has been super important for the district to continue to grow. Um, and we're fortunate because I know in some counties they're not letting districts
048even get into the negative at this point. So, they're not even letting them go on interestbearing warrants. And so, um, them allowing the district to do so is is great. Um, and so we really thank them and, um, look forward to continue working with them moving forward. So, is there any questions? >> No questions. But, Drew, I just want to thank you for um, having those meetings with the principles and directors. I think um it's really important to have those status check-ins throughout the year and I just appreciate that you and Abigail are initiating that. >> Yeah. >> Okay. Well, thank you guys. I appreciate it. >> Hey Drew, before you hang up, Mr. Spencer's here. You might want to hear what he has to say about us. >> Oh, I'm gonna stay on for
049a couple minutes. >> Okay, >> no worries. Thank you. Appreciate it. All right. Next up is Ken Spencer, Benton County Treasurer. Welcome. Thank you. Thanks. We'd like to thank Drew and Kim for the work they've been doing for your district. Uh if they hadn't been willing to work with us, I probably wouldn't be here tonight. So, uh, we decided to help you on a short-term basis. Uh, we see a progress taking place. Like I say, they talked with the directors. Uh, you've been doing a a great job. U one of the things that we see as we've got quite a few school districts that are in the problem you're in, isn't you're not you're not the lone district in the state that's having problems. So, I appreciate the effort that your staff has been making
050to get your system in order so that you aren't asking us to cover some of your bills. Uh we said yes, we'd work with you on a shortterm basis and we're willing to keep doing that. Uh and I like we have a monthly meeting with uh uh your superintendent Casey and with Drew. Um, and they've been keeping us a breast of of what they're doing to try to help uh get your expenses under what your revenues are, which is a real asset to you. Uh, one of the largest things you have in a district is payroll, and that's a rough one to to try to figure out how to cut. Uh, we've got one district in the general and not in our area, but in the general area that they cut two positions that uh
051were the lowest paid positions in the in the district. and that district now uh their treasure is not willing to work with them at all. So, thank you for having your staff work with us and hopefully we can get this in a situation that uh is beneficial for both the students in your district and for the for the county. If you have any questions, I'm willing to try to answer them. I don't know that I know everything, but uh we we can try to give you maybe a few points that >> I don't have questions, but I really appreciate that you've been working with Kim and Drew through this. Yeah, >> I really appreciate the time that I mean, I know that the county doesn't have to do that for us, so thank you a
052lot. >> Yeah, we we thought it was uh the way to go. I my staff has has been willing to put time in to do this and so uh your efforts to to try to get it on the positive side has been uh beneficial for us too. So yeah, we're not we no longer have uh the registered warrants that you had years and years ago. So this is one way that we're able to help because we can't do we don't do registered warrants anymore. So and again a big thanks to Drew for the effort that he puts in for you. he's uh you be thankful you have somebody like that working with you. So, and again, I just want to say keep working on it. Let's we're here to help you. If we can, uh
053you're making an effort, we're willing to stand behind you. So, if you were not making an effort, I would probably here today say, uh we're we're done and I can't help you anymore. But your group has been working and we appreciate the monthly meeting we have that keeps us at breast of what you're doing and you know we knew that it wasn't going to come uh September 1st and then October 1st we were going to be in the black. We knew that wasn't going to happen but we're working towards that direction. So that's for us that's a big plus like like Michelle said. Uh yeah appreciate uh appreciate you working with us and Kim and Drew and staff and all you guys are doing. Um, and as you can see by tonight, I'm still learning
054about state revenues and numbers. So, >> yeah, you know, when when you can find dollars, you know, we even if it's only $5, that's that's a plus. So, and I know that they've been working on some other areas trying to help uh curtail some expenses and it's it's a big thing. So, yeah, again, I want to thank Kim and Drew for the effort they're putting in and you need to thank them for from the board, too. So, Okay. >> Well, thanks, Ken. I appreciate you coming in tonight. No problem. >> Um, thank you for working with everybody and yeah, we're very grateful for for our staff and Kim and Drew and and you guys as well. So, appreciate it being a partner. >> Well, just keep working with them and help them get along the
055way. >> We will appreciate it. Have a great night. >> Thank you. >> All right. Next up is student rep reports. Olivia Um, I don't really have much tonight. I know Sammy and Ezrey have more. Um, but the Corral Pep Club and the Love for Elders Club partnered to rake leave for a community service project and Wish Week is next week and we're very excited for that. >> Thank you. Um I attended a student voice summit retreat with few other students and we found some really interesting um facts and stuff. We had the opportunity to discover some ways to make PHS a better place. It was really interesting. Um we raised almost $2,000 for Coach Silva. Um I just want to say it's really nice to see the community come together to support our soccer
056coach. Um, the FFA nursery landscape team took third and our for culture team took fifth when they travel to Yelm this weekend for their competition. Um, okay. Uh, yeah, I think that's it. Sorry. >> Um, so I haven't given an update on athletics lately, but we've been doing really, really good the past couple weeks and we had a new record broken last night. Not sure if you guys heard, but we had a record broken by Herby for the most points scored in a single game. So, that was a really big deal for everybody. It was really exciting to see it happen in person. Um, and we also >> Yeah, and I think she made it by almost like 20 points. So, it was great. Yeah, big congratulations to her. And we also have winter ball
057this Saturday and we're all really excited to dress up and have fun. So, >> thank you. Um, I have a question, Ezra. you mentioned and I can't remember what it was at the very beginning. You went to a retreat >> student voice summit. So it was b it was in Grand View. It was um basically a few different schools from the valley came and talked about how students voices can impact the community at their high schools. >> Um I don't want to put you on the spot, but was there a certain point or a take that you >> that kind of intrigued you the most or >> Yeah. Well, one thing that we took away is a lot of schools have a group. I think they have like it was called the SCA club. And
058our school actually doesn't have that. It's like a club that um specializes in learning how to talk to adults and speak to those in authority. And I just think that was something that we came back and we were thinking maybe we should implement that at our high school. So, that was one big thing that I took away. >> Thank you. Appreciate it. Thank you, folks. Any questions for you? Thank you. All right. Next up is vouchers. I did have one question and I probably should have asked it, Sean, while you're up here on the um inform cast unless somebody else could answer it, but It looked well looked like we had a bunch of troubleshooting, programming, and testing for almost 40 hours at the high school >> to who was the vendor? >> Uh, ABSCO
059>> the doors. >> Oh, that was the door project for our Yes. So, we started the project for our students having key badges, which meant we had to put uh card readers on the inside of our doors as well as the outside. So, we did that project back the early like the early part of this school year, but there was some programming issues and so they came in and troubleshot those and ended up having to reprogram the outside readers as well as the inside readers so they would all function appropriately. And they'd already done that at the when we first installed them. >> Well, we installed them earlier this year. The programming actually took place with that voucher that you're looking at. >> Gotcha. Okay. Thank you. >> Was the installation of that capital money?
060the installation, the outside pieces were when the building was done, the inside pieces were new >> and the soft the programming used it. >> Or are you asking like could we use capital projects money? >> I think usually right if you're if it's related to a capital project like the programming would go along with this. >> We can certainly send off a question. I don't know if Drew is still on but we I don't see his letter up there. We can certainly ask if it's a capital projects funded project and we can we have money in capital projects. We could move it if it can be. >> That would be nice if I mean it wasn't cheap. No, >> I'll put that on my notes here. >> Are there questions on vouchers? >> That was
061the only one that stuck out to me. >> Right. >> Those big ones now, they stand out pretty big, >> especially when it's troubleshooting. Or less that's what it was coded. I'll move to approve vouchers. >> I'll second. >> Been moved and seconded to approve vouchers. Students, >> all those in favor signify by saying I. >> I. Uh, next up is the 2526 superintendent goals. >> I've presented them to before. The format is similar. However, you'll notice that this year instead of four goals, it has two. Um, the budget is pretty much all-encompassing right now. And so, I did lower that down. I do still think that the first goal of accountability measures for all staff, all of us, and I'm included in that. Um, is something that I have to focus on as a
062leader. And so, that is goal one. And goal two is all about budget. And you'll see how it's described there. As Mr. Spencer said, it's not a you can't fix it in one month. And so it's like, are we making progress? Are we doing the things? And um you'll hear my superintendent report. Am I doing things like looking at the radios, looking at the cell phones? Are we looking at every single contract we have? >> Thank you, Kim. Any questions on the goal, students? with the budget. >> Um, yes, I actually I guess I can say um everything from having um staff meetings when they're out of sick time to um making sure our evaluations are on time and our home today. We spent an hour and a half talking about filing systems for HR
063and payroll and filing systems to modernize them into the 21st century. So I think all of that comes into play through processes and then once you have a SOP which stands for standard operating procedure then we have something that we can hold people accountable to. It's very difficult to hold someone accountable for something if they don't know what the standard operating procedure is. So they do kind of go hand in hand. >> Thank any other questions. >> I move to approve the superintendent goals for 2526. >> Second. >> Then moved and seconded to approve the superintendent goals for 2526 students. All those in favor signify by saying I. >> I. Motion carries. Okay. Uh, next up is the 2025 proposed lease agreement the Mismer and OE property. >> So, we went out for the proper
064protocols put in the newspaper request for um, uh, quote or you know, I'm not the word I'm trying to say. Anyhow, uh, you can bid for having the property. And we word it a little bit different. um to make sure we had a minimum or the first thing and the other thing is to make sure that the leaseold taxes remember we're talking about every penny in every expense that the leaseold taxes was the responsibility of the of the lesser and so we worked on that contract and we only had one which was Mr. Christensen who had the property before and you some know him as the hayman. Anyhow, so he'll have the property again. Do you have any questions for Kim on contract? >> I move to approve the 2025 proposed lease agreement miss OE
065property. >> I'll second. >> It's been moved and seconded. Students, all those in favor signify by saying I. >> I. >> Carry. Next up is the 2526 highly capable district plan. So, this was something that was new to me. Um, it was sent and Diana sent it over to me and said, "Make sure you do this." Uh, so I was like, "Okay." So, I went through it. Um I think the email said, "Can you take this care of this?" or something like that. Yeah. Um it's just a survey and you go through and you basically select different responses that are already predetermined and preloaded um based on what you're doing, how you're service servicing students in the district. Uh so you just go through the different surveys, you hit the drop down arrow and select
066the ones that we're doing. A couple questions I had for Deanna, but it does need to be signed by the board and it's sent back in. >> Any questions for Kevin or Move to approve the 2526 highly capable district plan. >> I'll second. It's been moved and seconded to approve the 2526 highly capable district plan. Students, all those in favor signify by saying I. >> I did actually have a question though for Kevin on this plan. Um, in part four, it talks about I was trying to figure out what this means. So, it says like the way I interpreted that was like what services are offered to students who are in the program. Um, and and there's a whole bunch of things that I don't necessarily know what they are. And I also, you know,
067as a parent that has two kids that are highly capable, I don't know that I have ever been informed of what services are available to my students. Is there I know what do we what do we do to let parents know like if your child tests into highly capable program what does that get them you know what do we do to communicate that to parents can help a little bit with this but um some of it's the dual credits that we're offering at the high school um running start is one of those options that that you can select under that um those are just options outside of like elementary where we have an actual instructor that comes in or at the middle school where they have a couple different classes that they can take. Um
068the high school is just beyond just their regular classes but the the extras, >> right? So students that are in um that gifted value value 32 are those students that are served um really um in the classroom versus having a pull out program. So most of our kids in elementary all the way up through middle school. Technically the middle school class isn't a pull out but it is because they're in that class separately from being in the regular history course. And so all of the different things that the teachers provide, independent projects, things that are based on their area of gift, we talk about National History Day, all of those things that are being offered. And then as students excel, things change as students accelerate into the high school. Also in the middle school because
069you can do accelerate, there's acceleration in the middle school as well, particularly for math. And then when you get to the high school, you have things like honors courses count gifted any of the um AP college in the high school and then running start would be outside of the school. There's also students we've had in the past that for instance might be very gifted say in math and they top out past calculus and we don't have a course for them. So we also offer um a students can take BYU courses, they can do AP BYU courses. So it really depends on the student and what their area the areas they need acceleration. Um it's a it's really up to the student with it with the change with Christine in the elementary that has become much
070more individualized based on the student need than it was previously. Um and then dean dean has you know continued to offer the services really through the history department and then they can accelerate math and then high school it's what kind of courses they want to take. Some kids are signed in high school that they don't want to take anymore. So sometimes they end up being signed out of programs. So >> So is there someone who's engaging the student or the family to ask them that question >> or the high school? >> Yeah. Um, so technically the person who manages the plans at the high school is Mr. Bailey. Um, but the person who's really working with the students on their courses are the counselors, but he's the one that has to keep track they're staying
071in program or coming out of program. >> Okay. >> And most of our students, I would say 85% of them stay in program because they take honors courses, accelerated courses, college and the high school and running start. So almost all of our students stay qualified and gifted >> and so and she uh Diana mentioned like a BYU class or something. So every once in a while you'll come across a student who is gifted in a really specific area. We have the ability to find a course or program that's in that gifted area. I I'm trying to think of one I think one time I worked with somebody who was super gifted in math but it was more in the computer science things and so we ended up put some online classes with I don't know
072school back east right something that so we can do things like that even though they may not be in our but it takes work to put it all together >> and it really does take art too >> working with the student and understanding what not just their area of gift but what are they really interested in as well because they might be gifted in mathematics atics, but maybe it is more in the range of computer science than, you know, I mean, they're probably taking advanced math classes as well if they're interested in computer science, but it I know that um a lot of student choice kind of comes in when they get to high school. I'm not sure how much guiding is happening when it comes to the gifted piece, but most students stay in
073that track. I did I've had we've had students though that because I monitor all the students in their courses um with Sean and I go through that because they have to be coded properly. Codes in the system all matter. So, they have to be coded properly and um >> well, this this isn't well >> it cost me time time for shot and I to do it all, but um the I don't get that occasional senior who's been in really hard classes and then side their senior year things might be a and I we have to sign them out. So, anyway, their choice. >> So, do they like opt in each year? >> There's no opting in. Once you're in, you're in. There's only opting out if you if you don't want to be in the
074program. So there's really op there's there's opting in when you initially qualify, >> but otherwise you continue to be qualified. That qualification rolls up with you. It stays with you, but you can choose. And if you opted out, so say you qualified as a third grader and you did third grade and fourth grade, fifth grade, you got to middle school and you I don't want to do that anymore. So their parents could sign them out. They could come back in eighth grade and go, you know what, that wasn't a good idea. I really want to be back and gifted. They're already qualified. They get to go back in. Yeah. And in high school ultimately they don't have to be gifted to be in the courses. >> Yeah. >> They we have the courses and gifted
075students take them. >> Well, and that was I guess what I was wondering was like what what guidance do the these kids have in high school beyond I mean I think they just get the same registration form that every other student gets and you pick your classes, right? >> I think that's correct. >> So that's why I was like how do they know what's Yeah. available. >> Um I know that there's I I think that you're right. There's probably very much the like math once they choose their path they're kind of going through. Of course, they could choose an opt to take some different courses, but um you know they're they're I'm sure there is an area of growth there for providing students more guidance to ensure if we're going to support their gift and
076if they you know want to continue to challenge themselves. Yeah, for sure. And really students, any of those college in the high school classes, kids should see those when they're coming in as freshman because you as freshman you can take college in the high school courses running start not till you're a junior but you can start taking those classes and we have students getting credits as early as their ninth grade. >> Yeah. Thank you, Sam. Thanks for explaining that. >> Any other questions? >> Thank you. Uh, moving on to consent items. What's that? >> No, we didn't. >> We did it. >> Yeah. And then she >> I asked after I was He was too fast. >> I'm sorry. But you can always ask questions. We do. or stop me. Slow me down. Um, okay.
077So, now we're on consent items A through C. Sorry, I got thrown off. Any questions on those? >> No. I'll move to approve the consent items A through C. >> Second. >> Been moved and seconded to approve consent items A through C. Students, >> all those in favor signify by saying I. >> I. I >> I motion carries. Um that concludes our action items for tonight. Moving on to reports. First up is director grants Kevin Gilman. >> Um some some things that are continuing to go on with um different trainings that are going on the district. One is we're continuing to do the thinking maps uh be because of cost. Um, we're going to the training of trainers, which I've talked about that before, where we're sending staff members out to get that. It's a
078different course than just a basic course. It goes a little bit deeper. U gives them strategies to bring back to the staff how to present it to the staff. So, we're following that model, sending those those uh teachers out uh to get that training and then bringing it back to the individual staffs. And every building I've met with, they all have plans on how to roll that out. um building thinking classrooms came on a little bit later. It it is focused in math and um at the end of February uh all of the high school and middle school teachers will have that PD um will finish that PD except for one. We're just waiting for the basketball season to end on that one. And then um everybody at the high school and middle school will
079be trained around building thinking classrooms. It is a uh uh instructional strategies um to get kids to talk more about and have more discourse around math um using vertical whiteboards. I know at the high schools there are a few teachers that are using those vertical whiteboards. Um but this is a system that we're trying to get in place uh middle school and even down into elementarymentaries at this point. Um next few weeks uh WEDA assessment will be going on. I ready like Jesse had talked about many of the buildings are wrapping that up. Um I personally been working on time and effort and then our comprehensive uh programs review specifically title part C and TVIP. It's very interesting coming up with the documents. Um, talking about funds and gaining funds, there's something called pener um,
080which the possible eligible students that are not reported. Why is that important? Because if we report them and they're eligible, we get money and um, Sean's right. I think around last spring it was around the 200s. So, of students that will could be possibly eligible, but they weren't being reported, we are down to 27. >> Did you say for bilingual? >> Yeah, this is this is for the TBIP funds, the bilingual funds. Um, and so I continue to work with Sean and Lorenna and then Lisa and my department and myself uh reviewing those. Um, and we've kind of gone building by building and and right now we're just kind of at the high school level now because there's it's there's different things happening at the high school. Kids are moving in different spots. So, um,
081that's the next goal to get that down to even lower numbers. Oh, and then I included because uh you guys have been asking for some data. So, uh, each board report I'll be having a little data display about where where things are at, how things are going. This first one is from ARC and, uh, this is over, uh, a four-year period. So, basically when we adopted until now and you can see the different cohorts as they're working through. Uh, so you have the 2030 class. You'll notice that some of the numbers change. Well, those numbers are changing because those are how many kids we've had for those four years. If they move away or we didn't have them those whole four years, the number drops. So, it could be higher currently or lower, but these
082are the ones that have been in that program for four years. Um and you can see as um there has been significant increases in I I think anyways in proficiency and emergency dropping especially as you get younger. So if you look at that first cohort you know they started that in fifth grade and that's what they've done over you know these last four years to this point. But as you get to the younger ones, those kids have now been in the program at an early age when you're really developing those reading skills and you're really starting to see the changes early on, which is very exciting to me. I really really was excited when I saw this report. Um, I mean, you can really see, like you said, a lot of growth in those elementary
083age kids who have been in it since they were in kindergarten. Um, and it just I think is a testament to how important it is to get really good curriculum into the hands of kids early, right? Give them the the foundation to start on and they're going to carry that all the way through their education. >> I do think um this I when I I appreciated Kevin doing this. We had talked about it last week and I think this is really great, but if you look at that class of 2031, this speaks to how things have changed. When I was a middle school principal, we might have a handful of kids move in and out in a year. That class, which probably has a hundred How many kids in your seventh grade, Michael? That's how
084much mobility we have. Only 92 kids have been here the whole time. That's that's a huge change over the last 15 years. So many kids. And that makes it very hard for them to also be successful at school when they're going from school to school. So that was something that was like, oh wow, we we I knew that our mobility had changed a lot, but that that one's kind of startling to me. 92 kids, that's it in that cohort. >> Yeah. And that number will traditionally will continue to decrease, right, as they get older. >> But great data. What what is the uh so when it says at risk what does that actually mean >> and generally it's about a year behind >> and then emergency would be >> emergency is two or more and
085ARC I ready breaks it down a little bit more than that uh uh but ARC this is the three areas that it it breaks it out um and many well witstrand explain. >> Um, so several of the buildings I know at their school improvement plans are working on those emergency students and moving those emergency students and really having the data um and Jesse even brought it up with the the points uh how much movement should be happening every month. And so because we have the program, the curriculum, and we have the data, now we're able to analyze it and dig deeper into it. Even to the point where in one of Jesse's PLC's, you can go into ARC, you can go into that data, you can actually select a specific skill that the kids are
086all working on and see see the growth. Um, and so now we have that in ELA. We're trying to mirror that in math so that we have that real- time data to make those instructional adjustments as we go. >> I think also too, if you look at that bottom row, which the kid the youngest of this particular group of data, getting them in a quality instructional program earlier, look how much they changed in their proficiency of plus 32 and and reduced their emergency by it's a negative 20. So, I'm and excited once we get in we get those kids rolling into the middle school that have been in since kinder and first grade and all of that to see see those results. Yeah. >> I also noticed too and I think it was I can't
087remember if it was fifth or sixth grade where we talked about there's a big drop for some reason with kids in at that age level and then they never recover. But you you don't see that here which I think is really cool. Any other questions for Kevin? Great data. Thank you for sharing that. It's very helpful. >> Next up, Diana. >> Um, we are working through the necessary changes. We need to bring each new policy. also kind of tied to that but not really impacted by trimesters is we are working on changing some building schedules and busing schedules that will impact us positively in our financial situation. So I'm sure Ken will appreciate that. Um but we're still working on that. That's still to come. Uh we're continuing to work on the Red Rover implementation.
088Um it's just a process that's going to take us a while. Um Amy Flores, our new HR clerk, started on Monday. She's already taken on responsibilities. her expense her experience is already playing out into our work. We had a meeting today, Kim and I. She's in there with Kim and I and and Raul and she's, you know, contributing when we were talking about files. So, she's just she's very sharp. It's just just great cont. I can tell in two days it's I'm really excited about having her. Um, right. So far this year, uh, we have supported 22 students in either student teaching or in their observation up through student teaching. Some of those that's multiple rounds, six hours, 15 hours a week, six hours, 15 hours a week student teaching. Some of them have done
089like been here almost all year and I have some we have some pending requests. Um and then today I was uh had a meeting I was I had a conversation a meeting in conversation with Linda Sudalnik. Um we're working on trying to bring archery to the high school in 2627. Um there's eight there's 10 eighth graders that are rolling up in the high school that would like to continue to participate. They need some financial support for this year with with my title four funds. I think I do that. I don't know what's happening to title four next year, but there is some work that has to be done with the high school because it has to be taught in in at least one class at the high school. But we talked about some different options
090and they they've already done some leg work speaking to some of those high school teachers. And then uh she wanted me to let you know that February 27th and 28th is their local tournament here. um they are uh using the tournament uh people the out you know their fees to be in the tournament and they're looking for sponsors so they don't they're not going to charge people to come in but that's how they're working to raise some money they're doing more tournament they're doing four tournaments this year which is the most they've ever done and then states coming up but um we had a good conversation and um I think I think we'll be able to support her it's not a huge financial impact we just have to figure out how it's going to work
091at the high school and we talked about if those high school kids because they practice here if the high school kids can come and the somehow they can do everyone can practice and um they have a parent volunteer who's also certified. Um and so yeah, they have a plan for the middle school. They have a teacher that's going to continue to teach it there. And um yeah, so that was good conversation. And uh I told Linda, I was I was honest with her and said, I I'm you're I'm not going to remember all this. You tell me when you're ready and what you need. you got to, you know, don't be afraid to call me or email me because I won't remember. So, because there's too many things going on. So, that was a great
092conversation, too. So, we're excited to try to make that happen for the high school next year. >> Questions for Diana? >> Yeah, that's awesome. Thank you. >> All right, Kim, you're up. >> Okay, so I'm gonna jump around because I have a bullet on here that after she said that um that I didn't put on my list this time. So, um, I had an amazing conversation with Chris Rosselli from Theater and he the Princess Theater spends between six and $9,000 a year for storage and we have an old cowboy portable that is empty. So, we are going to ch trade our cowboy portable storage for the cost of doing our third grade plays and we are not going to have to play for them for next year and years coming forward. And so, guess what?
093Maybe the Giza credit union money might be able to be used for archery. So, see, we're always finding ways to not spend money, boss. Um I joke with him all the time because um I always come up with these funny things and so we we're always looking and doing things. Um budget I know that we're beating this and everybody's going like all you talk about is budget but the amount of hours that consumes that time each day is crazy. Um and so working with the SD the county um I'll give you an example. Um, for years um, growing up on a farm, we had died diesel and so we could use diesel in our tractors and our different things as long as blank met the requirements, whatever the requirements were. Well, it came about through
094a meeting that school districts are now eligible for Diesel. So, I contacted the Department of Licensing. We got the application. And it says right on page two, school districts and all of the superintendent like, uh, you might be able to put it in your generator or you might be able to put it in your boiler, but you're not going to be able to run it in your buses. When I talked to the lady today, she goes, "Of course you can use it in school buses since February of 2025." Now, I'm not gonna I want everybody to hear me. I'm not counting on my chickens till they hatch, right? But um that's an example of things that I'm putting my nose in to try and find ways to do things and if it works then I'm
095going to spread it to all the superintendents and maybe the Diesel will become a big thing in schools. I don't know. Um seniority lists are out. Um this is going to be for those that may be retiring or listening tonight. If you're a pea member, there's cash incentives for early letting us know early um so we can do our budgeting. We've been very transparent and clear that we're going to have to do different types of staff reductions. We're hoping we can get the retirements number so it impacts fewer and fewer people um personally in their piece. Um so that was those are good things. We have this one public records request. Um we don't talk about them, but I want you everybody to know this is a public records request that's probably going to take
096us six months to answer. Um it's five pages long. Um and it's just it's just crazy. So, I'm just telling people that's part of the things we also do during the day. The Benton Rea LED light upgrade project is still going on for the old gym and Mr. Denny's. Well, for Hustle Middle School, not your personal gym, but you knew what I meant. The middle school um we did do I think Drew is off. We're working on an emergency repair grant. Um that is for the roof at housel may cover the door for the egress for the special services door. Um it it it's not an emergency for those door badges, but we'll look in the cap. So we put a list about this big and it's kind of like the rate. You put it
097all out there and see what they're going to give us to keep moving forward. um the early learning facility department of commerce grant. We got our first package in um to them with we're waiting for the stamp so that we can go out to bid. I want everybody to remember again when you see this going on, no there's no basic ed money going on, but this is a specific grant for the early learning facility that will be in the southwest corner of the Boys and Girls Club. Um, we are working on that relationship as well. Um, because of the network and the door access, the Boys and Girls Club, we're going to do that. We're going to continue to do food service and transportation for that. Um, leadership, when you think about leadership, when um
098when times are tough, doesn't matter if it's at home or in a business or anything, transparent, honest, open communication. It's almost better to be kind of the negative Nelly than the glass half full, which is normally my natural personality because I don't want anybody to think that we've not been honest about the problems that are going on. And I really appreciate Ken coming today. We talk a lot. Well, each month, but then periodically there's things that come up. We have to make sure that people understand this is not just happening in Proer. And if we do what we're supposed to and be good stewards of money and get better at the situation, we may rectify it sooner than some of our our partnering partnering or nearby districts. So please understand relationships are important. Your treats
099today are an example of that, a way that we have to honor the hard work that our peers, our principal appreciation week, our teacher appreciation week, those kinds of things. because when things get hard and hard decisions have to be made, we have to make sure we do them with compassion and understanding and so forth. So, um I always joke about where you're going to see me. My used remember my list used to be all these places you'd see me out in the public and now you're going to find me in my office. Um some sporting events. Um, I have to tell you, um, not that this really matters, but Monday was my birthday, but we went to the chamber awards banquet. So, I didn't really get to celebrate my birthday except I won the
100drawing and I won a table saw. And if you know me in my construction parts of my house, I loved my table spa saw for my birthday. But the reason I tell you that is when we had um the game last night, I came home, fixed my dad dinner, and was going to go back to the sporting event and I went to the basketball game. Oh, I'm tired. I'm just gonna stay home. And I'm so angry that I wasn't there. Um, so it was a good deal. And so there's just lots of things going on the community. I think the culture, Diana went with me, Sean went with me um to the chamber awards. There is a good feeling in our community. I think people are appreciative um of the things and the work that
101we're doing. And you know, the touches you get on the shoulder or the direct eye contact that say, "Hang in there. You got it right. That's what it takes. So, I appreciate that. And once again, Ken, I appreciate our partnership. >> Thank you, Kim. Any questions for Kim? >> All right. Thank you. Uh, moving on to board reports. Michelle, you're up first. >> First, thank you so much for these lovely gifts. I really appreciate it. Um, I'm going to eat these cookies probably in my car on the way home. They look really good. I just wanted to mention um as Samantha said, winter ball is this weekend and Thrive Youth Cafe is hosting an afterparty from 10 to 1. They have free pizza, 50% off Red Bull specials. I do know that they are still
102looking for volunteers to help um during that event. So, if you have the ability to go out and help volunteer to watch some of these students um 10 to one, there's no setup or cleanup required. They just need I think some chaperones. Um, also next Thursday night at Houseell Middle School is history night. Um, I think the high school and middle middle school students will be presenting their NHD projects. Um, it's they they too need judges to come out and um, give the kids feedback on their projects. It is a really great opportunity to see some of these projects in the works, give kids feedback as they prepare to um, go to their regional competition. So, if you have the ability to be a judge, I think they need to know by Monday, but um
103it's a it's a really good thing to go help with. And then, um let's see, was it last week I attended the FCCLA regional conference where we had middle school and high school students both competing in star events for that. And I think uh seven students are advancing from the middle school to state and 11 from the high school. Um so, congratulations to all of them. >> Thanks, Michelle. Right. >> Uh thank you guys for uh for the gifts. Um Kim for all you guys are doing currently. Um and just hoping for a safe uh winter ball for student staff. Hope you guys have a have a great weekend at that. And then um I think as mentioned before I ended up on the intercolastic activities committee. Um so first Zoom meeting for that was
104last week and I think it basically boils down to three Zoom meetings and 99% of of it is about WIA amendments coming up for the year. So um I forwarded 35 amendments to the board members. You guys have questions, comments, let me know. Uh final vote is in April. There'll be I think two more Zoom meetings before that to kind of discuss um what's going on there. So, anyway, um like I said, if you have questions or comments or if you're not interested, I totally understand. So, let me know. >> Thanks for your service, Brian. Appreciate it. U Frank, do you have anything? >> Uh yeah. Can you hear me? Okay. >> Yeah. So, um just on the legislative side of it, um I really like, you know, the the united stance that uh everybody's
105been taking. um for on behalf of the school districts mainly voting on these you know or giving our input on these bills. Uh the budget is obviously always one you know where we're getting our monies and then uh maintaining local control. So I really like the work that's being done there. Um, but as far as budget goes, you know, just um getting accurate in numbers and stuff like I I feel like we're getting possibly now um for budget and planning is so essential and uh I really just love the way we're getting creative on how to save money. So, um anyway, keep up the good work and I feel like we're heading in the right direction, but that's all I got. >> Thanks, Frank. Um, I guess for me, yeah, thanks again for the the
106gifts. I'd really appreciate it. So, um, I did want to I've been in a trade show the last couple days and I had an opportunity to speak with the Pasco School District's CTE director. And so we had a chance to talk and visit, but one of the things and I don't know if uh Rick's on here or anything, but um what they try to do is go to these trade shows and meet with industry professionals and and bring them into the schools to talk to their students about, you know, what what they could do in the future, whether it's, you know, a or whatever type of uh thing they have. So, I thought that was a really good um point to make and might give, you know, our students a a sense of I don't
107know what the the right word is, but maybe biology or chemistry or or math is actually something fairly useful, you know, depending on the career field you go into. So, I thought that was uh pretty good for them and maybe it's something we can, you know, maybe implement here doing. So, um In addition to that, I I sent out an email. Um, we had a legislative dinner in December. Um, I did a follow-up email with uh basically the group. So, it' be Grand View, US, Sunnyside, Mapton um about doing another retreat with the with the boards this time and coming up with u basically one or two legislative items that that we can uh basically have a unified voice. um moving forward that we can talk with our legislators and our uh representatives and and
108um kind of be a unified front and I've asked the our student reps to kind of come up with one or two things that that maybe affect you know the students within our schools. So, um, more to come on that, but I do think if, you know, as as we go down this road, if if we're interested in in partnering with neighboring districts, uh, that we kind of do the same and come up, you know, maybe we'll have a study session at some point, um, where we can kind of discuss those and hash them out and then be able to have a, you know, a unified front when we speak with our legislators or the larger group of of districts. Um, other than that, I don't have anything else. Uh, future meetings, we have another
109regular board meeting February 11th right here at 6 PM. This meeting is ajourned. Thank you.