12/10/2025 School Board Meeting

001We'll call this meeting to order. Please stand for the pledge of allegiance. First thing up is oath of office for elected board members. Go up front. >> Good evening everyone. At this time, we will start by um take having our two elected um board members take their oath of office. I guess we'll start with um Noah, I think we can do it. We can we can figure it out. >> Okay. Let's see. You get to You got the right. Okay. So, I, Jason Reiner, do solemnly swear >> I, Jason Reiner, do solemnly swear >> that I will support the Constitution of the United States >> that I'll support the Constitution of the United States >> and the Constitution and laws of the state of Washington. the Constitution and laws of the state of Washington. >>

002And that I will faithfully and impartially perform >> and I will faithfully and impartially perform >> and discharge the duties of of the office >> and discharge the duties of the office >> of Proser Consolidated School District 116, Director District 4 >> of Proer Consolidated School District 116, Director District number four. according to the law to the best of my ability. >> according to the law to the best of my ability. >> Thank you. >> Let's see. That we'll do this and we'll do it together. I, Alisa Riley, do solemnly swear >> I, Alisa Riley, do solemnly swear >> that I will support the Constitution of the United States >> that I will support the Constitution of the United States >> and the Constitution and the laws of the state of Washington >> and the

003Constitution and the laws of the state of Washington >> and that I will faithfully and impartially perform >> and that I will faithfully and impartially perform >> and discharge the duties of the office >> of Proer Consolidated School District. 116, director District 3 >> of Proer Consolidated School District number 116, Director District 3, according to the laws of the state of Washington. >> according to the law to the best of my ability. >> To the best of my ability. >> Welcome aboard. Thank you. Yep. Good. Uh now we'll go through the annual organizational meeting and this is the election of officers. Uh first is uh is there a call for nomination for president? >> I would nominate Jason Reiner for president. Second it. I would like to nominate Elisa. >> I'll decline, but I appreciate

004a nomination. >> All right, it's been moved and seconded uh to nominate me as president. Uh is this a roll call vote? This a roll call vote. Michelle, >> I >> Brian, >> I too will vote I. Uh next up is the assumption. Oh, I guess they're already doing that. Assumption of office by the president. Uh nominations for vice president. >> I would nominate Michelle O'Brien for vice president. >> I'd second it. >> It's been moved and seconded to nominate Michelle O'Brien as vice president. All those Oh, roll call vote. Michelle >> I. Bryant >> I Frank >> I Alisa >> I >> and I too will vote I motion carries. >> Uh next up is nomination for Thrive representative. I'd like to nominate Alisa Riley for Thrive. >> I appreciate the nomination. They're meeting

005Thursday. Okay. Anybody Michelle, Frank, Brian, I would nominate Michelle. >> Second. >> It's been moved and seconded to nominate Michelle O'Brien as the Thrive representative. Uh, this is a roll call vote. Michelle, >> I. >> Brian, I rank. I Alisa >> I >> and I too will vote I. Motion carries. Uh next up is a nomination for was a representative. Uh that was Michelle. Still I would nominate Brian Wyman. I'd second it. >> I was going to nominate Frank. >> You guys can hash it out. Frank is the um ledge rep for WASDAT. So that was my thought. They kind of fit well together and he's already there. >> Maybe I'll withdraw my motion. >> Frank second. >> Good point. Thank you, Michelle. >> All right. It's been moved and seconded. Nominating Frank as a

006was a representative. Michelle >> I >> Brian >> I >> Frank >> I >> Lisa >> I two will vote I motion carries. Perfect. Thank you. Uh now we'll resume the regular board meeting. Uh approval of the agenda. >> I'd move to approve the agenda. Second moved and seconded. All those in favor signify by saying I. >> I. I. >> I. >> Motion carries. Uh. >> Is there anybody signed up to speak? Blake. Is there anybody signed in? All right. And we will skip that part. Uh move on to uhformational items. Uh first up is Proer School District um admin office winter break hours. >> This is the same that we do each winter. It's just formal notification to the community of the hours that we will be there. >> Yeah. Next up is the

007thank you to Sean Cook, Rogaru, and Abigail Roy. >> I think sometimes um especially in public service when we are all working very very hard, it's easy to I don't want to say take people for granted, but let not always recognize the hard work that's being done right now in our district office. Um Sean Cook um Deanna can chime in on this if she'd like. the S275, which is the report that goes to the state about our aortionment, um would not have been done had Sha not the gun, and that's not in her job description. It's not part of the work that goes on, but she's a team member and is um just so uh we are so thankful for that. Uh Raul Gerola, um brand new to payroll. He started with on us on

008September 29th. hard to believe that it's just been a little over two months and the amount of information that he has learned and tackled. Um the relationship that he's built with our employees already um I don't know many of you had him as an athlete or as a student or something. He really is and you're going to laugh. I'm sorry I'm going to say this, but he really is a proer kid. He really does believe in proser and the proer system and he is really working very very hard to do the job and learn the job right. Add to that Abigail Roy who is our fiscal specialist with um the lease being out on a medical leave the work Drew is the one who's brought this up to us many times the work that she's

009putting in the time she's spending with me at the county and so forth. I just think it's very important on public record to make sure that we thank them and all of their hard work >> and I appreciate all everybody what everybody's done to get us through all this. So, thanks to everybody in in the teams that are uh making it happen. So, behind the scenes, thank you. >> Uh next up is >> um the donation from the Park family. I think it's Melissa in either part. Okay. >> So, um I wanted to share this little story. So, um as you know, our girls swim are able to work with our city. The time of year they use the outdoor pool. Sometimes it's chilly in the fall or in the spring, but you know what

010I'm saying. They have the our boys swim is not as much. Um we have great relationship with the proer family fitness zone, but that pool is small, doesn't have starting blocks, so on and so forth. So, we had a relationship with the pool in the Tri Cities area for one day a week. Um, as you know, finances are very difficult right now. Um, we have quite a the boys team is bigger than it's been in a very, very long time. And, um, our coach, um, is an avid swimmer himself. And, um, I don't know, I the first time I met him in person, I'm thinking, you look like you should be on the US Olympics team, right? he's big this big up here and this tall and you know what I mean? Um, and so

011we sat down and said, "I don't know. I can't transport. We don't have the money to fund." And he said, "Okay." And it was a great meeting. And a couple days later, we get an a nomination or we get an email that says, "How much is that going to cost?" And so, Haime Martinez, our transportation director, met with Jackson Hawk, our athletic director. We figured fuel, mileage, hours, all of the stuff. And the Park family wrote a check for the total cost that our athletic boys swim team will be able to go in a bus every week. I think it's Thursdays, might be Wednesday, but I think it's Thursdays. And they took that on. And I just think it's so important in the world in which we live that is so full of negativity and

012different things that we acknowledge these people that step up and say, "We've got to do what's right for kids even when it's hard." And so I wanted to publicly thank them. >> Thank you. >> And yeah, thanks to the Park family for doing that. That's that's great opportunity for for the boys. Uh next up is Yeah, next up is uh Jody Sabin, Proer Heights Elementary School principal, uh to talk about our SIP report. And nobody's here. They're not even >> they they said they were cheering me on. So in front of you, I have placed in front of you our one pager school improvement plan. And you're going to see that there's two goals and they are the same goal. They're the same goal except for one's for math and one is for ELA. And

013so I'm going to read it and then we're going to kind of have a discussion about it. So 10% of 10% of students who scored a level one and 10% of students who scored a level two on the reading or math smarter balance assessment in the spring of 2025 will move up a level on the spring smarter balance um assessment on 2026 2026. So um level three and above is passing and so we want to move these kids level two kids up to passing and level ones to level twos. I chose SBA because SBA is the reason why we are in um school improvement. They are basing our school improvement status based on this assessment alone. And so if that's what the state's going to assess us on, then we will use that as our

014um school improvement plan. If you turn this um or I'll use some if you look at it, we're both I've talked lots to you guys about PLC's and what we're doing and um using some reflective questions um evaluating our strategies and planning those next steps and then how we are using that um those measures to see if we're going to make it. Okay. But I'm going to have you turn it over on the back and you will see uh what is that since 2017 2018 school year which is actually Sammy when she was in fifth grade and my own daughter is in fifth grade and then the 1819 and that's for Ezre and Olivia's grade level um when they were in fifth grade those scores and then we had COVID and then we had um

015the last 5 And I highlighted the last 5 years because one those that was the time that I've been here. So I will take ownership or some you know of those scores. Um but also those are pre or postcoid um scores. So there's some key things that I do want to point out. So these are our current fourth, fifth, and sixth grade. So they took these tests last year as third, fourth, and fifth grade. So just to let you know that. But I also wanted to show you first from two 2020 to now the trend is every year we're continuing to move up. We're having more and more um students pass the scores for math, ELA, and science across the board. The trend is going up their percentage wise. >> Hey Jody, real quick, the

016percentages is this percentage of a three and above or what? What is a percent? >> Three and above. Okay, passing. Yep. These are just for passing. Um, and I did not break them into third and or level threes and level fours. So, they're combined. I did highlight um our last year's third grade math score a little bit um or bolded it because um and I didn't check so I could be wrong, but as of last year um it was higher than the state or state um scores, okay, for state overall. So, they're doing a great job on that. But I also um one of the things that I wanted to point out for math, we'll use math for example, is we're really back um in the percentage of postcoid or pre-COVID, excuse me, pre-COVID. So,

017we're really getting back to where we were and or higher. Now, I do want to point out that our ELA scores, they are not quite there yet. Um, however, our fifth and or fourth and fifth graders, those were our kids that still were affected by COVID. They were the ones that started kindergarten or wearing masks while they're learning how to read. So, um, I'm going to put a little bit of an asterk on that. And so, um, any questions? I guess I should have stopped. Any questions on the school improvement plan itself? Nope. Any questions on our SBA data as of right now? >> Yeah, I I have a question for you. Um, first I think it's really great to see growth year-over-year. >> Um, that's encouraging, but I'm curious if you have any thoughts

018on like what just looking at math like what do you think is happening to kids from third to fifth grade where we have so many more passing in third grade and they're kind of less in fourth and even less in fifth. the standards are there's a huge jump. So we if you look at sixth grade as a former middle school teacher an ELA teacher the writing standards for or the reading writing standards for ELA or sixth grade to 7th grade there's a huge jump and we always it's just across the board and if you we also and I don't I don't have it with me but um Missy Summers is my instructional coach we actually looked at the state trend also it's the same thing they there's a huge jump or a huge dip between

019third and fourth grade and it really is just the expectations and the um I don't want to say expectations Kevin what would be a better word um just as a >> so grade bands there's certain concepts that build um so fractions start in third grade >> and the ending of that is is in fifth grade so you have a lot of these >> um ending um we're going from conceptual knowledge to mastery like in multiplication division and with fractions in fifth grade a lot of it in third grade is introductory it's still conceptual. Uh third grade though is the ending of the addition and subtraction. Not that there's addition and subtraction is still not taught through fourth and fifth grade, but the expectation is that's the culminating grade level through those bands for addition and

020subtraction with fluency. The other thing about fifth grade, there are basically two standards and they're the only two um in the common core where the standard is introduced conceptually and mastered in the same year. >> What grade was that? Sorry. >> Fifth. >> So if you are a student and you come into fifth grade, you have to be able to add, subtract, multiply, and divide fractions. And there is no introductory with the multiplication and division of fractions before that. Um division continues to go on in the middle school but the the multiplication of those fractions and that conceptual knowledge is all in fifth grade. The other one is volume. Volumes ends up being a little bit easier for kids to pick up that uh just because using manipulatives and things like that. But there's just

021a um even when I went through the grant with through the Parker groups does the number talks book. So she's wrote a lot about that. Um uh she actually disagreed with common core in that area because other grade levels like addition subtraction fractions just fractions in general just you have two years of conceptual knowledge to build or it's a it's a master. So that's kind of that. Fifth grade is a very heavy load. Eighth grade is another heavy load. It's just how it's kind of designed. Um so if that foundational piece is not built early on uh as those concepts get harder. The other part of that is fifth grade up being that culminating um grade level. You have to be able to do that in word problems. And that's where I discovered as a

022teacher and then even as a principal that the translation of I can do this with n we call it naked numbers meaning no context. And we can get kids using those strategies and being pretty successful. But as soon as we add context to it, then they have to decide, this is the amazing part. They have to decide if they're adding, subtracting, dividing, multiplying. And that's with decimals as well. Add fractions all in fifth grade on a word problem. >> And fractions do kill us. If you look at the if you dig down into the data of what area it it's fractions are someone very near and dear to me in fifth grade that was her struggle was fractions. So as a parent but also as a fifth grade teacher and as a principal like when

023you dig it down it's the fractions are just a killer for us. >> So that it also is a problem practice that we're looking at in our instructional ad team which just is math focused. um eventually we'll be able to come out and say, you know, here's our theory of action for that. We've identified the problem. Now we're digging into what are the barriers, what are the root causes of that. So we're at the beginning stages of of that. So hopefully by the start of start of next year because this is a lengthy process to do it. um the start of next year, we'll have that theory of action in math so that we have this goal going into next year on how to address math. >> And what's really interesting about the whole thing

024is it's not just a process, it's not just a heights um issue. I truly if you look at the state it there's just this dip and it's >> I think if you look at national data as well. Yeah, you would think I said some >> would think, huh, I wonder why, you know, we should do something about that. But just out of curiosity, does anyone know if it like they get Fifth grade's a heavy year, right? So, do they catch back up in six? Typically, do they come back up or is it like they're behind now forever? >> I don't think they're behind forever. Think they're forever, >> unfortunately. Usually as the kids get older, the gap gets larger, especially if they're missing some of the foundational pieces. >> I look forward to hearing about

025um the root cause and how how that's going to get addressed. Get ahead of it. So, I also real fast. I Oh, man. I told Sean I was going to take three minutes. Um >> call Jod. I'm sorry. >> No, you're okay. You're okay. Um but I also wanted to tell you why. So Chris Clim um has been working with us and we go round and around whether or not this is a growth goal or whether this is an achievement goal. And so um she's kind of let me do this and she's kind of pushed me on this. And so I really um in your in your little packet that I gave you, I also um some of you got pictures and some of you didn't, but there is a brochure, not a brochure, a

026little program. And so we do an an awards night every year for the SBA and for the WEDA. And I really do believe that part of the scores for a variety of reasons, and I have those also, but part of that is having the students see the value of it and seeing that it's uh um it's important. And so we are we love medals at Heights Elementary School. We give medals for everything, medals and ribbons. And so, um, they get medals if they get medals. And we invite them if they have leveled up. So, the program you'll see, um, not all of those kids were the ones that passed. They, some of them are leveled up and some of them passed. And there's not a distinction because if we can get a kid from a

027level one to a level two, the following year, there's a good chance we can get them from a level two to a level three. So that's and there are times where kids go from a level one to a level three. So I did include that. But I also really try to think about why because I do come to you guys a lot for asking for money or asking to spend money uh my OSSI money that I don't have anymore but um for the PLC's and I I really um looking at what we're doing in our PLC's and working on the uh pacing guides and the progressions and what is all involves in those progressions with the assessments and learning targets in addition to the proficiency scales. Um, and the proficiency scales is something that we've

028talked about or learned about in Iowa. It was Iowa, Seattle, and Las Vegas when we've gone and a variety of us have gone and they will show a video different times about and they'll put kids names next to where they have qualifi or where they're hitting based on the standard and really the next steps. And so as we push our PLC's to go on to the next um to get stronger and deeper um on what is our next steps, those proficiency scales come into a big um play in that. And so we've been really focusing on that this year and have a big push. And so any questions? >> Yeah, I've got a couple. >> All right. Um, and you've you've kind of answered one of them partially, but one of the questions I had,

029and I'll probably have it for, you know, every principle that comes up for this, but um, you we look at the data. [clears throat] Um, part of I think part of seeing this data is then we end up putting a lot of pressure on our our teachers, our administrators, our staff, you know, as community members and board members. But I also don't think that the learning environment is strictly on the shoulders of just the school district. How do we get the kids to get engaged as well as their families to know that you know even at this young age that it is very important that that that this is going to be a big part of their future growing up. How do we how do we articulate that to both the kids and families? >>

030Well, and I think that that is something that we're trying to do with the medals like we do an assembly every month and in our assembly we also have those medals. we do I Ready um any kind of and truly any kind of growth because you're going to have kids that aren't going to make standards. They're just their deficit is too far behind. But if they can show growth, it kind of sparks a hey, this is what I got for my reading I Ready. So the next time I do take I Ready, it is in the back of their mind. And the the reason why the we don't get every kid to come to the awards night, but this year we were packed. I mean, we were packed last year, but we were packed this

031year. And luckily, um, Mr. Bailey was there and he was pulling chairs out and we I mean, it was truly standing room only. And and I talked to Miss Casey about like maybe we do it two time like a two different times. I don't I don't know what the answer is. And or maybe we just leave it packed. Um, but the numbers are growing and more and more kids. And what I I what I can tell you is when we first started, this is our third year doing um the awards night, we barely had any sixth graders come because we send them invitations cuz there are fifth grade um as fifth grade scores. We barely had any come this year. We had a ton of our sixth graders come because they saw it in fourth

032grade, they saw it in third grade. And so it was like, yeah, I this is what we do. we come and we get a medal. [laughter] We so having them understand or like just a little bit of like no this is what we do you know um we are learners at heights and it really does also though talking about the that whole child of it's not just the learning but how can we see that school itself is or I guess school learning but now I'm >> school environment you're right >> the school environment you know like we do have a lot of fun you know if you haven't voted for our door contest I'm going to throw that out there. Um, but it is an environment where like, nope, we get down to business and

033we're going to do it. >> I think also because parents really truly have to be partners and kids, um, if kids are behind um, or struggling with things, they every kid should be reading at home. Parents, if they, you know, writing in the car, singing songs, counting, all kinds of things. So part of that happens, those conversations about whether kids need help or needs to to more support at home or if there's things parents can do at home also happen at conference time. We talk about assessment scores. We talk about their progress with their drink. We don't try to dwell on things like state assessment, but that is something we share. Where are they where is their reading level? What is they where are they currently reading and um what do they need to do

034there to help improve that. So parents truly are partners and we have them for in class about six hours a day, but they have a lot of other hours. They're not with us. So we do need those parents as partners to help us because it it it often can't if a student especially needs extra support can't just be done at school. >> Well, and I think that that's where our assemblies come into play also. If we can get a parent in for like seeing a reading medal, seeing a I Ready ribbon, there is just a sense of pride there. There goes my earring. Um there's a sense of pride there and they get they get excited and we've had to the last couple months take out more and more chairs because it's like we're here

035like yes you are. So yeah, did you have another question? >> I did have another question. Um, you know, we've talked about these test scores for quite a while. You know, uh, the assessment, um, you know, what what assessments can we give internally that actually gives us a fair a fair I don't know what the number would be or the a fair metric >> to test where our kids actually are in English, math, and science. Well, I think that's where our PLC's come into play is we meet weekly and um they're giving an assessment um or some kind of >> talk about a common assessment >> a common assessment so they're all the same and they um so they'll come together and in our PLC notes we've been revamping them and revamping them but we

036really want uh Miss Missy Miss Summers and I really want our teachers also to reflect on the teaching strategy what strategy worked So, I was in a PLC uh probably about a month ago and we were talking and um they kind of had an aha moment like this worked and it really was student discourse and they know that but it was um as we started talking it was just this like I tried something different this time around and this has really worked. I've never done this before and my scores went from here to here and check this out. And so then the next um all of a sudden it was hey how did you do that again and I'm going to try that also and so that um how do you know that it's an

037high impact strategy teaching strategy that is working and so really reflecting on those and what are the trends that we're seeing. So in like I'll use third grade um they will highlight their um teaching strategy and um oh my gosh I just drew a blank. Anyways, I highlight two things like the different colors so we can see those trends of what worked and what um what you found. >> Well, I think if you know if we can come up with a you know a common assessment or something that can >> actually give what I don't want is you know when we look at these scores you know we think well what the heck you know what are we doing but that certainly doesn't tell the whole story. So I think if we can get better

038at telling the whole story, you know, with throughout all, you know, with all the schools, all the grades that that take these assessments, I think it it it would shed a better light on how well the kids are actually probably performing versus taking a state. >> Well, yes, the smarter balance um it's a one-time thing and we can't go back and >> fix it, you know? You know, so that's where kind of the proficiency scales is like, okay, this this this group of kids didn't get this. Now, let me go back and I already know what I need to do. I'm going to pull those small groups. Um, and again, the reason why I chose that is because that's what the state is basing my school improvement status on, >> right? But I think if

039we can celebrate, you know, like that, whether it's Facebook or the other district website, stuff like that, just simple >> simple things that >> keep us all as a community engaged in how we're actually performing versus one simple test that stays on. >> Thank you. >> Questions for Jody. >> What's the homework expectation? >> Um it really depends on the teacher in a lot of ways. Um everyone's reading. So there's a reading log. Um we talk about steps. Um, there are certain teachers there. It's not a uniform, if that's what you're asking. It's not a uniform system. Um, I have a couple teachers that will do anything. Well, that's not true. I'm going to say most of them, not just a couple. Most in each grade level do some kind of homework. I don't want

040to use the word packet, but a homework um, for lack of better words, packet. They have a homework folder that they go home. So, anything that doesn't get done during the day, their reading log, um anything that needs to go home, they have a a folder that goes home back and forth. >> It's not additional homework. It's >> it's not um third grade has more of that additional very much traditional packet of homework every night. Fourth and fifth grade, it really is for Heights at least, it really kind of depends on the teacher. Any questions for Jenny? >> Yeah, I I had one. Um, this I don't know if this goes beyond before your days or not, but with I'm I know you've taught too, but do you see like precoid as as to now

041um less work ethic, less self-discipline, or do you think it's is it bouncing back or is it or would you say it's it's not not where it was? I think it depends on um the grade level that you talk to. Like my teaching friends I think would probably be across the board what they they think. Um I definitely think this is my personal opinion so take it for what it's worth. I definitely think co um and online did a disservice for us as far as um meeting the expectations. Now at heights our kids I see more of the behavior over the academics in the position I'm in currently. So I haven't taught I I haven't taught since co so I couldn't tell you as far as in the classroom my personal experience in the classroom.

042I could tell you what my teachers say. I could tell you what my friends say but for me probably not be as fair. >> Okay. Thank you. I just wonder because there's you know we see it in the workforce >> serious >> I I could answer [snorts] at least per Wrand I don't know um and probably for KRV as well at this point but uh I have I had data that I tracked behavior and when I first got at Wit Strand the majority of our referrals came from fourth and fifth grade that flipped after the pandemic but majority of the referrals are coming from kinder and first >> I was just going to say I as far as behavior, they struggle behaviorally. Um, friendships, you know, like they're not their go-to for especially right after

043the pandemic, their go-to was if you don't want to play with me, I'm going to hit you. Like they get physical. I don't know if that's what you saw, Kevin, but that's what that's what I saw was it was instant physical. It wasn't just, well, I'm going to go find someone else to play with. >> It's just a social emotional aspect is with the younger kids has changed. >> Yeah. Their emotional regulation >> and I don't I don't I don't know if it's a combination or just the pandemic or also technology. Um I don't I don't know but there has been a change. >> Thank you Judy. I appreciate it. >> You're welcome. >> All right. Next up is the annual year end report. Andrew, you're up next. >> So Blake, can you pull that

044up? So Drew, Blake has your presentation and he'll put up and they have a printed copy. >> Okay. And I've got >> printed copy. >> Yeah. >> So we've got it blown up as big as we can there for those that are at home. Um you sitting here at the table have a printed copy. So, >> just wanted you to know what what was in front of them and what's on. >> No, perfect. >> Yeah, >> I'm gonna introduce you. >> Okay. >> So, this is for those who are listening tonight and haven't met. This is Andrew, better known as Drew Rob. He is from the ESD23. He's been working with us since late September, early October. Um at that time um when Delise had to go out on a medical leave um we needed

045assistance and from there the work has compounded grown morphed um and has gone through many many growth and and I say growth and meaning like it's changed. It's I I think morphed is better than growth. It's morphed in what we've needed. um everything from figuring out why the current budget seemed off to doing the year end to um everything that you could possibly imagine. And so Drew's here today with some harsh realities and some honesty. Um I know that Director O'Brien um gave um you some questions. Um so we're going to let you do your presentation, then you can ask questions. we have as much time as we need um to make sure that people feel like they've had the opportunity to ask and to speak. So go ahead however is best for you. >>

046Perfect. Yeah. And feel free to stop at any time. So um so first off we have the balance sheet. So for this our assets equal our liabilities plus our fund balance. Um so in this I just want to point out a couple things. So, as we were working through year end, um the warrants outstanding number that's on there is a different from the county treasur. So, the county treasur is kind of the banker for the district. And as Abigail and I kind of went through that, we were having issues trying to get that balance. It's typically it's your warrants that you cut. They give us a list at the end of the month that what if it's cleared, we clear them in the system and be done. Well, she said there's been a system change

047on how they process that um kind of mid year and so we've been having a lot of issues trying to track down why there's a difference. So, because our cash balances were on, I felt comfortable leaving it off for now and then it's going to be a correction in 2526. Um it's better to do that than try to mess with it given the time constraints we had and everything else. Can you explain what words outstanding means? >> Yeah. Yes. There uh checks that we have cut that have not been cleared. So they have not been cashed. >> Um along with this two Andrew um sorry to interrupt but can and I might be mis spoken but I think I'm right but those ones that don't clear those could be a month old or they could

048be 10 years old right? >> Yes. Yep. And I think you guys did like a stale dated update earlier in this last fiscal year. Um, which should have taken care of the really old ones. >> So they should be more up to date, but typically they're like two years older. Two years or older. >> Yeah. Yeah. >> Um, the next So with that, we just kind of left it for now. We're going to work on correcting that. I need to I'm going to ask the county for an updated list of what's still outstanding. For some reason, this amount's lower than what the county has. So, something's been cleared that probably shouldn't have. So, that's something we're going to work through. Um, you'll see the tax receivable and unavailable revenue. Those amounts match throughout the the

049picture here in the general fund, debt service, and capital projects. That's tax dollars that just hasn't come in yet. And so, you recognize it on both sides of the the ledger there. Um, I know Jason asked me a question around fund balance. And so I'll kind of touch on I don't know how familiar you guys are with the different fund balance categories. So I'll kind of touch on those real quick. Um so the non-spendable is typically like a prepaid item or for some districts they they use their inventory for their lunch room there. So like if they have food that's left over that they paid for in 2425 they're going to carry forward to 2526. It could be like an end of August purchase. they sometimes will recognize the dollar amount of that on their

050books. And so that in this case, that's what this is. Um the restricted category for the general fund is program dollars that are being carried forward. So it's like your lap money, um CTE are your two biggest ones there. So those are programs that you have money that you still left over after what you spent. Um that is allowed to be carried over. Um, assigned is very similar to that and that capital projects they don't use the restricted area, they use assigned. It's it's basically the same thing. It's assigned for for that fund purposes. Um, and then unassigned is your usually your minimum fund balance and things that don't have a tag on them. So, if you, you know, don't get any money, let's say you get no revenue for the month and you have

051to cut payroll, normally you use that unassigned money for that. It's stuff that's just doesn't have a label on it already or tag on it. Um, so in this case, you guys have more restricted money and non-spendable money in the general fund than anything else. So due to that and give it to offset the fund balance, the unassigned is actually negative. So we do have some districts that have this. It usually means that there's a sign that financial distress and that there's um you know financial concerns of the district. So um the other funds look pretty healthy at this point. Um >> so let's talk through what you mean by pretty healthy. They look based on our size of district, our um budget amounts, they what I guess would say fall in line um similar

052to other districts. That's what we mean looks looks appropriate or looks um >> for example, if you had you had two buses go down, you know, on you tomorrow, you guys could afford to purchase two more. Um any questions on the balance sheet before I move on? kind of Yeah, I have one that kind of came to my head. So, if we have a negative unassigned fund balance, um that's that's a new number for us that I haven't seen. Um my my guess is even though we we're shooting to have a fund balance by the end of the year of three to 400,000 all of that's tied up in title dollars or grant monies. >> Um we have no rainy day fund. >> You do not at this point. No. And that that's where I'm

053very concerned looking at this. And so my question maybe my next question is and you and then if you get to it just tell me it's next slides but okay how's our cash transition >> with not having any money? Yeah it's um it's not looking very good at this point. So that's where um Kim and I are trying to keep that cash flow up to date for you guys so we can kind of project out but still keeping in mind that a lot of it's tied up for this year. So, we got to find a way to kind of build that back up moving forward. Um, and a lot of it, as I'll kind of get to, is going to be in staffing. That's where the majority, as you guys know. >> So, remember when

054I talk about going to the county and tells saying this is what we need to pay our bills. One of the things that we just got a report from Heather today, accounts payable, our number for this month is about 61,000 less than what we spent last month. And that's how we're going to change that unsigned number. And it doesn't Let me reset and help me out, Drew. Okay. It's It's not going to be better until the impact of the staffing at the end. We're going to see the cash get a little better in that unassigned number, but the fund balance is still going to be very poor until we get to the very end. >> Yeah. At this point, you're, you know, your contracts are pretty much locked in. So you're looking for your, you

055know, your materials, supplies, operating costs to cut down in those areas for now and then we got to really start looking at staffing for next year and figure out what cuts we can make. And then you'll see that impact over the 12 months is you pay any, you know, monthly. So that's really where we got to start hitting. Um, and I know Kim has kind of started some of that work as well. So, anything else before we move on? >> Thank you. >> Uh, next slide. Okay. So, next thing I wanted to look at was our budget to actual. So, kind of seeing how you guys did versus the budget that was presented to you. Um so overall on the revenue side you can see that one point about 1.7 million less in revenue than

056what was projected was brought in. Um so the biggest area is in your state general purpose which is where your aortionment comes in. So that's based on your enrollment and whatnot. So I did some digging because I was very curious of why you're that far off. Um, so has anybody talked to you guys about the F203 that gets done during the budget? Okay. So the F203 is where you do like an enrollment projection and then it you have other things, other factors that you kind of put in. There's different state tools that we use uh for this and it's basically just spits out a number and says based on what you inputed, this is how much aortionment money you should see in these areas. So when I looked at that, I saw something significantly different

057than what was in the budget. The budgeted number was a lot higher. It was almost $2 million higher in one category, which makes a lot more sense now that we look at this than what you actually brought. And the number that was on the report matches up pretty closely to what was actually inputed. So, I don't I'm really I don't know what happened in the budget process, but something happened in terms of in the budget process, maybe trying to balance the budget or I'm not totally sure that wasn't here, but basically the 203 report had what number, which matches what you've been bringing in each month, but the budget was a much higher number. So, that makes up a lot of the difference. Um, the other area was in your levy equalization money. You guys

058received about $300,000 less, which is probably tied to your assessed value going up higher to at a really high growth and then it dropped your rate down to where you >> can you explain levy equalization, please? >> Yeah. So, if you're your levy rate is at a $150, it's above that, you get full equalization. you drop below that, for every penny you're below that, they start taking money from you. And so your assessed value probably went up too high. It dropped your rate below and then there was money being taken back >> uh property tax of your properties. So let me give you an example and I'm going to just really use really simple round numbers. When we went to levy, we said we need $2 million. Let's just use that number so we can

059do it in our head. And at that time, we said to the general public, it's going to cost us a $1.50 per thousand to get to the $2 million. Well, the assessed value value went up. So, it only costs the taxpayer $137. So, we lost that levy equalization. So for each individual person it may have felt better because you're it doesn't feel better because your your property went up but the if you look at the amount you paid per thousand goes down because we still only get the money that we asked for. We don't get the $1.50 per thousand. We get the total dollar and they fluctuate that amount based on that total. And that's where the levy equalization when you drop too far you don't get that money when your assessed value goes up

060really high or not really high fast I guess would be the >> faster than inflation essentially >> faster than inflation then that's where you lose that level of equalization then >> yeah and I believe that was around mccclary if I'm not mistaken and so there's a lot a lot fewer districts who are actually receiving levy equalization now than before um So those two areas are really what's making up that >> two. So do you have to count accessory? >> Yeah. Well, what the state will tell you to do is they'll tell you tax your people more, but we all know that we can't do that. I mean, that's it's unreasonable at that point. So >> So I can tell you one thing I've learned. remember I was big on doing a three-year levy because I

061didn't want to go back to the taxpayers. We just saw it then it feels like because of the way you start having to advertise. Remember my big thing was we can do this. We can budget our money. We can know where we're at. Well, because we we're going to see a potential of a bigger LEA loss next year. So if you do that one or twoyear levy cycle, you can project where that asset uh assessed value is and you don't lose that LEA money if your assessed value is still going. So while it's fair and f I don't want to say fair, it's more friendly to your taxpayer, right? Because you're not going out, you're not seeing tax signs, vote yes all over every single year. it. We are set at the amount of money

062that we're going to get and we may lose continue to lose more LEA money because we've done that. And once again, I'm going to tell you I just it'll be a part of my thing tonight, but they don't teach you that in superintendent school or business manager school. No. >> Drew, you mentioned there was one area of the F203 that didn't match. Yeah, it looked like it was the just your normal state aortionment which is just driven off your enrollment number. So it it looks like and I because I broke it down and I looked I ran my own I put my own numbers in there and I it looks like they just used another number other than the one that they ran on the report. >> So surprising because I I thought our enrollment

063ended up being much higher than we budgeted. >> Yeah. And so I even put in your enrollment number that what you actually were at too and it wasn't even that high. So I don't I don't know where the numbers went wrong. I really don't. Um I was just using what the 203 for that year is not available anymore. So luckily guy was here before me had it saved in the files for me to use and look at. But it just it's I mean it doesn't make sense to me u because typically the 203 has to match the budget before OSPI would accept it. So I don't know if there was another version that was done and it just wasn't saved in our files. I'm not not totally sure at this point. >> Can you say

064that for me again? >> Yeah. >> Normally to have the budget approved the F203 would have to match. >> Yep. So that because there's a the budget has the edit file that comes through. So you run the edits and it will kind of flag like hey this program looks out of balance or um you have this error in there. Typically it'll say this doesn't match the F23. So, I don't I'm not totally sure what what went wrong there, but it is certainly way higher than I would have expected it to be um on the budget. >> Sorry to clarify, just make sure I got this right. So, >> the F203 is the document that goes to OSPI for doesn't it go to the uh >> goes to the ESD? >> ESD first, right? it. But

065that's the actual budget document, right? >> Uh there's another one on top of that. That's like the pre-budget document. I know there's so many of them. And then there's the actual budget document, but it's it's a piece of it. >> Okay. So, when you when you're talking about these three pieces of the budget, something happened between the F203 and the actual budget that was submitted. >> Yep. because the one that I have on file, the 203 that I can see in our files for that year, does not match the budget. So, there was either another one done and it was never sent over saved in our files. I'm not totally sure what happened >> for it. >> Yeah. So, it's but it's definitely $2 million. I mean, it's pretty clear because the budget says 25

066million, the 203 says 23. So, I'm not totally sure what happened. Thank you. Yep. Okay. And then on the uh I'm going to move to the expenditure side if that's okay. So on the expenditure side um good news and bad news here. So the good news I'm going to start there is the supplies, materials and operating costs. All those categories came in better than projected. Um which is really good. And actually, it's not not a lot of districts are seeing that right now. Um, it seems like those costs keep going up and up and it's really hard to keep up with um and projecting out. On the salary side though, we are way higher, especially the certificated side than budgeted. Um, and so can I ask a question about that? >> Yeah. >> So, would

067this be the reflect the efforts that we've been doing in cutting the spending? Yes. Yeah. Yeah. On the supplies and whatnot. Yeah. >> Remember you said you needed to hear good things once in a while. So the no travel the things that's where you're seeing those bottom ones being better. >> Yep. >> On the So I was trying to figure out a good report to kind of pull what was going on with the salary side because it's not really easy to pinpoint in the system. Um so I pulled a couple reports and just compared them to the budget again. Um, and so one of them I pulled was just a program report kind of seeing what programs were either over or under what we what we said they were going to spend. Um, the biggest

068program change that I saw was in in food service. So food service spent 819,000 more than what was budgeted. So to me there's got to be something and that's that's include that's inclusive of everything. That's not just salaries and benefits, but that's inclusive of everything. So something in the budgeting for food service was not taken into account. >> Yes. And that and that's inclusive of everything. So that's not just salaries and benefits >> or not just food or not >> Yeah. Not just food, but that's very telling that that area was that far off. Um, another area was transitional bilingual was 188,000 more in spending. Um, I'm going to guess that's probably due to carryover partially, if not all of it. Um, and maybe that wasn't factored into the budget. Another area was dropout re-engagement

069was about 150,000 more than budgeted >> and that's our graduation alliance stuff and 1418. And then uh transitional kindergarten was 110,000 more than budgeted. >> And that's the difference between what? Well, Diana could probably answer this better than me, but that's the difference between our salary differences between what's the state salary schedule versus what our salaries. >> Is the transitional kinder number over corrected by reducing the number or is it that we're what we're paying for the people that work there is too much? No, you still have carryover in that program too. So I think you guys had a lot of carryover from the prior year and you have even more going into 2526. So I think it was it's just more you spent more than what you said you were going to >> then

070we it's just the budgeted number we actually did re because I thought we had received the full funding and we're fully funded for that. Okay. >> So that's I guess that's >> true. >> So let's say that back again. Let's just say that back again. Budgets are expectations, right? And so we have money in the TK, transitional kindergarten program. We didn't budget properly, so we said should have said we were spending more than what we did. Correct? >> Yep. >> Okay. I just want to make sure it's [clears throat] not that we spent more than we got. We spent more than what we budgeted. >> Yes. And that that's kind of that breakdown of all those. >> That's why I wanted to make sure that for those who are listening, we didn't spend more than

071we got. We spent more than what we budgeted. >> So, can I clarify that? That's for TK. Is that the same for food service, TDIP, and the dropout recovery? We received more the money to cover that. We didn't budget it. >> Yes. >> Okay. Thank you. >> So, I guess, you know, maybe the question I would have that, you know, we're building a budget for a reason. um if we're not budgeting accurately. I mean, I know it's one big pot of money for the most part, but I think we we probably need to, you know, go line item by line item, make sure that we're spending and receiving this, you know, equal amounts. And if we haven't been doing that, then I'd rather see the budget be more accurate. Yeah. Right. That's why we go

072through months of doing this. Um, yeah. And I think you got to look at whether your programs are balancing out to what areas are are not um fulfilling your duty. You know, if you're spending way more every year in food service than what you're getting, then maybe there that's an area to look at that we got to cut or something different. Drew and I are going to be looking in January about budget adjustments so that we can get 25 26 good bad or indifferent to be like what you're talking about. Do we have and this I don't know if you know this true maybe found out and Kim maybe you know or don't but do we have some type of in internal controls in place where we're monitoring those areas of the budget and knowing

073if we're spending on track with what we were anticipating. You know so that so if we're starting to bump up against a scenario where we're over budget in a category that we have a red flag and and can decide do we slow down right now? Do we stop? Do we want to spend more? Like what are our what's our process there? >> I I I think at least for TBIP, what has happened historically with our business managers has been um they budget say TBIP is going to get $500,000. They budget 500,000 even though we know 188,000 is coming in carryover and they never budget it. It's never reflected in the budget. It doesn't show. And so when you get to the end, it's like you have to know that it's there, but it's not showing

074there. So that's a what has happened in the past. And so for like a food service director or, you know, program directors, we're just expected to know. And we do know because it well, honestly, with EGMS, it's easier to see now than it was in the past. But it's never in this district as from my knowledge ever actually been corrected in the budget when carryovers come through. >> Yeah, I think on the grant side it's a lot easier, but on the program side and it's probably just a system thing. You probably we probably need to set up some reports to run monthly that can pull what happened like a transaction recap and then maybe a year to date of where we're at too. I don't know what's I can't speak on what's been done in

075the past, but that's something that we do. >> And for grants, that is the case. >> Um, but for road service, I can't say that's the case, but like for bilingual it is. But if the carryover, if it was 188,000 was never actually put in. You just have to know it's there. >> And so then it looks like you're overspending, >> But you're not because the carryover was never you have to spend it. So, >> yeah. Because then they give you the adjustment to do an EGS and then you get Yeah. Yeah. >> Yeah. I mean, in a perfect world, I'd love to see the directors have a monthly spend plan, right? Like this is this is how I plan to spend my budget over the course of the year and then we track against

076that. How are you doing against that plan? >> Yeah, that's something um at the ESD we've been working with a lot of our programs on too. Um, and that's kind of been a big discussion of how do you track it and know different people are running different reports. So, at our leadership meetings, we've been really talking about that. But that's something Abigail and I really have talked about too that at some point we need to kind of have that conversation of what can we do differently here to to kind of help that because the cash flow is great, but actually getting down into the weeds a little bit would have be more helpful. So, >> Andrew, I probably was writing notes down and missed when you explained how our certificated salaries were so far over

077budget. >> Yeah. So, I was just I I haven't figured out exactly what it is because I haven't been able to just dive into it and figure out, you know, what areas, but I was kind of looking at the program areas and what were over spent. And then I also looked at the activity areas too to kind of maybe see if that tells a story. Um and so it's pretty similar to what we kind of talked about. So um on the activity side you could see food that activity was 767,000 overspent and that's salaries benefits food costs all that kind of thing. Um, we have maintenance was overspent by almost 250,000 based on >> That's a program though, right? Not just the salary piece. >> Yes. >> So, I guess I was I was a

078little surprised to see a million dollar overspent on salaries because I thought that was something that was very easy to figure out. like at the beginning of the year, you know what you're gonna you do. And it and if there's a I think maybe a little bit difference between what we're talking about would over spent is is based on what the state is giving us. So if you're overstaffed or we're paying a lot of extra enrichment hours, you're going to be paying a lot more than the state's giving you. >> Okay. Maybe over I mean over budget. We a million over what we budgeted, >> right? And um we also didn't take in what we needed to take in to cover our salaries. And that's because of either being the overstaffing or the salary cost

079because the state um doesn't used to be before mccclary paid if you were a teacher with 12 years of experience and master's degree. They gave us the money for that because there are state salary schedule. Now it's a flat amount. So for high, we have a lot of master's degrees, a lot of people high. The state's still going to give us this average. We have to make up the difference. >> Now, I don't know that that's $2 million. I'm going to be very clear. >> No. >> But it is possible. So, the year I got my masters, this district would send out a a form in May and say where where are you going? You know, are you getting right? So, you could plan for that. But are if if you have 10 teachers who

080get their masters, if you look at the change that they in their salary, it's 12,000. >> Depends on how many years, but it's a lot. >> It's in the $10,000 range. So, I'm not saying that we had a hundred teachers who did that, but that's something that you can only somewhat predict. That's one. The um the other one is just not budgeting properly. and and was that an issue last year? The number of days. >> Well, that was for 25 26. >> Okay. >> But just not budgeting all of the expenses, not budgeting all of the benefits, not budgeting the three extra days, whatever it is. If you miss one segment, one day for us is $300,000. Yeah. And so if you miss one of the try days at the beginning of school or three

081days is a million dollars. So if we don't budget something like that properly and this is where I've said to you many times when when somebody gives us a number we have to we I and I've talked to you each in in our oneonone. We trust that that number that we're getting is is accurate and we're going to have to not do that anymore. We're going to have to sit down and say the F right F196 back there. right that you're working on is the staffing table that from as far back as we can s see has not been actually accurate for 10 years. So, if you're using a tool that's not accurate to say that that's the cost of your salary and the salary negotiation table is not accurate, the SN table, right, going

082in to your budget tool, you could play with it all you want, but if you don't have the right data, it's going to be wrong. And so, >> do we know do we know where though? I guess my question is like, you know, Yeah. document that was used to create this $18 million estimate. This is our budget for certificated salaries, right? And now we have actuals and >> the categories or the people or the like and and I think that's a F196 that we think is we think the problem is >> correct. >> Yeah, I think >> are we agreeing? >> Yeah, I think it's something we need to dive more into at this point. I I don't know. Um, but we could certainly dive more into that if you'd like. >> I what our

083goal is to make sure that if for 2526 that we do the proper budget adjustments and have it accurate. >> Yeah. >> And the state doesn't like us to do a budget adjust. I mean, they'd rather us do a budget adjustment. Correct. >> Yeah. >> Be accurate than have this situation at the end of this next. >> Yeah. If you think you're going to spend more than what you said, then yeah, we need to get that thing adjusted and then, you know, I like doing it later in the year because it's a lot easier. >> Well, and I don't mean >> Yeah. >> January, but I mean, we we're going to spend the time and figure out where the problem is. >> Yeah. Typically, I've done it in like June because it's really easy to

084see what your last two months are going to kind of be like. So, um you just have to do it before you spend the money essentially. So otherwise they it makes budget extension process a lot more difficult. Any more questions on that before we kind of move on on that on this same page? So then I looked at um the fund balance projection to actual. So as you can see it's about $400,000 less than what was projected. Um, and then I kind of put that into a percentage. Um, so it's about a 82% difference fund balance. And then we did a change in fund balance as well. And so over the last year it's dipped down 1.7 million. Any questions? Uh, next slide. So this is a comparative statement. It's very similar very similar data

085to the but to the balance sheet. It's just kind of a different format. I more just kind of wanted to give this to you guys so you could look at it. Um it's got the what was transferred and transferred out as well because that's not on the balance sheet. So it looks like um for cash flow purposes there was some money kind of moved from cap projects to the general fund and back and forth throughout the year. Um so that's kind of what makes up that amount. Um but you can still see the fund balance and everything equals the same as the balance sheet. So that equals it. Next slide. Then as we talked about um payroll is the biggest cost of every district. So I thought we'd kind of take a look at okay

086so what of our expenditures what percentage of that was payroll and so for you guys it was 82.24%. >> Could you for me as well as them because I don't know you and I've spoke about this specifically is that in what is that in comparison to other districts? Um, a lot of districts are between that 80 to 85%. Um, closer to 80 obviously gives you more room to do more things. Um, but we are seeing a lot more districts kind of creep up in that 83 84%. So, I think negotiations have gotten tougher and tougher as we've moved away from the state salary schedule. So, um, and McLaren and everything haven't helped that. So, certainly growing in percentage there. Um, so then I looked at what was your budgeted percentage and the percentage for your

087budget was 78.55%. So we could see an increase of 3.7% in salaries and benefits over what was budgeted. So that just eats into what you know what we can do in supplies, materials, operating costs, everything else. Any questions? Next slide. Uh so then I just kind of put together some notes for each of the funds, kind of like a recap. Um and so for the general fund, we talked about the warrants outstanding issue that needs to be corrected. Um there's a set payment. Oh, I've missed that on the balance sheet. My apologies. So on the balance sheet, um there's a accounts payable um line item there. That's 467,000. And that's tied to a said payment that was not made in June. And I don't know if it's due to all the turnover or what exactly

088cash flow what exactly happened, but that is a payment that does need to be made. Um, so it's still sitting out there. Um, it's pretty easy to spot when we were kind of reconciling accounts, but that one has not been made. Um we Kim and I kind of had a you know initial conversation on that that we might look at um April when tax dollars come in to pay that. We may have to look at maybe paying it over time given cash flow strengths. Um we we'll have to work with SE on that though too to see what they'll allow. They haven't reached out at this point but I don't know if they will. as I talked in the one-on-one meetings, we're trying to figure out when when you find a mistake, it's like, okay,

089do you tell them you found the mistake or let them wait? Because right now, we're not receiving a penalty or we're not paying any interest per se on that, right? But we know we owe it and we need to pay it. So, we're don't get me wrong, I'm not saying we're not going to pay it, but I would like to hold drag our feet a little bit and try it and pay it in April when our most they make next month, right? And say, "Hey, we've done an audit and this is where it's at and whatever." We did find the month. We did find Abigail and I found the month and we can see it in the reports and I will share with you each of you that where we found it. Um, but we

090still don't know why they haven't caught it. Um, and so we're just kind of that's where that's at with that. And we have we have to pay it because we have to, as you said, Michelle and Jason, couple of you have said, we have to know when we're out of whack. And something should have caught. We should have caught that as a I don't care if it's a red or a green or a purple, right? Something's like binging that says that number's off and that's what it should have done to us. So, we should have caught that. And now that I'm working as closely with the county that I am, I could have said, you know, maybe I needed to get involved in May and June and go see the county and say instead of

091somebody making the decision or the mistake happening and somebody not catching either way. Um, so next on my list, I have uh process and procedure improvements. So, kind of working through the year-end process. Um, there's been some things that are just a little bit different and each district is unique in that. Um, but I think now is a really good time to kind of look at some process improvements, you know, now that Abigail is kind of settling into her role. Um, Raul's, you know, is newer. And so, couple of the things that I've been seeing is there's not a real process for reconciling bank accounts and cash accounts. And so we need to kind of get that up and running. Um we need to look at how a portionment and some of the other entries

092are made on a monthly basis. There's been a lot of um extra entries being made that I don't think are necessary, but I think it's just taking up time and I mean it's not a wrong way of doing it by any means. I just think it's extra steps that that we can cut from the process. Um, there's a new module that I know Abigail kind of talked to me briefly about that she wants to use that'll kind of help organize the uh taxes a little bit in the system. Um, and then kind of working on grant draw downs and kind of what reports are we running to make making sure that we're um only claiming what we've spent. So, there's just some things that I've kind of seen the last couple months that we really

093need to look at. Um, and I think it'll get them, you know, the district more efficient, but then the books will be more accurate, too. It'll be a lot easier to kind of spot when something is wrong. Right now, there's so many entries in in the system that it could be really hard to kind of sift through. Um, and the system itself is just not very user friendly. It's an older system and, you know, they're phasing folks out of it right now. Um, but I believe you guys are in 2028, so you know, we got to we got to get through these next couple years and then it'll be a lot smoother and a lot better. Um, it's got a lot better reports and everything else to it. Um, and then obviously given the financial

094situation, we've got to really start hitting it heavy on 2627 and what that looks like from a staffing perspective. um you guys are making some of the right decisions and cuts in, you know, the fiveyear supplies and operating costs, some of those things, and now it's time to we got to look at staffing and kind of right sizing. So, um you're not alone in that across the state. There's so many districts that are trying to do the same thing. Um I've been working really close with Prescott. I don't know if you guys have been reading up on that situation at all, but been working really close with them. So, I have some ideas on how to do it, too. uh like kind of the things that we looked at. Obviously, it's [snorts] a lot smaller

095scale there. Um they only have 250 kids, so it's um it's a much different situation, but I also have some contacts who have kind of worked through at a larger scale, too, that we can work through on some ideas. So, uh next we have ASB. So, I know Kim and I kind of were talking about ASB and one of her goals was to see them actually spend the money. um they've been fundraising a lot. So, you know, it was nice to be able to see them spend some of that money. Um there was an edit that came through that they spent more than what was um approved. So, we should probably should have done a budget adjustment for them with the state. It wasn't done. We just had to write a letter saying that it

096was for student activities that were approved. So, I wrote that letter. >> A letter ahead of our audit. So, it's in the file. >> Yeah. And so, it's over to OSPI. It's done with. It's it's so um I think we'll continue to encourage them to think outside the box on how to spend those dollars, too. Um for debt service. So, the activity in here is around your voted and uh non-voted bonds. And that's going to be the case moving forward. Usually, there's not much really else outside of that. Um, capital projects, your current levy runs through 2028. Um, for capital improvements and then we kind of touched on the transfer piece already between general fund. Uh, transportation vehicle fund main activity was getting your depreciation dollars which happens every August. And then um, moving forward,

097we'll work with the transportation director on what buses are kind of falling off the depreciation schedule and then what you know kind of get a good schedule. We have two buses and the old driver's ed car that we'll be bringing to you here shortly for surplus. >> And that's what I have. Um I'm happy to answer any more questions. I know it's a lot of information at once. Drew and I also encourage um I'm speaking on behalf of him and I think I'm good because we talk a lot but um if you'd like to come in and sit down and talk with him about a particular item or a particular thing, he'd be more than happy to help us. So that um you're going to see me presenting things way different than has ever been

098presented before. And that's when I talk about making this budget adjustment for 2526 and what does it need to look like and um way more active Diana and I are so active in this in the the salary side of things now. Um and and what is where is the problem? Where was that $2 million, right? Like what was it? Um, we we just have to get to the bottom of that and then we have to know the answer to that before we can plan the staffing for 2627. >> Any questions for Andrew students? >> I have lots more questions, but I'll save them. You'll hear from me and I'll take you up on that sit down offer. >> Yeah, just let me know and then I can kind of plan my schedule. You know, I'm

099at the ESD three times a week, but I'm also remote twice. So I can kind of I can flex it around however I Yeah. So great >> question every year and in the years that I've been on if there was a perfect so it's just on level. Yeah. But I I really appreciate the work you >> happy to do. >> Well, thank you, Drew. I appreciate you coming in and this report was really great. So, you know, thanks for doing that. >> Yeah. And if there's anything else you guys like to see, just just reach out. So, he's going to work on we're going to let him give us one monthly report and we're going to look at his monthly report and then we'll say, "Wow, that's good. What about this or whatever?" And so,

100we'll look start getting our monthly reports for this year, right? And then we'll let him present them how he would where he's worked, right? And then what does that look like to us? And we want to challenge ourselves to be deeper in our questions and deeper in our understanding. >> So I take it we'll start seeing September or August September. >> Yep. >> Yes. Yeah. We're in the process of trying to get things rolled over right now and I know Abigail's been putting a bunch of entries together for me to review. So she's working real good real hard at that. So >> great. Well, thanks again. I appreciate it. And I want you to know I don't be surprised even though it may not be the OSPI is about the spending, right? But I think

101we need to really look at the budget that was presented to us and um see where it needs to be fixed, good, bad, indifferent. >> Thank you. Appreciate it. >> Thanks, Drew. >> I'll talk to you tomorrow. All right, next up is student rep reports. Samantha, you're up first. >> Sorry, I was writing a little note first. Um, I don't have too much for y'all today, but we did have our basketball season start last week and it's been going really good. We've had a lot of community community members show up and a lot of school members show up and so we just hope to keep that going. Um, we have our next game Friday at 5:30 and 7. So, if y'all would love to come, I'd recommend. It's a lot of fun every every time.

102Um, our girls and boys basketball team is also going to Florida for break. I'm not sure if you guys know about this, but a lot of people have sponsored and so they get to go to Florida for free and they get to go to Universal Studios, which is also very fun. And they get to go there for a few days and compete with other teams and it's a great time for everybody every year. There is also a band concert tomorrow at 6 and 7:30 at the high school auditorium and so I think that would be great opportunity to show up and represent and be there for your community. So, >> thank you. >> Um, so our FFA apples uh team placed third today and we had an individual member place first. And then leadership is

103prepping for the merry meing week which the theme we chose was rank and bass Christmas movies. So all the classics and everyone's getting pretty excited for break. >> Thank you Olivia. >> Um I just wanted to update you guys on the love for our elders club that you approved. We've had three meetings so far and a lot of interest with over 20 people attending each meeting. Um, we've elected officers and this week we wrote Christmas letters to residents at Sun Terrence and we're going to be delivering those soon. Um, and just other than that adding on to Ezre, we're all looking forward to break. >> Any questions for them? Thank you. >> We are too. Uh first uh action item is first reading of policy 505 employment disclosure certification requirements and asurances and approval. Okay.

104So this is a big we've opened a big can of worms. So let me tell you how it goes. So when we first brought it to you, it was in a discussion and then it was in discussion again and we did make the change from 16 years old to 18 years old. And the piece about the um drug testing for all people um that have drive our vehicles was a question. for right now. Um, I'm presenting it without any changes in that area because um, remember I always talk about this onion that I keep opening. Um, the Proer School District has not done drivers abstracts on people driving vehicles other than the bus drivers ever. that will be changing on January 1. Um, that's as simple as I can put it. And until we get

105that in place, I can't work on the drug testing and the rotation and the because that all has to be done random and it, you know, there's a whole series of ways in which that must be handled. So, um, um, now has a binder, even though we joke about paper, but she has a binder and we have, um, meetings with our different unions and we talked with our administrators today. And, um, goes from me right down to the mail carrier who's delivering the mail. Everybody will have to have an abstract. Um, I use the word January 1. It'll be early in January and everything will have to be in place. There's approximately 90ish that have to be done basically immediately. And so presented to you in the policy 505, there is no changes to the

106drug portion of that. In the event when I get this all worked out and I learn more information, we will then bring that back to you if if we can figure out policy change for drug drug testing all those driving with an abstract and abstracts will we will there is a policy that most districts have. We will be bringing you a policy and a procedure for that a totally different policy about driving district vehicles that's never been on our policies. So can that doesn't have to be incorporated into >> it does not No, it will not be incorporated into this. Thank you for clarifying that. >> Have to refresh my memory. I think it's in page about to die but um 1185 >> old computer it's an old um but it says if the district

107requires that's what we in this policy or the next policy >> the this one we can leave alone and then when we do our abstract driving policy okay >> we'll have it in there. So this one is as you requested the changes have been made question students you have any questions I move to approve first reading of policy 50005. It's been moved and seconded to approve first reading of policy 505 students. All those in favor signify by saying I. >> I. I. >> Motion carried. Next up is Red Rover. >> So two meetings ago um there was discuss we brought the Red Rover forward and there was maybe a little confusion or couldn't remember how like different costs. So um there's just a little breakdown in there. Um, Red Rover is is about half the

108cost of a front line um because yeah, it just is a lot less expensive um both for the annual cost as well as the implementation piece. Um so uh that I just we provided that for you so that you could see the difference. We are using some different funds to help cover the cost because we do have the time and effort that has to be tracked for state and federal programs. Um because the hiring has a recruiting portion, we can use some title two dollars to help because you can use uh recruiting effective teachers out of title two. Um because it's so important to my office, I'm giving up some of my basic ed budget for it as well as well as district budget. So, um, and if I don't know if anyone has any

109questions, the the highlights a little bit confusing. The reason that I put that on there and the 8,000 is an estimate is because we we have absence management and we did not h we don't have the hiring and uh we have some hiring and tracking and because we had it and then we're adding something, it's showing up in two places as an amount. I didn't want to I wanted to be fair because that 8,000 is really kind of doubled because one was a cost we were already incurring and the other one would be a future cost. So just trying to be fair to Frontline as a person who's currently working at Frontline all the time. I'm not enjoyable. >> I do appreciate that you put the like how exactly we're paying. So it's very helpful.

110So, thank you. You're providing that. Any questions for Deian or Kim on the Red Rover? >> Um, I just in general, I mean, as far as programs and all that goes, like the Red Rover, does that like include everything that the district? >> No. Um it includes everything we need for these things here, but we really do need a um we need a program that is uh for contracts. We contracts are a big challenge. We're doing a lot of that work by hand. We I mean spreadsheets and stuff, but our classified contracts really get generated. I have a Excel form that's 10,000 sheets because there's one for every person. Um and uh it it's just we need there's some efficiencies that's taking so much staff time that it would have to be a savings and

111actually our the contract issue and and having to build contracts is really one of the big issues that was a huge challenge for our uh HR person that left because it's so labor intensive because of we don't really have we don't have a program that helps support that. Um, so there are other things we do need, but these are things we need. Now, the time tracking is right now a huge amount. We have paper time sheets, paper time sheets, paper time sheets. Ter, terrible to deal with and easy to make errors on paper time sheets as well. Um, the hiring piece we need either way. The system we have is really poor and all but two districts have left the system. Literally Aelia before she left said, "If there's anything you need done in there,

112you don't have to do it. Just call them. They don't have any clients anymore. They'll do it all for you." I'm like, "Well, I might take them up on that." But um and then of course the absence management is huge. The problem with right now is we don't the absence management. So if I'm a sub and I go in sub, we then have to pull that report, calculate their timeout, run the payroll, whereas it would already be tracked in their absence management to time. So you're not doing the work in between. We're not calculating the hours and minutes someone worked. I'm I'm helping Raul with with time sheets. I'm just going through them to make sure codes and all the things are there for him to make it go faster for him. He has a

113very short payroll timeline this month because of the holidays. And you're adding it all up by hand. You know, you're taking >> two hours and 25 minutes and using the decimal adding it all up. Like it's all by hand with my little calculator. >> And I try to be careful, but >> it's it it's coming. Not yet, but it's coming. um they're uh working on it and so I would anticipate before the end of the year would be available >> and we're going to offer to be >> see has to be better than what we're doing right now. So, it's just everything we're doing takes so much staff time and it's um and it's like I said, I literally sit with a calendar, count days, put in the numbers, calculate the hours, find the hour

114hourly rate. It's it's so labor intensive. >> We've already paid the frontline annual for the year. >> Um not not the new not a higher uh not time tracking because we don't we don't have that with them. Um we don't have hiring with them. We have the the form management basically the absence management bundled bundled with forms is what we have. And remember that contract that says you can get out of it at any time. Remember that discussion. So, as soon as we get approval and have an approximate date, then we will tell them that we're leaving and see what kind of uh refund we get. >> Question. >> I move to approve Red Rover. >> It's been moved and a second to approve Red Rover. students. All those in favor signify by saying I.

115>> I. Motion carries. Keep the end. Thank you, Kim. >> Uh, next up is vouchers and payroll. >> Now that I'm getting better on this, somebody doesn't have a question. I'm teasing. Um, I am going to answer um I am going to answer a couple that came across. Um, you heard the the comment that I made about the county and the approval of the ziplockc baggies and some of those conversations. Some of those are now hitting our payables. I got approval to pay them last month, remember? And now they're hitting the payable. So, if you see them, that's where that is. But no, you will not see those in the future. Any >> questions? I move to approve vouchers and payroll. >> I'll second. >> Well, you can still ask the question, but you can

116still ask it. >> I just saw all the district motorpool stuff and was like, how is that not transportation? But I'm guessing it's just pupil transportation is in our transportation budget, not all transportation. Correct. Vehicles. Okay. Yeah, this is kind of a stupid question. I knew the answer, but yeah, I didn't have to ask. >> Doesn't hurt to get clarification. >> All right, it's been moved and seconded to approve vouchers and payroll students. All those in favor signify by saying I. >> I. Motion carries. >> That concludes our action item. Moving on to consent items A through C. And can I ask a qu? I've asked this a couple times before. If there's nothing on A or B, is there a reason why we have it agenda? >> I guess I I have no idea.

117Creatures of habit past practice. I don't know. >> I mean, I'm wondering with the board doc system. I don't really know, but I'm wondering if like instead of having a national attachment for certificate personnel, it says like none or something. It could be there. Just we know there's nothing. >> It just it feels kind of >> we're approving nothing. >> Well, >> right. >> We're approving that no change. >> Yeah. >> Anyway, sorry. I >> I would move to approve >> nothing. No, the consent items. >> I'll second. >> Been moved and seconded to approve the consent items. students. All those in favor signify by saying I. >> I. Motion carries. >> That concludes that. Moving on to reports. Kevin, you're up first. >> All right. So, we're contining continuing to um follow the train

118the trainers. So uh meeting with every building identifying key leaders in those buildings to get them trained and then bring back that information to train others in the buildings around thinking maps and then also building thinking classrooms which is a strategy for math um especially at the secondary level. um uh principles PLC's they continue to work with Chris CLIM uh right now they're working on analyzing data so that they get that real-time data and also display it for staff so staff can easily look at it and go okay we're going we're headed in the right directions for our goals or not um working with Panorama to to get that updated with the data that we need uh working with them this week on that uh like I said earlier their instructional ad teams were for

119developing a problem in practice was around math and each each update I'll give you or each time we have a board maybe give you a little update on where we're at in that process. Um the instructional coaches we started a book study around common formative assessments. So that was uh interesting that you brought brought that up and um eventually our goal is to start creating some common formative assessments. I can speak a little bit about what my staff last year uh discovered was that we had formative assistance that were going but we in introduced the 8020 model which is 80% of those kids in the your tier one should be meeting standards by the mastery and 20% there's there's still that you know 20% that you still need to intervene with differentiate with. So when

120we had started having those conversations and that expectation around the 8020, they were like, "Well, we should know by the end of the unit whether we're going to hit the 8020 or not." And yes, you should shouldn't be an autopsy. You should know ahead of time if you're going to hit that mark. What they started to discover is the formative assessments that we were using were not a clear uh picture of of the standard that was being assessed at the end. And so the rigor was not there for that standard and some of it we're just taking stuff that's out of the curriculum. Uh and so that's when the idea and we actually wish did the book study on common formative assessments last year because that was a need that we found through our PLC's.

121So when you hear these principles talking about their PLC's the PLC's drive these conversations and change practice but that foundation has to be there in order for you to start analyzing and looking at data in effective ways. um without the PLC's and that foundation there those conversations don't happen. Um so thank you for continuing to support them with those PLC's. Uh we did some interviews today for our migrant bilingual supports. We have a very good candidate. So um I'm hopefully hoping reference checks come out um back well uh tomorrow when I do that. And then Jody brought up achievement versus growth and that's a conversation that they also have been having with Chris. I had it with Chris last year. Um, and bringing that student piece in and you're talking about small wins and really

122as we get as we transition from this visible learning which we started a few years ago to we have assessment capable learners where our students are knowing where they're at, where they're going, and how to get there. And that's going to be the big transition over the next few years is taking the teacher that has all of that knowledge and then how do we start sharing the knowledge with students so they can make decisions about their academics and be involved in it. >> And that's it. Thanks. >> Have any questions for Kevin? Can I on business and operations? If I can um get Drew to start doing this report, right? Do we have any objections to moving this potentially up at like towards the top this report up to the higher in the agenda so

123that I can he knows approximately what time rather than because sometimes the time would fluctuate and he would have to be on for a long time. Do we have any concerns with that? like near the discussion item. Okay. So, I just wanted to ask that. >> Um I was able to attend KV's Christmas concert last night. My granddaughter was singing and we had a great great time there. It was wonderful. Another um we have our secondary concerts tomorrow. We have Kev has another on Tuesday. We have lots of those kinds of fun things happening. Um, I attended the special services did a cookie decorating event with their with their students and families. I was attended that as well last week. Um, our PHS science materials are all here and our teachers are being trained tomorrow

124and they're uh so they can begin implementing after the new year. Um, and then I I am almost all my time right now is on HR. I'm new HR duties with um Aurelia. Her last day was on Monday. Um, we the job is posted a little bit different job, a similar job for someone that can come in and learn. Uh, the position is posted and as of this afternoon, it was posted Friday. We had 38 applicants. So, we have a lot of people in there right now and um probably start screening that next week um and hope to do interviews and hiring and get someone starting in January. Um, I will be out the next two days uh to attend for my brother's celebration of life and to um spend time with my family. >>

125Questions for Deanna? Thank you, Deanna. >> Um, I I give my normal document. We've been here a long time, so I'm going to be quick. The budget situation is continuing. We talked about it a lot. I do want to make sure that you understand where our goal is to stay out of binding conditions. I don't want to be misleading and say that I'm we can't we might not end up in binding conditions, but that is our goal. Uh legal, we have a few employee issues going on. I should have them wrapped up before winter vacation. I um I don't know if you saw or if you've driven out that way. The old Inspire Center is flat. It's all trees and um it's quite the site after looking at the other way for so long. The

126nitrates in the water at Witstrand have gone from 111 to 106 to now to 102. Um now we have to we're going to wait one more month. We do them on the reports are the water's drawn on like the 3rd or the fourth. Um if we drop below right we're going to just kind of work through it. But if we pop back up I do not know what this water will do to the water table and what that will do potentially to the well out there. um under 10. So, we're super close. But here's my question, and we're talking about money, so we don't have the money for this, but student safety comes first. And if we have to put a filtration system out there, then that's what we have to do, knowing that we're

127talking in the neighborhood of $15,000 to do a nitrate system. >> I don't know. I mean, I'd be very honest and just say I don't know. Um, it would seem like you could, but I don't know. Um, the meet and confers are going with all our union groups this month. Um, all of our security, this is a big win. I just want you to know this is a big win. All of our security officers now on a schedule be trained quarterly by Gary McBTEN. He is a USCCCA certified instructor that has a certificate. He gives it to me regularly. He has a protocol and he loves us and he's not charging us for that time. Um the transportation the not new software is still going in. Every week they have twice a week they have

128training. We're hoping we'll have a full implementation soon. We're still shooting for January. We did hire three new drivers. Um for the first time I think um Haime was in the office all week and did not have to drive a bus since the start of the school year. um a lot of time working on HR and payroll systems. Um I am becoming the expert in department of retirement. I do want to share with you something that um I think me included, right? I'm hoping to retire someday sooner than later. In the Washington state department of retirement system, they do not analyze your department of retirement until you notify them that you're retiring. So if we have an employee, I was teasing Tiana. She retires, that report for her 32 years of work in the Proer

129School District is not analyzed. How many? >> 35. >> Oh, 35. Sorry. She wants to make sure she gets credit for all of them. Um, that retirement work is not analyzed until she puts in for that retirement. So let >> a question from >> from 1993. They got to go find the >> right today. I was working on 2,000 in the cobwebs in a box looking for information. So, at first I was like, why am I, you know, I kind of have frustration and I thought, why are we doing this now? Why did we not fix this 20 years ago? Well, they don't look at anyone until they retire. So, what that teach me? any of our notes and any of our filing system things have to be more act uh uh accessible and you

130have to make really good notes if there's something so a lot of what we're getting is why how much furlow how much did the co furlow impact for retirement because there's a law that says if covid impacted you don't lose your service credits so if you were a 40-hour employee and you went to a 10hour a week employee you still get those service credits and we have to know. So we should knowing that no one knew that but we should have had a note. Kim Casey was on COVID furlow 40 minus 10 she got 30 furlow hours but that's not how we track that. So it's been I went from 53 requests for um employment information to have one left and then we have to start balancing. So it's a big deal. Um I know

131Deanna said about the concert last night, but um it was we've been striving for a long time to have a music program like that. Um I have some pictures I can share. Um the gym was full, the kids were great. Um the system was there, the songs, the things, the happy smiles and faces um were over the top. And um it was really good to see soful. So um Taylor Munoz needs to be commended. I personally tried to do that but we need to make sure that I don't know if you saw any pictures but approximately right and 280ish right first and second graders on risers all doing the same thing singing the same song at the same time right? uh hurting cats um but with prof and they knew what they were doing. Um

132where you'll see me Christmas programs, athletic events, music concerts, Rotary Chamber. Next week we have the district legislative dinner. On the 16th where uh Mton Grand View, Sunnyside, and us are all meeting with the legislators. I'm going to the Gonzega game at Climate Blah game on Sunday. So want to know what I'm doing this weekend? That's what I'm doing. Thank you for putting up with that. >> Thanks, Kim. Any questions for Kim? Kim, >> thank you. All right, next up, director reports. Michelle, >> um, I just wanted to mention that there is going to be a winter carnival hosted by FCCLA and Gear Up at Hel Middle School from 5:30 to 7 on Friday. It is open to everyone in Proser, but the activities and crafts are geared more towards um kind of ages 2

133to 11. And one can of food per person gets you in the door. No other entry fee. >> That's all. >> Thanks, Michelle. Brian, >> uh nothing really other than um again, I want to thank you and Alisa for running for school board again and also for Michelle um taking over as vice president. Appreciate it. I think Yeah. Um, not much. Just, uh, I had my first first orientation for the WASDA rep as a Wazda rep last last night. And, um, yeah. So, moving forward, hopefully we can be a voice, you know, for us, for all schools, you know, to the legislators and and be the, you know, the messenger of what's coming down the pike. So, I'm looking forward to that. >> Great. Thank you, Lisa. Um I Kirk lost a great review about

134the Christmas concert as well. I attended the downtown Christmas tree lighting last week. So many foster kids especially our students gotated sponsored by the foster and they're all high school choir and not community thing. It was just you know there were a reminder that scholarship application January 1 scholarship everyone get out there and apply not just the application but your resume your wonderful opport Thanks, Lisa. Um, I don't have much. I just wanted to thank Kim, Abigail, and Heather. Um, I had a ton of questions on vouchers. Um, you know how when you look at a ton of vouchers, you can get me I made a mistake on my question. I was corrected. Heather found it. So, I appreciate that and all the help that that they gave me this week. So, anyways, thank you

135again. Um, with that, so future meetings, we do have a special board meeting next Wednesday, the 17th, right here at 6 PM. Uh, just a reminder, we won't have a meeting on Christmas Eve unless you all want one, but I don't I don't think we do. But, uh, that's it. This meeting's adjourned. Thank you.