001begin. All right, we'll call this meeting to order. Please stand for the pledge of allegiance. the agenda. >> I'll make a motion to approve the agenda. >> A second. >> Been moved and seconded to approve the agenda. All those in favor signify by saying I. >> I carries. Uh is there anybody signed in online? moving on to Oh, do we have somebody second? Oh, I'm sorry. I skipped right over that. Sorry. I know. Hold on. Hold on, Jim. I gotta read my spiel here. >> Yeah, you can come up. I just reate this real fast. What's that? Well, thank you. All right. Well, next up, we'll be uh hearing from our visitors um addressing the board. You may present a concern to the board during the time reserved for hearing public comment. If this is
002the case, we ask that you sign in or prior to the start of the meeting, sign in, noting the topic you intend to address to the board. Come to the microphone up front and state your name. Do not reflect adversely adversely on the political or economic views, ethnic background, character or motives of any individual. Do keep your comments concise, not emotional, and brief. Board is interested in hearing your concerns and your compliments, too. And it's best to call the superintendent's office a couple days before the meeting. If this is not possible, you can ask the board president to recognize you during the hearing section. And we'll go for three minutes for a total of 21. Jim, you're up first. >> Can you hear me now, >> sir? >> Yeah. I just since this is the
003last meeting of the year, uh I just thought it would be and I'm here a lot. I just want to say merry Christmas. God bless you. You're doing a phenomenal job and I appreciate that. I wouldn't want to be in your shoes. However, the concern because you got to do that right when you speak in front of a board. Uh last week when I listened online, um I there's there's something I don't smell doesn't smell right with the budget. So um you guys, I urge you as a as a proer guy, let's let's dig in. Let's let's make some tough decisions if we have to because yeah, something something's not right. So there it is. I got two minutes and 30 seconds. >> Yeah, you keep going if you want. Thank you, Jim. Uh, next
004up is information items of building report and school improvement plan with stranded elementary gain Coronavville >> and that's why I sat in the front. Um, do you want me do you want a brief summary of what's been going on or do you want to just go straight to the school improvement plan part? Whatever you >> whatever you want. Okay. Um it's hard to believe it was two months ago already that I was up here and again a lot has happened in two months. We had the science on wheels exhibit which unfortunately I had to miss because my husband had surgery that day but Diana covered for me and I heard it was a little bit busy. Um we've been working through safety and security protocols with a new principal and a new security officer. We
005figured it's a good time to just dig in and make sure everything is fresh and on the same page. So we've gone through all of those. We've had our safety drills, lockdowns, evacuations, playground evacuation, earthquake drills, missing child drills. We've worked our way through all of those and are making some tweaks as we need to. Uh we're continuing with something going wrong with testing. You're welcome. >> Is that better? Okay, we're continuing with our monthly assemblies. We had um a great Veterans Day assembly put on by Mrs. Rap. She always does a phenomenal job. She also did the Turkey Trot. This was my first ever Wit Strand Turkey Trot and it got a lot of hype beforehand and and it was well worth it. That's a pretty cool event. So, if you've never been, I
006encourage you to go out next year. It was my 18-year-old who had to run a mile in a turkey costume might not agree with you, but it was pretty cool. Um, we had our first family night. We did a family reading night. We had representatives from Mid Columbia Library out there. Had the hot cocoa, cookies, the raffle prizes, all the good stuff. Finished our annual dyslexia screening last week. Um, we have a Christmas performance on Thursday night with our first and second graders. And that's about everything that's going on. We're continuing with our staff uh PD diving deeper into thinking maps. Have a bunch of art trainings coming up in the future. So, the school improvement plan, I emailed it all to you this week along with the brief summary. I gave you a packet
007that has a summary in it. I did not print the main school improvement plan because it is 32 pages long and you know, we're all about saving paper. So, and it's rather cumbersome. So, what you have in front of you, the first page is just a summary. It lays it out very simply. It takes those 32 pages and puts it on on one document for you. So when we look at our school improvement plan and we break it down into two simple goals and we look at the steps that we need to take to identify those the goals and where our where our weaknesses are. So, a couple weeks ago, we met and we started digging into some ARC data. And if you go to page two, this was on November 30th, that that blue
008graph, I was like, "Ooh, we have a little bit of a an implementation problem is what it came down to." And so, we had to go back and have some conversations about entering the information and getting stuff updated. And within two weeks, the orange graph is where we were at next. And so, it's just a way for us to track where our kids are at and what we've been doing and what's been getting done. So you can see the top one is the ERA conference rate comparison. This is ensuring that our kids are being met with timely to look at their specific goals and the bottom chart is for our Spanish speaking students the inal conference rates. You have any questions about those? Okay. So we have we've identified for our school improvement plan students
009that are at the emergency level and for the purpose of our school improvement plan those are the students that we are tracking closely. I want to make sure that we're not forgetting about all the other students in the meantime but these are the ones that we are tracking closely this year. So, our goal is to get those students at that level to make 80% of those students to make a year's worth of growth, which is a challenge because there's a reason they're at the emergency level is they're not they're not seeing that annual growth like some other kids are. We also want 35% of those kids to exceed annual growth because if they only make annual growth, they're still going to be just as far behind next year as they were at the beginning of
010this year. And so when we talk about conferencing, when we identify kids that are at an emergency level, teachers are supposed to be meeting with them two to three times a week. And our atrisisk kids, I believe it's once or twice a week. Kevin can correct me on that one if that's wrong. And then our proficient kids is like once every two weeks. And this is just individual conferences to test on specific skills to give them that extra individualized support and attention. And then on the last page you can see so our goal is to be this is just our emergency level kids that this is tracking. Our goal is to be at 80% that 80% of those kids meet that goal. So you can see we're we're trending upwards. We're on the right path.
011We have a lot of work to do yet but we're on the right path. So as of October we had about 8% of our kids from that e emergency cohort that were on track to make one year's growth. And right now we're just about at 40% of those kids that are on track to make a year's growth. >> That's the same group of kids. >> It is the same cohort, the same group of kids that we're tracking. And we're doing the same. This is just for our reading goal. For our math goal, it's going to look very similar. And the reason I don't have data in front of you for that is because what we're using to track math is the I Ready Diagnostics. And we only do those three times a year. So we
012did that in September. We'll do it again in January when we come back to school and then we'll do it again at the end of the year in May. When you look at the one pager in front of you, you can see there's the goal and then there's the practices, the plan that we've put in place for how we're going to make like how we're going to meet that goal. And then on the other side is the key measures. How are we going to measure our progress towards that? So, when we look at self-reflection on whether or not we're meeting this, we're tracking all of the things um under the practices side like every classroom is using writing thinking maps that tie writing skills to reading skills. So, when we meet in our weekly PLC's,
013teachers are bringing back data all the time that addresses these. >> Why don't you explain a coaching cycle? >> So, we have an instructional coach. Um our instructional coach is phenomenal. Laurel Ar does a great job and she is able to she dedicates specific time to work hands-on with a teacher and we can do many cycles, we can do extended cycles, but she'll go in and they'll work together. They'll brainstorm a lesson, she'll model it, she'll give them an example, they'll come back, let's try this theory and she just works like as a partner teacher with them for a period of time. And when I informed our teachers that this was going to be one of our practices that we're putting in place to meet our stu our school improvement plan, they were rushing to
014be first in line, like they wanted a coaching cycle with Lurel. That's how much confidence they had in her. >> Any other questions about any of that? >> I just had a couple questions. Um, when you're talking about kids that are at that emergency level, does that can that vary like how far behind they are? Is there some kids that you're targeting obviously they're a year behind, two years behind? >> So, for the purposes of this, we're not tracking our kindergarten students because obviously they're not far enough behind. I don't know. I'll be honest, I don't know exactly what the cutoff is in ARC for the emergency level. Um, Mr. Gilman, do you know how far behind they have to be in ARC to constitute emergency level? Is it two or more grade levels behind?
015>> Okay. >> And so then when it comes to to ARC, that's the cut off. And for math, what we do in I Ready, the kids that are emergency level, we sorted them all and then we took the bottom 25% of our students. So there's more that would be considered emergency level, but for the purpose of this, we're focusing on the bottom 25%. >> Okay? and the uh kindergarten side. This is across the rest of like one grades one through five then that you're building. >> Yes. Correct. And because we're in a a bilingual immersion program for first and second grade, we are tracking them on their language of instruction. So the bilingual students are being assessed in bilingual in the Spanish which is the eneal for ARC. And for three through five, because they're
016taking the SBA in English, they are being tracked on their language of assessment because that's what they have to test in. >> Thank you. >> You're welcome. Anything else? >> Couple question. Well, I really have one and it's not really for can't hear me. Hello. Thank you. Um, so I kind of just have a general question and it's not strictly just for wit strand. It's kind of a general, it still deals with wit strand, but I think it's part of a larger question for us as a board, maybe our student reps and and the administrators just, you know, looking overall at at the I found in the in the big uh SIP document. Um there's a couple things in the comments section. I just wanted to get clarification. Um in 2324 the fourth grade was
01726% proficient um and then in 2425 the fifth graders which were fourth graders in that the previous year were 39%. So, and we saw the you can see the same thing in math and I think we're we're gaining traction but but still the the numbers are defleating I think or um you know if we have 60% of our kids at least based on the SBA right that's what the school improvement programs is that right or what test are they taking to getting these metrics so to qualify for OSSI is LISF and that is based on the SBA. Um but it's not just the proficiency levels, it's it's also growth. Um so they measure growth. They have some kind of formula that they create to measure growth in various areas which I should probably do a
018little presentation on with SIP data so you have kind of a better understanding how schools qualify or don't qualify. Okay. Um but yeah, the S the SBA data is part of that. Okay. So when we look across all of our schools, we see, you know, roughly 60% don't need proficiency. Um, you know, what strands no different. Um, but I have a hard time really believing that. And and here's why. Because it goes against the really goes against the 8020 rule basically, right? I can't I can't imagine that 60% of our kids are going into sixth grade. not proficient which are going into seventh grade, eighth, ninth. That means we'd be graduating 60% roughly because it doesn't change whether we and the school improvement programs have been the same since I got on the board. What
019what these numbers are telling us as a board, as a community, as staff is that we're not, you know, we're graduating kids that aren't qualified to move forward, right? That's that's the underlying at least that's my perception that 60% of them aren't proficient English and or math. >> Can I be can I be really honest here? I think that obviously like as instructional leaders, we know that we need I refer to the standard the SBA as a standard based accountability. So we need some form of standardized accountability that we're doing our jobs. At the same time, these tests are a two-hour snapshot of a day in May. And I think Kevin once told me when I first started working with him that by the time our kids take the SBA, we should know whether they're
020going to pass or not. Because if we have good assessments along the way, we're going to know where they're at before they take that SBA. Again, I'm going to use my child as an example, a very he very smart kid. He's the kid who's got his math trophies hidden in the back of his closet. He comes home from the SBA one day in high school and I'm, you know, trying to be the involved mom. How did it go? How did it go? And he's like, good. with a smile on his face like my time. I'm like, "What does that mean?" So, apparently him and some friends had a little bet going on who would finish first. Okay, so couple takeaways. Number one, parenting fail on my part. Number two, he probably owes Mr. Bailey an
021apology for messing with his statistics. But number three, that doesn't define who those kids are and whether or not they're proficient. And I wonder how many kids are not taking this as seriously as we do. And the question is how do we make them take it seriously because they're an entire child. They're not just that snapshot of that two-hour testing day in May. So that's and I can I add one I'm going to add to that as well. I think that's very accurate statement. Also that's also the reason for um in graduation there are multiple ways for kids to demonstrate they're ready for graduation. That one test isn't just the only thing. >> Right. So Mike where I'm going with this is that you know there there are other metrics to assess the where our
022kids are actually right >> um you know how much time energy and money do we spend putting these tests on to get nothing at least from what I've seen nothing out that that's of value. Obviously, it's a requirement, I'm assuming, right? But and it all gets reflected on our school report card, but every school across the state looks the exact almost the exact same plus or minus a couple percentages. So, I I guess I don't even know where I'm going on kind of a tangent, but you know, we spend all this time doing school improvement programs to look at the same data year in and year out. I don't know how much it costs us. I don't know how much time it costs us, but if if we're not getting the accurate data, this is
023probably going to sound bad, but why are we doing it? Why do we spend so much time doing it and instead use um you know regular assessments based on where the kids are actually are at to where even if it doesn't go to OSPI at this point I don't care because all of them look the same and they don't really change you know but we can celebrate you know the wins whether it's I ready or whatever math you know that we're doing they actually show the comm our community because that's where it matters right and we could post it on social media and the websites. You know what, but I'm going to stop. I guess >> I completely I get where you're going on and I I will admit I feel a lot the same
024way and that's why I really like with the work that our teachers are doing in PLC's, but when they come back to PLC's, they are always bringing data. They're bringing data from they were working on that past week. They're bringing preassessments. They're bringing post assessments. And to me, that's telling us a lot more about where our kids are at. Yes, our goal is to get them proficient on the SBA, but at the same time, I don't ever want to lose sight of the fact that I'm responsible for 250 beautiful, unique human beings, and I don't ever want to look at them as a level one, two, three, or four. They're human beings, you know, and this test is like a it's a quick snapshot. Do we have to do it? Yes. And yes, it's important
025and yes, it drives our instruction and it tells us what we need to work on. But I don't want to overemphasize that when there's so much more to each of these kids than the score that they get on the SBA. >> How much time does staff and students use test versus deep learning in the classroom? the actual test. Um, it does depend on the kid, but a it takes two to three probably threeish hours at least per test. There's and there's really three if you're taking science. Um, I don't think that I don't see and Kevin and Galain can um chime in. I don't see teachers um spending all their time learning about the test but yet emphasize its importance and kids need to do their best. Uh we're doing a book study with um
026Kevin Brock to our instructional coaches and one of the last things was if there's a test that you're not using the results then quit doing it. And ultimately the results that we get on the SBA by the time we have them they're it's too it's outdated. School year's over they've moved on to the next grade. It it really is the the you know end of the summitive assessment that you look at you go okay here's some you can look at for some strengths there's some weaknesses trends overall with kids. Um but what we're doing daytoday what Jolene's talking about what our teachers and our staff are doing every day in class is what really matters. not taking this test that really doesn't doesn't show us any quality data here over here. It shows shows some
027right but I don't think it shows what Austin school what our staff actually >> I think it's important that we don't lose sight of that because I don't want to diminish those who don't I mean yeah I was that kid that would have stressed about the SBA and I would have come home probably with level fours my husband probably would have come home with level ones because he would have thought it was a great time and yet he's the smartest person I know like it's every child is different and we're trying to measure them with the main measuring stick and it doesn't work for everybody, but again, it's what they do every week when we're looking at the assessments that that should tell us where they're at. >> So, I think I'll talk for Jason
028because I I I think I'm I'm fully on board with with how you're feeling. Uh, but I think from Jason's standpoint last week to this meeting, there's and obviously not to put a huge burden on on the district, there's already enough going on in the classrooms with teachers, but I I think what the what would be great for the board to see would be some of these maybe it's not the weekly metrics, but showing that growth somehow in a snapshot monthly what whatever that ends up being. So then that can be conveyed to the board, the public that hey here's our growth. Yeah, these score numbers are horrible, but there is positives going on with with throughout the district in procer, but what those metrics get shared at, I I don't know. You guys are
029the experts on that, but I I think that's kind of the consensus on wanting to see something rather than these yearly scores that like Jason said, just that the numbers don't change. >> So, we do have like our PLC meetings. um you know because we're a small school we only have two teachers at each grade level but just for example it's they were meeting with the fourth grade teachers and the spreadsheet that they're using one week when they come in they talk about it they're like what are we going to bring back for next week well next week we're teaching this unit and we did a pre-assessment and these are their scores and they put them in that spreadsheet then when they come back the next week to that same PLC meeting they enter their
030scores again last week we had you know 100% were ones and this week we have 30 of them are moved over to threes and say, you know, so they're keeping track of that and then they're looking at it and going, okay, why do we not have more? What are we going to do? And then they talk about what they're going to change and then they come back again. So that's the cycle that they're going through with boots on the ground, like day-to-day life. So we could probably share some of that information with you. Obviously, we'd have to redact some information off of there, but we could share that with you if you want to see how that process works. Yeah, I think um last year Kevin, you brought in some data that I found pretty
031meaningful and I think it was um growth from ARC and then we also had some I Ready growth metrics we were looking at and I found I found those charts to be really helpful too. We can do that. It's easy to pull information off of ARC and I Ready. They both have a a website that makes it really easy for us to pull that forward for you. because those are I mean those are the tools the kids are using today right I know I'd be interested in seeing their growth throughout the year rather than snapshot in May I'm wondering I'm wondering also if we could put something together where we do that and yes it'll become public record like it can be an addition on the but if it just comes out in it we
032wouldn't have to do big presentations where it takes a bunch of time but the data is presented on a monthly basis or something Right? Here's where the our we would present it, but I mean we won't have to go into five schools doing a different we can present we can present it in a graph format where here's where you can see not by school here's what our third grade are doing here's what our fourth grade's doing right and and even show our middle school who are using our >> so there are different purposes for different assessments and I think one thing that we might do first it is to explain it. Um it's part of the book study we're doing right now. It's assessment literacy which would help understand the purposes be behind uh the
033different types of assessments. There is a purpose for the the SBA and it has driven actually a lot of the things that we're doing now. So it's not that it's just thrown out even though that there are scores that are lower. Um, we also look out with different demographics of who is growing and who's not growing. That's part of the reason why we have the goal for the emergency level uh because there's certain populations and demographics that aren't growing and we want to be able to address all kids. And so, um, and the SBA is the only it's the only one that does that for for that specific specific area because it's a, like I said, it's a algorithm the state uses to show growth and they they pull it's not just the SBA proficiency
034score. It's also the algorithm shows the growth of that. It's also attendance as part of that. So it's all formulated into these cells um and broken out for our demographics. Now we can we thank you for purchasing ARC because that curriculum was expensive and at that time but even to show you the impact of ARC because we have available daily data is allowing us to create some of these goals. before that we didn't have that data that was up to date uh entered that we can display and process and have discussions about um on a daily basis. So some of the things that we're coming to you for approval is to make that process easier so that we're not sitting there just gathering the data but we're also we're actually using the data on a
035daily basis and ARC arc is one of them and we can definitely build in updates on those assessments but I think before going to that and looking looking at that doing uh just a little presentation or maybe just a short reading because it's just a few pages around assessment literacy. Uh because there's assessments for learning and there's assessments of learning and just understanding those two and the purpose of each each one and because they each have a purpose. Any other questions for students? Sorry to put you on the spot. All right. Thank you. Thank you. Next is enrollment. >> It's pretty much our standard enrollment report. You'll notice um on uh basically the second page past the cover page you see you'll see right now our average is at 2312 we're using 2272 so we're
036over budgeted which is good for us um I think there's some pieces in here um on the enrollment and withdrawals this is that time of year where we see a withdrawals in December and then we hope to recover Um um but you'll see that overall we're down some you'll see new to district which is exciting is eight. Um and then the I don't know if the word is good but we are able to verify that 14 moved out of the district that they're not dropouts. Does that make sense? They're not missing like we don't know where they're at. We have that's called a a T-code. It's a good code. We know that their turnover is a T-code. um you'll see like a completed graduation graph uh grad requirements. We do have one dropout working, right?
037So, you can kind of see that. And then the one that as a past principal and as a superintendent, the three unconfirmed transfer, it's my uh not my biggest concern, but my biggest wondering. And so those three we have to stay on them um because that's part of that school improvement plan and that report card and our graduation rate come from a lot of the U codes or they unconfirmed. We don't know where they went. >> They just haven't showed up. >> So that means um they haven't shown up to school, haven't had um a confirmed transfer that they went to district X. We haven't been able to get a hold of a family member that says we're moving to city X so that we can follow up with that city school. >> Yeah. Because
038even if the parent says, "Oh, we're moving to Florida." Tallahassee, Florida, we can't say it's confirmed until Tallahassee, Florida's requested the records. Then we can say, don't even if the parents say we're going, we have to have that confirmation. >> Oh, unconfirmed means we know they're heading somewhere, but we don't have the document for the records request. So, overall, I think it's doing okay. questions for him. Thank you. >> All right. Next up, student rep reports. >> Um, so basketball had their autograph night the other night as a fundraiser. Um, I think it went pretty well. I think the little kids get pretty excited. Not much to report on. Merry Messing Week is going around well at the high school and I just picked up our new suggestion box for Mr. Hager, an A teacher.
039He made us his suggestion box for the office. So hopefully we can start getting people to give us their input. >> Um, we handed out eggnog today for raining week. I'm not a fan of eggnog, but that eggnog goes out really quickly. I would also like to extend my gratitude to Mr. Hater for making us a suggestion box. Ezra just showed it to me and it's really cool. Um, and girls and boys wrestling have a home meet tomorrow night. >> Questions for us for your guys. Thank you. >> Moving on to action items. Uh, first item is uh second reading policy 505. >> No changes. Move to approve the second final reading of policy 50005. Second. It's been moved and seconded to approve the second final rating of policy 55. Students, all those in favor
040signify by saying I. I. Motion carries. Uh, next up is vouchers. Any questions on vouchers? I'll move to approve the vouchers. >> Second that I should ask a question. >> Yes. >> Okay. What is ESD 105? What's what's that for? >> So, we are a part of ESD23 um which is the educational service district. ESD 105 is out of the do some of our services through them. And the guardian security that's uh >> guardian that guardian security comes into different places and that's our elevator that's our um fire that's all of that general maintenance >> and um for example if you've ever seen in you know you have the sprinklers and the different things. So they come in they put the cap over it then they run the test and see if it comes gone
041or not. They do all those testing in all the buildings. >> Yep. All income. >> That makes sense. And then um the OSBI Child Nutrition Services 11,000. Let's just It's a 912298 or no >> 91229. Okay. I was just curious. Yeah, that's all that's all I got. >> It looks to me to be I will report that back to you. >> Darlene, are you can you hear us? Yes, I can. It's commodities food that we order for our department. >> Okay. So, it does go through child services. That's what I was making sure. >> Yes. >> Okay. It said cheese, chicken, eggs, turkey, which is >> Yeah, it's quite detailed on the report. I just the name I just wanted to make sure since Darlene was on. >> Okay. Thank you. Any other questions? It's
042been moved and seconded to approve vouchers student. All those in favor signify by saying I. I. Moving on to consent items A and B. And thank you for pulling off the ones that don't need. So I appreciate that. Any questions on the consent items? Well, I move to approve consent items A and B. Second moved and seconded to approve consent items A and B students. All those in favor signify by saying I. >> I. Motion carries. Uh that concludes everything for tonight. Moving on to reports. Director of grants. >> Well, a couple of things we've already started to discuss. Um but um we started our MTSS meetings again and um working we're working on we've come up with non-negotiables for the different buckets with MTSS. The buckets are like attendance, academics, social emotional learning, behavior.
043Um and we've come up with some non-negotiables, two non-negotiables for each of those buckets. We're now going back through that process and then um deciding how we're going to monitor u those non-negotiables. So that's we start that process and we'll be meeting monthly to continue that work. Um like we've talked about, we met with district coaches uh today and we're continuing our book study around common formative assessments. Um, and so some of that information as we go along, as we get through this book study, we have a better understanding of formative assessments and starting to build some of those common formative assessments so that we can have some in-house district assessments uh that are in common that we'll be able to uh determine if kids are meeting standards or not based on those assessments. um
044during our instructional ad team, which we also had today, we're continuing to um focus on math. And right now, we're kind of just building a foundation of common language of what is ba basically good math. What does that look like? And we're not just pulling it out of the air. We're using um the eight effective uh teaching practices in math and using that as our kind of our foundation to have a common language going forward when we have discussions. Um developing rubrics so that we can start to go out look to see if these practices are being implemented. Um and then starting to to dig into the root causes um for our math data. that we uh it's being reported spa wise every year. It's our lowest area. So that's kind of where why we
045started with it. Um dual language we looks I'm hoping I applied for another grant for dual language. They said there's more money. Um the first time around last year they gave us 50,000. This year they gave us 10. Uh and that is part of that money is paying for our uh bilingual teachers in the dual language program to work on bridging English and Spanish languages. Um they called the cross linguistic connections. Um and it's very intentional planning, but that only paid for about a third of of um the PD. The rest of it came out of TBIP, which is another bilingual grant. But I'm hoping that we'll get additional funds at least to pay for all of that through the dual language program. Um, and we have our first pack general meeting this Friday um
046at starting at 5:30 and we are doing to cookie decorations. Um, there's some guest speakers and then we're also out of pole. >> You have any questions for Kevin? >> Yeah. Very nice that Kevin reports for me because all those things he said except the last one did. Um I I have been working a lot on HR and working on and making our processes efficient and effective and then we're work doing a lot of work on making sure our staffing is recorded correctly, coded correctly in our system. Um thanks to Kevin because he has been doing a lot of work and picking up a lot on the instructional side that uh without him it would be really it would be really hard. So, I've really appreciated his help. Uh, was able to attend I attended
047KV concert last night uh with the kinders and TK's. There was a little more crying than in the first and second graders. Um, those TK kids got in there and a few of them freaked out a little bit, but it was fine. Um, the teachers are are always right there and ready to scoop one up and hug them or console them and um and that all those kids we're seeing have a great time. And there's other things. We have some holiday assemblies happening and sing alongs and different things over the next couple of days. So, it's a very exciting time for kids. Um, but an exhausting time probably for the educators. Um, any questions for Dana? I have one. >> Um, speaking of HR, and I know we approved Red Rover last whatever the last
048meeting was. Uh when will that go when will that implementation start? >> So actually we we've been working on that this week. Um it takes about six eight weeks for them because they do a lot of back-end data upload and information. He asked you know do you want to wait and I'm like no we're not waiting. Um, so our goal is to get implement time and attendance to get that going starting March 1st because that one will be probably a little more challenging because we have to everybody has to learn um everybody will have to follow up for any additional time uh you know any of our hourly employees um and we'll start probably start with one group and build out so that by the time school starts next year everybody can do it. Um,
049and then I said told him the HR stuff. I need it as soon as you can get it for me. And so I'm hoping that will be more like maybe midFebruary at the latest. Um, so we came signed contract today. Um, we're going to Jalisa's been getting PO and all that taken care of and so the sooner the better. >> Um, spent quite a lot of time with Drew today. I'm Michelle sure Michelle will spend some talk about that. Um, we're going to need to make some 2526 budget adjustments. Um, I don't know what that means yet. I just know that we're continuing. This is kind of what you were talking about, Mr. Hop. Um, it's like anything you say, what did I don't know what words you use, but you use like we need
050to get in there and dig deep and we need to do whatever. That's the case. Um, as part of that, um, I I'll give you an example. You've been hearing me talk about Department of Retirement. I'm getting to be an specialist at that. That's even part of that. Um learning um there's just so much in there that it it's we're going to have to redo um some pieces to the budget. Um that doesn't mean it's going to be better or worse. I'm just saying it's not um the data is just not accurate and we need to make it as accurate as we can. Um, as we talk about that, as we bring to forth in January, we're going to have to do our I use the word annual because that means like you want to
051do it every year, but we're going to have to do declare the financial emergency, begin our rift process, those kinds of things. And they're not good to talk about it December, so we'll talk about it in January. Um, we do have a couple employee issues going on. We have one left. Um, it should be finished by Friday. So, we can say that's kind of clean going into Christmas break. I did have one concern about a harassment, intimidation, bullying that came to my desk today or yesterday. So, I'll be working on that next little bit. Um, I walked buildings with Andy today, went through some plans of board maintenance delivery. This is kind of a I don't want to use the word strange but strange two weeks off because the holidays are right in the middle
052and so it seems like we should have a get a lot of work done in those two weeks but the way the holiday falls it's um going to be kind of choppy. It's about six days of work. So um but they have some good plans. um in the leadership. I do want you to know I think I was on the phone about two and a half hours with PRS um doing someone's retirement. I want you to hear this. Yes. 2000 to 2001. Something that was 24 years old that I was working on today. So um these are things and I don't want that to mean that it wasn't done 24 years ago. I'm going to say this for the record if anybody's listening. If you are a state or um county city employee and you
053participate in SERS or TURS, they don't really look at how your retirement looks until the day you declare you're going to retire. So this person now is declared that they're retiring and then now they have to do the audit on their account. So I just want to make sure that's I'm not saying that something hasn't been done for 24 years. Um, we already talk. There's so many amazing activities going on. Every building you walk in, there's lights on people's heads or their hairs are funny or there's something going on. So, there's lots of happiness going on. I will bring up something that you asked uh Riner on one of the tables. The um make sure everybody understands this. There's a I think it's called one smarsh or something like that. It was in your vouchers
054there. When we do things that we are going to show a video or a movie that's copyrighted, right? So we have to have permission or license to show that. So that fee we pay so that yes, if we're showing Rudolph the Red-Nosed Reindeer, which is not really what it's intent, I mean, we do do fun things like that, but if we're showing a a family movie night or we're or even what I was thinking is something even educational that's copyrighted protectively that with martial arts. Um, so it's we've been doing so many things and I am going to take most of the vacation off and I will be physically out of the state for about five or six days. >> Any questions for Kim? Thank you. >> All right, next up is board reports. Sean,
055>> yeah. So, Jim, you weren't the only one who left the meeting last week wondering what's going on with our budget. Um, so I spent about an hour and a half today with Drew from ESD23. He sat down with me um very graciously and we talked about um like Kim said some some red flags with the current year budget. Um so I have actually asked him to provide me with all the details that go into the 2526 budget, the last two years budget details as well as the actuals. And I personally plan to do a deep dive into all of that data and get to the bottom of where we're off and why hopefully. So, um it it is concerning to me too and I am paying attention to it. Um other than that, I
056just want to wish everybody a great winter break. Happy holidays. I hope you have safe and restful time with your families. >> Thank you, Michelle. Thanks for uh doing a deep dive into the budget, too. I appreciate that. U Brian. >> Yeah, thanks. Uh, thank you Jim for speaking up tonight. I'm always encouraged and it's good to see members of the community here. Um, I'll echo Jason. Thank you, Michelle. Um, also for the treats, Kim, Michelle, the car, thank you. Um, and I'll I'll just uh yeah, hopefully uh this this Christmas break for students, staff, administrators, uh time to rest up and enjoy friends and family and just pray for a safe holiday for everybody and wish you guys the best, man. Right. Right. >> Yeah. Um just the legislative dinner last night. Enjoyed that.
057got to I guess it was pretty encouraging because I got to hear or watch some of our legislators listen to some of the issues and I mean we could have gone there we could have gone for four or five hours you know but it was really good they were taking serious notes and I feel like they were really you know making a move to go that way so I'm looking forward to going over there and kind of getting involved with the legislative part um the Jeremy me default. He's he's a great guy. Just we talked afterwards and he invited me to come up to Olympia and so I'm looking forward to doing that sometime. But um a lot of good things I think could come out of that. Um so also just you know wishing
058everybody a merry Christmas and let us let's not forget the real meaning. Thank you Frank. Um mine's kind of long so I apologize up front. Um I I just wanted to give a big thank you to our community. Um they're very giving. I got to spend some time uh volunteering at the foundation church giving out give baskets of food and um you know gifts for you know for those that are um that are struggling this holiday season. So it was a great honor for that. And you know like I said our community is very giving in that nature. And I'm I'm sure they're not the only organization that does it. There's plenty around us that do that. Um want to kind of touch go a little further in the legislative dinner last night. It was
059a great time to to meet different board members from from around the valley. Uh you know, big thank you to Grand View School District, their board and superintendent for uh hosting uh the event last night. Um, and you know, thanks again to Sunnyside, Maton, uh, in Graanby, and then of course us that showed up, uh, to be a part of that. U, one of the things I'd like to do in the future, um, you know, as an individual district, we tend not to have the loudest voice. Um, so talking with Dan, uh, who's the board president for Grand View, uh, what I'd like to do, you know, sometime after the first of the year is put together a board retreat and kind of come up with, I don't know, maybe the top three to five
060items that, you know, that we struggle with as as a district or challenges that we face, you know, and it could be anything from, you know, finances to education pieces, but anything that that would that we need help with as a district and then as as we all come together, you know, Sunnyside, Matton, um, and and Grand View, I think if we can come as a unified front as one voice, you know, with it would speak definitely louder than us individually. So, I think there's a great opportunity for us to start working together with with some of the districts within the valley and I think it I think it'd go a long way. Uh lastly, uh I got to go to the band concert last Thursday, right? I I'm losing track of days. Um and
061it was it was really good. I'm glad I I attended. Um and just to see all of I don't think you could put another student on that on that stage. They were I think Dan was almost fell off twice because he's had to skirt by all the chairs. But anyways, it was a great concert. not only our middle school band but um I think there's middle school advanced and then of course HS did a great job and that whole program looks very well. So uh with that again just thank you for everything that you guys have done the first few months of the year and I wish everybody a merry Christmas enjoy your Christmas break well because it's right around the corner. Um, so with that, we are future meetings. We'll have a meeting right
062here January 14th at 6:00 p.m. With no further business, this meeting is ajourned. Thank you.