001Go ahead. Meeting order. Just let roll call reflect that is MIA tonight. She said she might call in if she was available, but >> no. Okay. All right. We stand for the pledge. To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. the agenda. >> I'll move to approve the agenda as present. >> Second Sam has moved to J seconded. Any discussion? All in favor please say I. >> I posted motion carries. Okay. A review of leadership governance policies. Did anybody have questions or changes made for sections of policy? Can you guys hear me? Well, thank I had anything um policies themselves, but I did see some question marks on that assessment from that angle. >> Yeah.
002Okay. So, typically we've just went down through these line by line and um if there's a rating below a three basically we'll talk about it and and we can assess the the policy as we go if there's something we think needs worded different or something. So on we'll start on 2.3. The first one is the board's link to the operation of the district is through the superintendent except as otherwise required by law. Mr. Christ spot I know working hard to get back to operating with chain command and working to make sure that things come through as they're supposed to for complaints etc. still something. >> We have this one says the board will involve the community, parents, guardians, students, and staff in developing goals from the district. I have a question mark and a one
003to >> on my one. I just don't feel like the board's been really involving community and parents much. And maybe they did at one time in developing those goals, but maybe that's something we need to revisit a lot of strategic planning at one point and none of those people have done some review. >> And then Ernie, you had a question on that. >> I did. My question was how how are we involving it? I mean, outside of the ability to just come here and and speak during a public session, uh, I haven't seen any feedback on that. It's like I can say a piece, but it's like we go on and they they get no answer or feel like they're being involved. Does that make sense? I guess the question mark was more like to
004clarify how how is the board involved? I feel like that the board involving the community and everything is by being responsive to them, answering their questions, getting back to them, addressing their concerns. >> My understanding was and I none of us were here when they how often you do the strategic plan >> that strategic plan and I was okay addressing that as well as what's up there. Um I know that that that was loud and clear through and with larger decisions that have been made this past couple months within committees with community members on them that are reaching out to other other community members. We're getting a broader tendril of reaching into the decision-m process. That's been to answer your question, how are they involved? That's that's been what we've been working toward for involvement
005there. specifically to developing goals. Kelly's right on that. Goals of the district are set forward in a strategic plan that when it was developed was put together with community listening sessions for for students, staff, uh parents was a multiple day process. Board spent two or three days over the course of the summer developed those goals and and Those are the what I what I read when I read in developing goals for the district. I think back to that strategic plan process that we involved in. And I think Kelly's right. We did that. We involved everybody along the way. And when we've done reviews since then, um it's been not maybe not as in as much involvement as could be. And to answer your question, Kelly, it's uh right now our strategic plan is written 2023
006and 2028. Okay. >> Does that answer your question? >> Yes. Yes. Thank you. The next one was the board will participate in professional development and commit the time and energy necessary to be informed and effective leaders. Ernie had a question. >> Yeah. What professional development are you talking about there? I mean you're required to college credit is it to stay involved? What's the what is the professional development? um in the past year uh or a couple of years I guess we've done in start last August >> we um had consultants come in and we had a two-day retreat with them um to worked on team building goal setting of the board um defining the line between superintendent role versus board role those types of things Um, a couple months ago we had a retreat on
007a Sunday that we went through all of our policy and board governance stuff in duty. Is there anything that you think we need to change? Good reminder for all of us on some of those things. Uh, we went through calibration where it was at that time. That was the bulk of that day. Um, and then WSBA offers a lot of new board member training, board chair training. um board chair round tables are once a month. So I sat in on that earlier today. Um there's a lot of opportunity that way for continued um professional development and um Jolene will forward uh emails, articles, things like that to us every once in a while too that just education keeping us up on >> that's what we're talking about as far as professional develop. So Ernie and
008Sam, are you guys getting the WSB memos or the digest they call it now? >> Yeah. >> Okay. >> Because a lot of times I'll put stuff in those about when upcoming trainings are or >> so I just want to make sure you guys are getting they're in the agenda in the folder too. But then WSBA also holds conferences a couple times a year that we've we go attend those conferences. It's lots of sessions of of learning, opportunity to talk to other board members from around the state. And then there's one in February that's an advocacy conference and go down to the state legislative session and take part in both a training as well as advocate for what our districts need with some of our legislators. Um, probably most specific to to you to the
009professional development that we're working at right now is that uh public official financial acument class that the state puts on making sure that we get that taken care of, right? That need to be done. Correct. That's uh one more through the city going to that exact same >> and if you watch those leaders digest WSBA does offer that class and it's I think it's a shorter version but the one through the state auditor is selfpaced so you can like if you don't get it all done, you can just work on them later. But >> I think they just had one at the end of March that yesterday did it was on a Saturday like from >> It was a two day thing, wasn't it? >> No, I think it was just from like 9 to
01012:30 or but I think it was like just in March. I know towards the end of the month the 28th, but if you watch those leaders digest, they'll put that in there too when they're holding. Okay. Um I disagree fundamentally with the whole line there. Um it assumes that you have to be going you have to go to a WSBA conference to be informed and effective. And I think really you can just be an active community member and communicate with your administration and your business to be informed and effective. And not to say there's nothing that can be gained from going to a WSBA conference, but um I don't think it's absolute necessary to be informed and effective. That's that's my thought on that line, I guess. I think the um piece of of the
011of our job as a board that I get the most out of from WSBA on is the policy side. I think it it helps a lot to hear what lawsuits or whatever is going on in other districts so we can make sure that our policies are there to make sure that we're upholding statute and signing it. I do see what you're saying as far as being aware of what's going on in our actual district versus statewide and statuto. Um, okay. Superintendent Superintendent will report the district's needs to the board. Couple ones on that one. my one there. Um, it assumes that the superintendent knows what the district's needs are. Maybe he doesn't. Well, just pay attention. Pay attention class. I I personally see needs that I don't know that the board's aware of. And and
012that that's why I did the the one there. I just see some needs that as far as I know, of course, this is what I'm 30 minutes into being right now. So, uh, I just put some ones there because I I see some things that that our district is in need of that. I've been to several meetings, board meetings, and haven't heard mention of that. I know there's other businesses that probably takes priority, but that was my reason for one. Is that discussion for June time or >> trust me Olson and I had a pretty good conversation that way earlier this evening. I I I would love to sit down with you and converse through these as well in terms of where where it can be places where I can make improvements and that's in
013terms of these superintendent ones especially. I'm wanting to take that feedback. I do think and right now we've kind of set said set said set said set said set said set said set said set said set said set said set said set we're gonna set some time in June to review strategic plan could decide if these are the right things but I think that's amendable we sit down have conversations sometimes >> uh this week maybe or or next and we start to look at if we need to honestly what I'm looking at in terms of some of those is potentially we need to have some changes made to the strategic plan and the rules of the district metrics being reported that type of thing. So I think that's appropriate. >> Okay. The superintendent will help
014develop it implement comprehensive district plan that kind of goes on what we were just saying. Are you two thoughts on that one similar to the previous? >> Yeah. And and some of these some of these I might put a low number just because I'm new newish to the board and I'm not going to I wouldn't have seen results I maybe or would have been paying attention to them or or maybe I'm yeah just ignorant to it. >> Okay. Um superintendent will coordinate, supervise and manage the district's operations. There's a couple of twos on that one. Uh 2.88. Well, yeah, I guess that's the score. So line 21. I think I know one of those that's part of the reason that my I I have second guessed my thoughts on this one was just the issues
015that we have in the last year and is there something I can there's something in the management that could have a saying I'll echo that. There's something's missing somewhere. Your thoughts? >> Um, >> line 23. The superintendent will provide leadership to the board, staff, students, and community in meeting district goals. You scored yourself as a two on that one as well. >> Yeah, that's one. Um I think providing leadership to the board. I do think that I've provided information etc good decisions here um to the board leadership in terms of involvement of community I think is a song of the meeting um board staff students I feel a better spot than where in terms of community district goals I think as we're seeing in some of those other elements it's Maybe a misalignment of course.
016>> Um Samar, do you have any other thoughts on that one? Um, I just I see some division amongst community students and staff and probably board too. And I I see where maybe that might leadership thing. I also think Peterson could probably use some more leadership. >> Um, superintendent will inform the board of local, state, national education educational developments and changes. Um, I put a two because um I really have no way of knowing that I have I'm not privy to it over the last year. So, >> okay. Um, I that went in there as a four. I think if there's something that Mr. Christ really excels at, especially through the recalibration process and all that. It has been keeping us informed and involved in that process. I appreciate that. Um, this one has a
017question mark. Mr. Superintendent will be empowered to delegate authority and responsibilities to staff members as he or she deems appropriate. Yeah, I guess when I put the question mark there, I was also kneede in three computers lit up with policies at state level, school district level, our level and um as as he or she deems appropriate, it just I and maybe I'm probably I might have misread that too because that's it that would have to be within the realm policy and state law, >> right? >> So the question mark was like I said need to get both of those things. There may have been a a cross over there. I assume that's superintendent will be empowered to delegate authority to she deems appropriate. I read that as a policy statement. Does anybody else read that
018as a policy saying I see what you're saying? >> So I say how am I doing this? It's that that's how I read it as a policy statement and and with that my mindset was that deems appropriate would still be a third level after policy and state law. Perhaps it was my interpretation of that. And like I said, reading policies and reading policies. We we still have a room we have to operate and govern in. So that's that's the purpose of the question. >> So can that one be worded better? >> I must read it as a policy statement. And to say to your point, a lot of a lot of the language in this is comes from title 21 of state law that is the duties of court and it also is found in
019our 8,000 series policies of that. So you probably would go be able to find that language in our policy, state law, federal law. >> And remembering with that, a lot of these the way they end up worded, um, this this is a board self-evaluation. So when when you're looking at that, clearly I cannot do anything about empowering myself to delegate authority. That is 100% board saying yes, we're we're doing the job of empowering superintendent Delia's authority or no, we're not. >> Yeah, they're rating one to four on some of these. It's more of a yes or no. >> Agree. I wonder if there isn't a better way to measure this stuff. Yeah, we could. I guess my thought process has been I if it's a yes, I put it as three. If it's a no,
020I put it as a one. And then if it's somehow above and beyond, if that's an option, then I put it as four. But if I think we're getting the job done, >> the good thing is that if like like if I put a one or a two, it opens it up to conversation. >> I guess that's the that's the good part of this. conversation brings understanding and maybe >> trusty Olsson to your point. Do do you think that on some of these uh maybe when we reset for next round or if we wanted to even in June sit with what we got left determine if it is a yes no maybe we just change it to check boxes instead of ratings of that because you you you prove it or you don't we're satisfied
021we're not Uh the next one is superintendent will effectively implement board policies and directives. That one is a two from Ernie and I think you had mentioned to me that you thought there were policies that we weren't >> sorry >> I think you had mentioned to me that you thought there were policies that we weren't implementing. >> There's a few I see that >> Yeah. that that I I don't feel we're we're totally in align with >> um >> do you want to just discuss those between the two of you or do you want to bring them to our meeting? >> So that I can go either way. >> I appreciate opportunity to sit down. If you could bring policy numbers through those be fantastic. >> Yeah. And again and I'm seeking understanding as well
022because if we're violation of policy or violation of policy for not I need to correct my understanding of >> okay the policy does fit >> some of those could be interpreted >> correct >> multiple ways which is difficult >> with the district and its dealings with other school systems conferences legislative matters legal matters institutions agencies community organizations and the Look, this is another Yes, you're um there's two tubes represent >> uh 33 Um, I guess I do have some ignorance coming on here. Like I don't I don't really know what a lot of what's you do behind the scenes, Chase. But I have heard that um it's paraded around that it's all rainbows and lollipops here and and it might not be. You know, that's that's kind of where my tube is at. Uh, the
023superintendent will maintain effective relationships with legislative representatives, department of ed personnel, and other members of the educational community. Is that similar? Um, I I really have no way of knowing that. >> I really I really don't. >> What's that? >> Go ahead. You're good. You're good. Um I think it's important that um the relationships with the legislative representatives and all that all the stuff listed here is very important but sometimes I got the feeling that you were doing it for the school which is fine and good but part of the time I felt that we needed you whole more than we needed you down the ocean with all the legislators. That's how I felt. Did you have comments on that last one? >> Uh the two was mostly out of I don't know how effective
024it is. One being the core and especially not being in the middle of the school. We don't know how that time spent. So to make an honest answer like force the highest ones the lowest how you find most of it is just uninformed. I can't make a decision that we have reflective relationships almost need a a satisfactory an unsatisfactory and a I have no idea. I had a lot of question marks for the first years. All right. I didn't know how we were upholding what it was asking. So I learned a lot that process the discussion. >> I will say I again similar comments to my other ones. I I think you I think we would not have come out near as well in your calibration if it wasn't for your involvement and your relationship
025with the legislators and bringing them out here and all of that. I appreciate um moving on to 2.4. First line item um the board will adopt written governance policy and operational policies. Those are all floors. The board will clarify the intent of board policies for the superintendent or individual board trustees. I put a two on there because I think it goes the other way almost always. I don't feel like we are clarifying much for you. We are usually clarifying for us which is partially because of our perpetual perpetually inexperienced board. But I think it's our job as a board to get better familiarity with the policy and be able to reciprocate that a bit more than we do. >> Same same as what you said. >> Yeah. Okay. Uh the board will review, monitor, and
026update the district vision, region, go mission, governance policies, and operational policies. It's another one that we've done small review and little changes, but we haven't done a full planning process, and probably a good time to really sit down and make sure we're all on the same page. I I put my one up there because I feel like don't really have as much vision mission as I'd like to see here. um or or at least it doesn't maybe it doesn't align with the community and the parents and I and I put I put a two on there mainly because I I don't think that we're living up to our district vision that's present in my my review and and some of the things we got going on. I mean, we can have visions and admissions all
027day long and us holding up to them, they have no value. So, I I put a two there because and we haven't reviewed it. I know if we go straight to the board, but there's other things that help me in that decision about putting it to there. Uh line 10, the board will provide the superintendent written policies which prescribe the expectations to be achieved. That was kind of scores across the board and for me it was the same. I don't think we've provided you with much other than a short discussion manually goals and things that we should give you a little bit more direction on the changes that have happened since the last strategic planning session. >> Guess my one my one there'd be Um, I just I don't think that's been happening or I
028don't I can't I don't know if it has happened. So, >> do you feel >> uh Well, we've got nearly 300 written policies that that you guys have provided and Ernie's talked about that got some that we're not abiding by. That's in my That's in my opinion and that's why I would discuss that. >> I'd say if anything here, we need to be pairing down the policies that we inherited from Campbell County and still don't necessarily fit us as a district. I I think you've done a fantastic job as a board speaking past, current board, etc. Um, when I got here, the policies of the board had not been reviewed in any fashion that was speedy enough to get through all of them. Board had a policy in the 8000 series that required all policies
029to have been reviewed in the past five years and we were out of class that by a mile. Um, at this point the board has adopted policies to maintain maintain compliance with federal law, state law. I can't think of a spot where we're out of compliance. We've got a couple that we've got to get in place before July 1. Specifically, we've got to update our graduation policy. That's up for conversation tonight and tomorrow. Uh, we've got an updated policy on cell phones potentially, but our our policy books I'd say I'm not going to disagree with you, Chair Chairman Little, with that the board is not necessarily providing those to me other than the fact that vast majority of them remain unchanged from when the board adopted them, which is providing them to me. I guess
030I think board's doing a fantastic job there. >> Okay. The board will review and adopt administrative procedures, rules, and regulations prior to their issuance. >> A question two. Yeah, I think I was trying to understand that what it's saying. Review and adopt adopt them before. >> So you won't start doing implementing a new rules and regs without us adopting them first. Is that what that's saying? >> Yeah. Rules and rags come through if you run through our policy book. uh any policy that's like 5500 is a policy. If it says 5500 R, it's a regulation. The only rule that we have in our book is is pertaining to concealed carry firearms by staff and administrative procedures could probably improve. Got some some procedures that have been developed by our business office. some, you know, I
031could open up that book at least for for your guys' review. It's been Brenda made a fantastic book of procedures in her exit to allow us to carry on in a good fashion. We've got similar things in our other departments that I would I would maybe say that those are administrative procedures um that we could >> but they're not newly implemented. They're just writing down what they're already doing, right? >> Yeah, absolutely. You >> know, I think I think that I I think a failure there is is I see things in there that need rules and regulations. There's there's things missing in my search. I couldn't find it. So, if the information's there, it's not it hasn't been available since I've been here. Um, I see cuz I I go look up what if what
032what are the rules? What's our what's our policy on this? And there's nothing there on that level. That was that was my reason for that score. And and that's and when was the last time the board reviewed administrative procedures other than the ones that are in policy as a And the fin I mean we review the financial side of administrative um procedure with audit every year. >> Yeah. And student handbook which is probably the vast majority of our what I would this is it's tough. It's tough because um typically an administrative procedure would be issued by a district office to a series of schools to make sure that what is wanted to happen from the district office is happening across a broad broad array of schools. And you would say this is this is how
033we want phones to be answered. etc. One school. It's a little different. >> So, so, so who would who would be that district office with the one school district? >> Yeah. We have our district office, right? >> Right. So, so they make the administrative policies. >> I don't understand why that's even a question if the board has nothing to do with it. Well, it says review and adopt prior to their issuance. So, it would be if if we're going to write a administrative procedure rule or regulation, the board would would review it before it goes into effect. Move on to the next one. The board will direct the superintendent to revise procedures, rules, and rights that do not implement the board's adopting policies. So that's exactly what Ernie is talking about. I think a polic
034that don't have rules to direct their implementation. Is that something you do visit? Looks like they're all there question mark or rated low you was that your thought process as well or >> my thought process same as what you were saying with the board will provide to the superintendent written policies. I think you guys by its very nature you have provided written policy there. I could count on one finger the number of times I've been told by the board this needs to change so that we're better implementing our policy. That's my little >> I think we've done that with a couple heavy hitters, but that's about it as far as the gun control stuff and the attendance policy. Some of those take a deeper look. Let's see. Superintendent readings. We'll go down to line 23.
035The superintendent will take reasonable steps to avoid causing or allowing conditions, procedures, actions, and decisions that are unlawful, unethical, unsafe, or in violation of policy. >> I won. There was Chase and I kind of talked about it. I just I had some unethical thoughts that I brought up to him. I guess I could probably I could probably do better communicating that with him too. >> I think that's best way to improve improve our school all the way around. It's open transparent communication. So I'm glad to hear that that's happening. Um Ernie, you mentioned to me safety maybe along with ethics on that one or >> Yeah. And again, like I said earlier, I I think there's some policies that up to you. Okay. >> Uh, the superintendent will develop and maintain an up-to-date manual of
036administrative procedures, rules, and ranks. That's very about that one already, which is is it the board's job or is it superintendent? Because it seems like it's under. >> This talks they they often work hand in hand. This one is saying that it's the superintendent's job to develop it, keep it up to date. It's the board's job to make sure that if there's something new going into it, they've taken a look at it. And also, if they feel like something is not appropriate in there to say change it. Um, superintendent will be allowed to deviate from administrative procedures and or rules and rigs for good cause or in case of emergency. I put I put my two in there because I I didn't even have any idea what that situation might entail and Chase kind of
037gave me some examples. >> Yeah, that's good. Examples I provided were we have flood in the wing of the elementary that rather than pausing the response effort to call board and say can we get everybody to the building to have a meeting so I can call a plumber. Sometimes I just got to call the plumber. Gina, you added two on that one as well. That makes sense. Now, at the time, I I questioned it because I didn't know what the good c what would be deemed a good cause of an emergency. One of the questions I didn't realize that administrative procedures were uh for lack of better words out of our hands and again I'm treating that as as a policy and I think that any time we deviate from policy that the board probably
038needs an explanation why we deviate from policy and policies policies are for a reason. to this point. My understanding is that the administrative procedure is something that we just board's not really in control of. Is that a correct statement? I mean we we're in a fashion it's just yeah we approve these procedures >> like approving an administrative procedure or is that a policy? >> Yeah. Um, that's that's part of our procurement policy that board approves expenditures over 5,000. Yeah, this is a tough one for me too, Ernie, because it's as you read through that, administrative procedures sit well below policy in terms of their hierarchy and ranking. Rules actually sit above policy. They're they're the most stringent thing that we can do. and regulations again sit below policy. So this is a place where to
039trusty Olsson's point earlier rewarding some of these might be a good idea because in my mind for good cause is relative what would be a good cause to one person is different good cause to another person. So that that's part of that that too. To be fair, the entire intent of the line is to be subjective. If if it were objective, we wouldn't need the line. I I think that on every one of these lines are a little bit subjective. Um, we had four this time because we didn't do it last time, right? Um, so moving on to 2.5 and I feel like I'm negative because I'm only hitting on the balance, but if we hit on all of them, it takes uh the board, we'll start on the second line on this page. The
040board will conduct executive sessions in accordance with state statutes. Uh, same. >> I I don't think you're being a negative, Nelly, by by hitting the ones we're hitting. I put low numbers specifically so we could talk about them. >> So, um, if I would have put a high number, we wouldn't talk about it. And the the two I put there, I have no way of knowing that. So >> that makes sense. >> And it's Yeah, I don't I don't know how you change these, but I I did the same thing when I first came on. How am I supposed to rate any? How do you um line eight, we have a question mark. It says the board will hold all meetings including executive sessions in the presence of the superintendent or the board appointed administrator
041in the superintendent's absence. >> Okay. My my question is is I see that more as a of a command as a are we doing it? Is that is that a fair statement? It it is a command. Yes. >> In my in my research is it is not required >> to have the superintendent present at board meeting. >> I think it in our policy it it says that >> it's not it's not required at a state level in in my research. >> So state statute. >> So I'm just wondering why why we're saying because I read that as as a command. You guys can't have a meeting unless the superintendent's here. And one of my concern was is I think was it one of our meetings canled in May? >> Yes. >> Consolidated. >> What? >>
042Consolidated. >> It was consolidated. >> Yeah. >> I just seen the cancellation for consolidated. >> Yeah. >> And that was just it's a shorter agenda and I can't be there the 12th. So I asked if there was any way that >> Okay. Okay. The reason I have a question mark there is because to me that wasn't how we doing. That was a command. Do they have any superintendent? >> Does it read that way to anybody else or the legisl? >> No, I think it is. Um but also so this is a checks and balances of are we doing it? This is what our policy says we will do. It's telling us we will do this. Are we doing it or are we not? >> Okay. Does that make sense? >> Where you're coming from, Ernie,
043is you don't think it's state law. >> Policy we adopted that's not state law. Is that what you're saying? >> Right. The pol the pol it's not Yeah. It's not a state policy. >> I do think >> because I look at that as I was going through things. I'm trying to verify all this information and understand it. I said the superintendent it's not required for them to be there. It's helpful. Yeah, absolutely. But >> and we can look at changing that policy at district level if we think that's necessary. >> I'm sorry, I wasn't condemning or condoning. I'm just saying that's sounds more like a command than how you >> a lot of these are statements directly from policy of how we will operate and then this checks of are we doing it? Are we
044doing it well? are kind of doing it but not well enough. So if that hopefully that answers that question. >> Um >> to be to be clear for the board on that one. There is there is one board meeting that I was not in attendance at and I attempted to poorly attend virtually. Um that was two two years ago February and there was one executive session that I was not in attendance that the board asked if if I was okay with them holding that I was out of the country and I said yeah that'd be fine. >> Um number 12. The board will establish the operational procedures for their meetings. >> You have a two on that. >> I have a two on there because uh I believe state policies that we will have written
045operating procedures. And if I read the operating procedures we have now, it's kind of like just roll with it, >> right? >> It's not it's not defined as an operating procedure. It it it says we do not have to use Robert's rules, but we have to have a written uh operational procedures. >> Okay, I'll look into that, too. Um, okay. Line 14. The board will identify specific information needed from the superintendent to assist the board in making a final decision. I'm assuming this means I put a two up there just because I could see a disconnect there. I don't know that we always ask. It's you don't know what you don't know. You don't know what to ask for it sometimes. Uh but I do feel like we have asked for this. I think uh
046some of the tougher things that we've had over the course of the past 10 months have come from the board not feeling like they had the information they needed to make a decision. And I would appreciate because it's impossible to do my job if I if I think I've provided information and it's not the information necessary or it's not enough given just an indication ahead of time of not sure I have enough information here to make a decision be uh a leg up over planning out when we get to an agenda item. Any other comments on that? >> I kind of feel the same way Sam does. It's it's like there's a lot of things in there that we don't have a lot of information on to has the board asked, you know, it's like
047it's like there's some things on the agenda there. Hey, this is on the agenda. just like I don't know nothing about this. So that that's my reason for my two there. >> Yeah. And I I it never hurts to ask the question and I think I've asked Mr. Christensen also like I'm asking if any of us are asking question to send it to all of us because some of us might be wondering the same thing but haven't asked or and that way we come with all we all have the same information coming in the meeting. So ask questions as much as as needed. Uh number 21, the superintendent will provide the board with the information necessary for board members to make informed decisions. That was really similar. different comments that are >> same comment to
048to Sam earlier chairman the last last month that try to get as much information as possible as part of the agenda I did leading into this it's it's a heavy information month in terms of agenda a lot of lot of topics but I did make attempt to a lot of what I typically would have saved off for uh getting to an agenda item and explaining as we got there. This month I did thoroughly write my thoughts on on each of those and try to attach in every instance. So, especially if if this is an area where we're feeling like this board meeting wasn't what didn't have the information we needed, I do need your help in what information is needed. >> Uh, the superintendent will provide the board with the agenda and supporting materials four
049days prior to the scheduled meeting. was feel like you get it soon enough or just wasn't sure that's >> um I think I think the reason um I threw that one on there. I was thinking about an action item thrown on at the last meeting after the agenda was approved and um I don't know that that really work jives with that. So >> yeah and I need to look into that too that's state statute >> and there probably isn't a state statute and and it's I'm sure we're we're lawful but it seems unethical. Somebody mentioned to me um after the meeting that it state statute that you can't add an action item. You can add discussion but not action. I couldn't remember what the item was that we added. >> It looks bad like it
050just even if it's legal. It's like uh if you're going to make a plan stick to the plan, >> right? And we've asked or I've asked I guess that uh going forward we approve our agenda after public comment >> because a lot of times something comes out of public comment that we need to add to discussion and stuff. >> That makes a lot of sense. >> So that maybe we can add that and then approve the addition. >> Yeah, I like that. >> So if there's other ideas that we can make it better. >> So I do think there is public comment that needs immediate attention discussion. Yeah, if we can at least hit on it in discussion that night if it's not something that takes action in the background. >> Well, and I think
051that also assists our community in knowing that we're going to do something about your concern. We are interested. We did this list and us again. >> Agrees in that relationship and transparency with the community by doing it that way. >> Otherwise, it's a month. Well, there might be an email, but otherwise there's a month until it's brought up as public meeting again. Yeah, I would like to try to go that route if we can. Okay, moving on 2.6. Uh the first one there with some twos is the board will adopt a fiscally responsible budget aligned with the district's mission and belief statement and will continuously monitor the district's fiscal health. >> Um I put a two on there uh back where it throws the district's mission and belief statements there like uh it probably it
052probably does align But maybe maybe we need to revisit what our district's mission is here. >> I agree with that. I think we need to go back and and make sure that we definitely are um going with our district mission and belief statements too. Um 911, the superintendent will present to the board a detailed budget based on the boards and the superintendent's priorities and parameters. I probably just did that one out of don't know like to hear your guys thoughts. >> I think uh we go over the budget. I do think we'll be when will we be receal post recal discussion >> preliminary budget will be um ready in May and Mr. and I had conversation about that last week. I think we we were most way there and the conversation that he and I
053had was are we are we ready for that to be presented to the board and I think there are there are some questions with regard to rules being adopted by WDE that might change where some numbers fall in our budget. We have through through the salary and relations process, we have um probably gotten to a point with tomorrow night's meeting of vast majority of our budget being decided where we're sitting 80 85% of our budget is personnel. So it's once once personnel are decided upon there's not much left there. do have a conversation tonight with regard to starting a conversation tonight or tomorrow night on federal spending priorities which is a place that we do have a little bit more discretion but yeah we'll have a premium budget in May and final budget maybe we
054can't do it in June I don't know Greg would like Greg would like to adopt a budget before the fiscal year starts, which makes perfect sense. The I think EI and everybody else hopefully statute requires that the budget is adopted in July after the fiscal year starts. So, >> we're on track though for a prelim budget May, final budget July. >> Um, they were talking about a tool that the Department of Ed has put out. Has that been helpful? >> I agree with you. And it's it's just a sample of our 100 and they kind of send it out every year, but now it's just got the changes on it. They've opened up some before a lot of it was locked and you couldn't use it. But now they're starting to be a little less
055greedy about that because I think everybody realizes that we need to be able to do that to help with what's going on and stuff like that. It sounded like a lot of districts are using that having a discussion now and so >> so the problem has always been that it gets changed several times before July after July has a situation now too. >> Yeah. This is where it's going to be a tough year to do a budget because they're compliant. You may not because they're not even ready yet. And some of them are for sure possibly changed tied up a lot of stuff. Uh, I feel like in the past we've been pretty involved with the budget as it develops and then great gives us an update every month and we go in and look
056at the expenditures and so I feel like we're pretty involved in the budget and spending process. Would you say the same Gina on your end? >> And then the last one I think is probably similar questions. The superintendent will take steps to ensure that the fiscal condition of the district is consistent with the board's vision and expectations. The long-term financial health of the district is sound. The board is notified prior to any spending that materially deviates from the annual budget adopted by the board. The board's ultimate authority to determine the financial matters of the district is adhered to. My two on there was only because I question the the board's vision and expectations. >> Okay. I think that wraps up that piece. >> Could we touch on line 21? I That one's probably most concerning.
057>> I didn't. >> Sorry. >> Okay. Line 21. The superintendent will ensure that assets are reasonably protected, adequately maintained, and appropriately used. Yeah. Two twos on that one. >> My two is just I don't know. Gina, you >> um I just had a little problem like in the past we um some money had been taken and used in other places and the board wasn't informed about it until the public came to them. So, I had a little problem with that. >> Oh, I did think of something here for that. Uh, right away the greenhouse came to mind. Are we are we appropriately using the greenhouse investment in the opportunity? >> It was grant funded, wasn't it? Almost entirely. >> Yeah. We've got $400 in um >> Yeah, they've got a good plants started for the
058garden. Planning a plant sale again May and we've got rooed coming out seed starting with students here in a couple weeks. I would to answer your question fully I don't think so and it's we've had a turnover in staff how that operates it's taking some learning yeah I hope to see it utilized far greater fashion I think that we've had staff step up and make sure that it has continued to be a great space for kids and learning and and continued operation. But the more that we're able to get some education, talk toward what that could look like this summer. We got a teacher looking at a summer job to help with educating herself in terms of operating there. I think that we can that's place not only can we be utilizing it better but
059we were close to a program last year and of getting to a point where we can open it up and make it a community resource as well and I can get back to that. Okay. >> I know we had some delicious lettuce out of it today for lunch. Okay. Is there anything else on the board governance side to lots of good discussion, good notes work on improving? Okay. Committee reports. The only one on here um is policy committee which relations >> questions on 5107R just coming out policy. Good I'd love to get myself out of here. >> Yeah. Um also with with these being being a member of policy committee it would be preferable absolutely appropriate if if there's one that you want to talk through ask questions about etc. Give me a call and
060sit down work through it. Okay. If we get to a point where one is in at a spot where it truly needs some revision, that's a spot where we typically call a policy committee meeting and pull everybody in on that committee and sit down and pass through it, make sure that we're in the right spot with it. >> My I guess one of my main questions was here uh it just contact principal and who's that? >> Principal. >> Okay. And then it says then the then contact the superintendent's office. Who's that? >> Yeah. And then it says so the director of special programs I think is spoken that was yourself as well. Y >> so in your absence what's the procedure. I mean it seemed like we need to get somebody else in there because
061there needs to be somebody here if especially if there's a crisis. Yeah, that's that's where earlier when we were going through the governance that it's important that we're on board with the ability of me to delegate authority, right? So, I mean, we cover ourselves with that leadership governance piece where in any of my authorities, I'm allowed to delegate. >> But I mean, in your absence, do we have somebody that's trained to take care of that situation? You could delegate that to >> Yeah. >> And my question is, how come they're not in named on there? Because if I was if I was Joe Blow or say a new employee here, oh gosh, I got I got a crisis here. What's my procedure? Oh, what do we do now? >> Do we? >> So this second
062paragraph suggest to chair the team principal. Other suggested team members include counselors, teachers, psychologists, social workers, nurses, members of alcohol, drug abuse, prevention teams, clerical staff that for crisis management, right? That that is where the team takes that into action. And some of our policies we've had like it will be up to you or your delegate. Is that how that reads? >> Designate. Yeah. Delegate. >> Would that be verbage? So should add in here or not? >> Because in the event that you could not be contacted, who who are you going to delegate or appoint? >> Right? >> Because we could call you and say, "Oh my gosh, there's something happen. The so and so should be believe there's a couple places between here and everywhere else you got sell service. >> Absolutely. >> And
063crisis is a crisis. It's time to the essence. I think it's an appropriate conversation. We probably need to build out the crisis team so that we got more people having that conversation. the specific response to these two situations that the crisis management team really really is developed for as spelled out. Suicide prevention and threats are the most highly trained people in the district are Mrs. Ellen and myself. It's the spot where we're certainly need to take some some look at where we're at. You know, I think some is missing retirement that that just with yourself again in your absence really quick so to speak. >> Yeah. And I've been looking at it, rereading it. I think it's probably appropriate to pull pastor Kenyon and make him part of this team. We've got sheriff's office on
064it. We've got a school site there. We've got our nurse, but I haven't necessarily put that in. Would you would you say an appropriate change here? Reality suggest chair of the team probably have the assistant principal there. We actually have a chain goes assistant principal superintendent. Can we Yeah, that was my question. Uh, would it be possible to put this back on after we go through that hiring process or interview process to see where we're going to land with council? >> Yeah. Want to do a >> It's going to be different if we have inhouse versus consultant basis. Sure. Review 5107R put that in for May. >> Yeah, that makes sense to me anyway. >> I said, "Yeah, no, that makes sense." >> So, if we have a depend, you know, if we're working on
065a consultant basis, then they're not necessarily in the building. But if we have a full-time person in the building that's filling that role, it would make sense for them to be >> chairing that. >> Yeah. >> Well, that's Yeah, I I don't disagree. There are a couple other members of the suggested committee there that are work for us on a consulting basis as well and psychologist, nurse it with what we got. But I I don't disagree. might be best chair might be counselor. >> So, is that okay with everybody to put that one off until we see how things shake out? Yeah, I just I just feel that both those items are a life-threatening attempt and a threat is something that needs to taken care of in a timely fashion >> and that's something that
066we need definitely plan B. >> We don't have time for something out here. >> As I read that, a lot of that is the same person. If that individual's not here, there has to be somebody that takes the helm >> that that's trained in the responses and know know the procedure to go through. >> I I also see it too. I worry that you give too many people authority around here. You got a bunch of chiefs for only 60 kids and it's like how many chiefs do we need? I see where you're coming from, but it's like >> and as long as as long as the chief's in camp, we're rolling. Everything's fine, but uh the chief's not always here, >> right? >> And and that that stuff doesn't care whether he's here or not,
067if it's going to happen. So, if we have somebody that's not the chief, they can be the chief when the chief's not here, >> right? >> Just in in that realm, you know, him saying that, >> right? Because that that's something that's entirely essent to all the kids, not only to themselves, but they can also be a threat to all the kids, >> right? >> And if we have somebody that is prepared and knows that, hey, as you said, I can't today. I got to keep my office and be ready to react and respond to that particular situation. And it's something that if that say second in command is in the building, if Chase is also here, he can grab that person if they're both available and handle. >> Sure. Diffuse it as soon as
068possible. Sure. >> So if we need multiple chiefs, we just need somebody that can act as chief in the absence of those are some right there. I think that that's that's part of the safety of our school. >> Yeah. And that's our number one goal is is keeping kids safe. >> Right. Exactly. As as we look to review, Secretary had a couple questions here with regard to u advising. So So what are you advising rather than just suggesting? Well, when I read when I read this, I'm thinking I'm error. and I get a phone call from the school and they're telling me what to do. You know, I was I would appeal that a parent knows their kid, they would be able to say I, you know, or whatever, but advise them of suggesting horses
069and and I and I I've got to say that I I still had a suicide attempt in my head when I get down to there because I'm reading this this crisis management as a whole. And uh so so I'm thinking of the scenarios in my head. We just had a unfortunate situation. So we took their life. I don't feel really good about telling the parent what they're going to do next. That that's going to be dramatic and that and that's why I had said take out advice and suggest courses of action. If they ask for advice, we can. But suggest a course of action. But now that that's down under a threat and I see where you was coming from that this is a threat right here and now the parent says ah yeah he's
070always we still have to make a decision. So that that's why I was thinking of saying just suggest courses of actions and not advise. But we could still advise if they ask, "Oh my gosh, what do I do?" Here's what I advise. These these are these are sources of these are resources for you. To me, that's like we're going to tell them what they're going to do next. >> I think the parent needs to stay the ultimate authority of that, >> right? And and again, the more I think about it, sometimes kids in that position because he doesn't have parents or he doesn't have the correct parent lot >> not always you know sometimes it's other issues but um and to me that it's it's still tough to me I I still lean more towards
071just suggest course of actions and if they ask what do I do we could advise them often times this is this is going to be a conversation that's taking place with sheriff's officer and parents and others there and the courses of action that you potentially could I mean could result in an arrest. I've had that happen. Could result in a title 25 hold because they're in danger themselves. Had that happen. Could result in, you know, we're going to need in order in order for this student to continue to be a member of the school. We've got to see XYZ. Other otherwise, our recommendation is going to be expulsion. And that comes down to the you got a question about uh the parent refuses to follow through with requested actions, right? If we build a plan
072with parent and say, "Oh, this student needs to be attending outside counseling twice a week in order to to continue to go to school. Parent signs off on that and then the kid stops going to counseling. Parent refuses to follow through with requested action. Then that turns into what would be a deferred expulsion. We're recommending expulsion, but we're going to say if you do this, this this we hold off on that. >> And all of that comes after the threat has been stopped. That's what we doing about this is after the fact that there was a threat. >> Yeah. The Yeah. You're not getting to a point of suggesting anything during during the active threat, right? >> Red's been taken care of. we're sitting in a room talking >> because that says you'll contact the
073parent or guardians and inform them of the situation. To me, that's a present tense. >> Is that true? >> That's the present tense and it's followed by and then we're going to tell them uh what to do next. But if you separate that because advising them to suggest a course of actions after we stop the threat, it's no longer a problem. Where do we go from here that try to make sure this doesn't begin? None. None of this takes place while there's an active threat. The only thing taking place during an active threat is stopping threat. There's no investigation. There's no case manager. There's you're not going to stop a threat. Let me let me just play out a scenario here. Let's say I'm say I got a kid with some separation anxiety and let's
074say that kid doesn't want to be in a classroom for whatever reason. And because she doesn't want to be in a c classroom, um I'm I'm advised that I have to take her to a counselor. Is that uh is that something that could come from this? >> There is no out there. What if what if uh the kid um fights their way out of the classroom because of separation anxiety mid, you know, >> still a little threat there. >> Yeah. And threat threat's going to be I'm going to come to school and shoot at school. I I'm going to choke you out. That that's the type that's a threat or somebody shows up with a weapon. Is this >> But it doesn't I mean it makes no difference if if suggest >> uh who did
075we put on the policy >> right now it's me Gina and >> how would we feel about just sending this policy to the policy committee to then bring back to us recommended changes. Would that be I guess I maybe my brain's not working right. The staff member who first becomes aware of the situation will contact the principal who will become the case manager for the situation. And in my mind, a threat is a lot of things. Well, it almost >> just somebody absolutely going holistic whether it be drugs almost whatever the case >> the lifethreatening attempt is like a step by step this is what we do at the time but then the threat is like it skips all of that and goes right into so the way I don't know the way I'm reading
076it is it's hard to not connect the two because they look like it's like okay stop the thing the emergency immediately and then do this. But they're also separated by left threatening attempt to threats. I'm just wondering if we need to build out both too. If there's a threat, first step is stop threats, you know, and then we go into this and then are these steps also pertinent for a life-threatening attempt to contact the parent? Does that make sense? >> Yeah. Confused. I think we have many >> and I think there's probably other examples out there. >> Yeah, there is some confusion in the way it reads and that way get the right people's positions in there for the team as well. Are there other others of these policies that suggested changes or questions? >>
077on which ones were you on that particular one? Is that what you're asking? >> Uh other ones. So the would be the special ed parent reimbursement for district special ed circuit parents and the grading and reporting student progress. Any more time on those? Uh, administration administrative reports. >> This one might >> most salient of the first fives just were uh need bus drivers. >> Yeah. >> It looks like we got a few items failing maintenance. >> Our HVAC systems been constant. It's been valves and motors and blowers. That's at this like 34 year old system that is acting like it's 34 years old. >> I would love if we could get those >> reports. >> Yeah. just turn them a week early. I mean, we can have a turn in a week earlier. >> So,
078there was some I think this morning when I some of them I didn't get till um after I left on Wednesday night the technology, the activities and the >> So, they were they were in >> special. They were in by Thursday last week, but we didn't attach them until this morning. >> They came in over the weekend. Yes. >> Okay. >> But I wasn't. I mean, they were in my email this morning, >> so I just attached them. But yeah, they came in sometime after I left on Wednesday night. I didn't actually look at the times I got them, but I know they came in over the weekend because they were in my email this morning. >> I don't know if it's possible, but I guess the week ahead would be Tuesday. So, Right now
079th right now we say Thursday. >> So you want them in by the Tuesday before the board meeting. >> Let's say Monday night attached by Tuesday. >> Okay. Hey, does anybody have questions on any of those leading up to Mr. Ro's presentation? Okay, Mr. Ro. >> All right, floor is yours. >> Okay, so month of March, which will be the end of our third quarter, slowing down to our last three months of the fiscal year. So, starting off with the general fund expenditures for March, we had $221,693. again broken up through the different funds that we have accounts in that area broke down. Um any questions about that just feel free to ask. We'll talk a little bit more about each one of those. All right, I've changed it a little bit. I don't know.
080You can let me know what you think. I decided what was looking at it thinking I think that's kind of not enough information. Don't know why I don't think that but I did. Um so we'll look at instructional what I ended up doing now is breaking it down by area by actually by kind of like schools and departments. So if you look at this for the instructional this kind of answers the question that we've been asked a lot is what does this entail like instructional support what does that entail? So if the first one instruction basically is that the different schools um or departments in our schools. So if we look at the blue, we have Claremont Elementary which expended $57,41.65. The junior high expended $14,451. High school $31,693. Special education department 15,33. Extended was
081$587.35. Junior high activities was a little over a thousand. High school activities was 3,750 and the CTE which is the ad was $7,247.97 for the total of $165,283 and at this point we have the last part of the year we have 40.28% of that budget remaining. All right, next one. Instructional support. Didn't have a lot of expenditures. There's actually a lot more in the breakup of this, but the expenditures for this month came out of, of course, our guidance service, which was a little over $10,62. Technology integration is our expenses on technology. We had $2,500. and staff development, which is our professional development. We spent $4348 for a total of 12,66. We have 63.39% of that budget remaining. >> What What is guidance service? >> So, that's our guidance counselor. That's Lloy. >> It's Lloyd.
082Most of that's her payroll. Okay. And then any other things like right now, she's in the process of buying year end awards. um and other things like that that she >> she guidance service was our guidance counselor right >> yeah and then anything that makes up like with what she does with as far as like our department next is administration um again business administrations the business office little over $30,000 school board $520 $20.58 office of the superintendent was $15,500.74 and in school administration basically that's where part of um Jennifer's as a as a assistant principal comes from and then any other things pertaining to the school that would fall under administrative cost. That's for that 3,818. We have 19.64% of that budget remaining. U maintenance, we have expended a little over 12,000. Payroll in this
083situation is the biggest expense left out there. Utilities and then any miscellaneous expenses, which would include repairs and maintenance, supplies that um like cleaning supplies and other things that they may buy. for equipment and for the take care of the building. So that's that we have like I don't know it's 37.29% of that budget. Um moving to transportation um again broken down by the four departments. So basically four breakdowns of transportation we have the general transportation which is our routes. So again, this is everything pertaining to fuel, bus care, maintenance on the buses or the on the route buses, um payroll, um all that stuff. Then we go to the left and we have activity transportation. So again, anything that's pertaining to the trips for the um activities, sports activities, and other student activities that
084aren't related to transporting the kids on a a general route. We have the nonvehicle transportation which is the office like things for office supplies anything that has to deal with nontransportation. And so um basically in reality we don't have we don't we can do this because it depends on whether or not we would use this. We don't use this but we could use this for Justin's salary if he didn't drive. If all he did was paperwork and office work and stuff like that and plan the routes and stuff, this would fall under nonvehicle transportation. But that's not the case. So we don't take it out of there. Mainly we just look at the electric bill, get propane bill, phone bill, and again other office expenses, technology and stuff under non-vehicle. And then the nonreimburseable transportation
085is the the staff vehicles. Anything that the state doesn't it doesn't involve kids. There's no kids involved. The state doesn't reimburse us for that. All falls under which we had no expenses. The credit card bills must not come in yet. All right. So, we have 23.49% of that budget. Wellness. We just had a small expenditure. Um they ordered some supplies and stuff and things that the committee is doing towards for the end of the year. Um no transfers this month, this past month. So as of March 31st, 2026 for this fiscal year for general fund expenditures, they're $2,263,849.97. Again, the breakdown between instruction, instructional support, administration, maintenance, transportation, wellness, and transfers. Sort of makes up that expenditure pot. Revenues for the month of March from our foundation payment $285,344.78. Special education reimbursement is $23,377.3 and
086our local taxes was $10,670 for a total of $319,32163. All right, moving on to our other accounts, our funds. We'll start with our lunch fund. Um, the expenditures for the month were $13,67349. Again, a breakdown between payroll, food purchase, our main focus, and then any other expenses such as paper supplies or smaller equipment that we may have to buy parts or something um would be would fall under that miscellaneous expense. We have 24.47% of that budget remaining. No expenses for major maintenance in the month of March. So, we're still at 62.69%. Next is the school housing had small repairs and maintenance of $151.94. Um, we have 37.95% of that budget remaining. Depreciation reserve again no expenditures. We have 100% of that remaining. um capital construction or expenditures for March. At this point, we still have
08713.79% of that budget remaining. Special revenues, we expended 14,223.15. The grants that we used were title one 2526, which covers um Alicia's salary and then anything pertaining to the title one program. The CTE funding was for equipment and stuff that's been set apart just for that. And then the title 4 2425 funds. So we have 36.62% of our budget for the year remaining our special revenues. So expenditures year to date for the fiscal year of 2026 or overall all of the funds is $2,878,57853. Any questions over the year? one. >> Thank you, Rick. >> You're welcome. um superintendent report. >> In the interest of time, I think I'm going to spend plenty of time with our action items. And right now we're working through a playground and just want everyone to know that that's being
088fully fully investigated and properly treated will be handled in the near future. Um, I do have to trust Hackett's point earlier, do have one more larger out of district trip for the year. I've got trip to DC next week. I'm up for the top three in the nation for a national advocacy champion award. I'll be out be out there for conference and leadership conference and hopefully accept that. That should be it for finishing out the year. Interesting. I'll stop there. >> Congratulations on that. Um, if you guys haven't read through, the WSBA sent out like a recap of recalibration and they also have a just a legislative recap that affects education on their website. Um, the recalibration one especially will play into a lot of our discussions tomorrow night on why we're doing what we
089are, what we have to do with salaries and such. So um discussion items WSBA uh piece of that they also have those trainings I don't know I haven't looked their new board they put out days for the new board member trainings >> I'm not certain typically those are offered on the back end of election system there so >> it'd be worth looking at leaders digest or maybe if you want to touch base with Julia >> and see if there Those aren't taking place. >> Okay, I will touch base with her. Community lunch is Wednesday, May 6th. And then we probably need to get another community listening session on our calendar. Uh thoughts upon a topic >> right now >> profile graduate three graduation. Do we want to set a date for that or try to
090did you say chapter 3? What? >> Chapter 3 graduation rules. >> Thank you. >> Would be too much to have multiple topics at one session. >> We've we've tried to always make them kind of an open topic and people can bring whatever they'd like. Um, we just started it with a presentation in one fashion or another that kind of kick conversation out. What are you thinking? >> I think I think as long as as I know in my mind that that if I'm just thinking we can can add or keep it open to the community in case they want to throw something else in there. Um I'm good with that. So >> uh I had gotten gotten a few questions around profile of a graduate and then how we are fulfilling because um it's been
091brought up that how system is filling some of those areas. It's been brought up that the looking at a life skills curriculum is because of the profile of graduate. So, I thought it would be good to put it out there what it is and >> good life skills came to mind. >> How these things come together to fulfill those >> so it doesn't sound like we're just throwing it out as an excuse everywhere, right? >> There is actually a strategy behind this. What is there time scheduling time for any of you that is better than others or worse than others? idea what those is there anything going on at the school that we can tag on to like we have in the past or as far as the public would already be here. >> Yeah.
092weekend of the 5th, May 5 and 7, we've got FFA banquet runs from 6:00 to 7:30 and then we've got a spring concert on the 7th that's scheduled to go 5 to 7:15. Got an athletic banquet on the 19th of May. runs from 5 to 7:30. At graduation on the 17th runs from 2 to uh after the spring concert or is that difficult because people need to get kids? >> I'm good with that. Do we want to go right afterwards or do like 7:30 maybe? >> 7:30. >> Is that for everybody else? >> Can we as a parent say we do not like it as mothers when you do it the same night as a banquet, a concert, it might sound like this is killing two birds. It's not. It's creating more problems. Yeah, that's
093what we >> I'm sorry to interrupt. >> Do you guys have recommendations? I'd like >> any night that does not have another school event. >> Tuesdays, Wednesdays, Thursdays. >> Then it's sooner. So, you're gone when? next week. >> But the week after that, >> if we want to get a postcard out, try to get two weeks time, right, Julie? But if you guys feel like the information gets out to the community with social media posts and you guys talking to people, we could certainly manage that without postcard. >> We haven't been sending postcards for those. >> Does that last week April look okay for everybody? >> That just the last week of April. We could do it Tuesday. >> What night of the week is track practice going on? FFA. >> Well, FFA practices will
094be over. >> Yeah, there's FFA office interviews that Tuesday. I don't know. It's certainly going to involve some students, some staff. Maybe we go Monday or Wednesday. Uh there's a few of us that are going to have to be in Riverton Friday morning early. >> Okay. >> For not Thursday that week. >> Wednesday work for everybody. Wednesday at 6. >> So 29. >> Does that work for everybody? >> Yeah, that work for me. >> Okay, let's shoot for that. >> So April 29th, Kelly. Yeah. >> What time? >> The six. >> That's ideal. >> I I would think it start at 5:30, but >> that's you guys. >> I'm fine with earlier if that's >> I'm good. Wednesday truck >> but they're out of practice >> off till six out for track athletes to come
095otherwise we miss out to a community member and a staff member coaching. >> Yeah. Hour and a half appropriate. >> Does that matter that it's state art? The kids some people will be gone for state art or home >> kids will be >> and a teacher. >> Goodness sakes. Uh I'm afraid with Mondays that will forget about it. But think probably the state office and stuff like that FFA they are track >> I don't know we're going to conflict with something no matter what I think so I'm good with just keeping the 29th at Yes. >> Everybody Okay. Lunch balances. Do you want to talk about that later? Okay. Uh, it was brought a few meetings ago that we have some lunch balances that haven't been paid. Jolene has sent a lot of notices. U,
096I think maybe one of them been paid, but some of them still haven't. Uh, we had brought it up to talk about different options. Um, so I would entertain your thoughts. My thought is it is your responsibility to feed your child. If you are not paying for their meal and not sending them with the meal, you are in neglect. And I think that I am not of the opinion that we should withhold a meal from a kid. Um, but I think at the end of the day that those parents should be probably turned into collections and maybe a call to family services. Is that who that goes to? If they continue to not pay, not send the mail. That's my thought process. But >> that's what we've always done, isn't it? never send them to
097collections or or refer to DFS. >> Joanne, what have what have they done in the past since you've been here? >> Yeah, we did send collections. How many years ago, Greg? Quite a few we've done. I think that's what you know just Yeah. Yeah. I know it's been suggested to do small claims court as well because when you send it to collections they take a certain amount of what you get back whereas a small claims court I guess Greg could probably explain it better than me that they end up paying the court cost as well as what they owe usually if but I don't know what the amount has to be to you for like small claims court I don't So, and isn't the amount for collections have to be over $50? Is that right?
098Is that what it used to be? >> I think it has to be over 50 in order to send it to collections. >> There is also a free and reduced lunch program that parents can apply for and use. These are parents that have opted not to do that are still not providing much of anything for their child. >> I encourage everyone to apply for it. If they think they want or not, I encourage them to try. I struggle with the concept of I mean I would love to just make it disappear and but I feel like the more we enable that, the more we will see of it. I know the last time I've served on the board, it's been a it's an issue. The last superintendent, it was an issue. I remember that. Like
099as far as as far as the same same problem, different people. If there's a comfort level with that, does it take action or it's just a procedure? Tina, >> that's a real hard one for me. >> It is. That breaks my heart a little bit. Yeah. >> In all directions. Do you guys like a recommendation of if there's a certain level of balance for out of district students not having them back next year? >> That's difficult too because rapidly reducing populationing Are most of these out of district that we have issues with >> currently? We currently >> industry >> how big of a dollar we at 1,500 maybe couple thousand >> close to a couple thousand last time I had It's horrible for me because I'm childish to eat. It's not their fault, >> right?
100And I feel similarly if this is the best place for that student to punish them by not accepting their application to come back just simply because >> is there something that's in our application that we could put in the application? You must have a upto-date lunch ball or >> that's something that legal I don't know >> that would help those people that are out of the district that want their child to go here to understand it's part of the criteria child. It's not it's not the same. Just not part of that application just said follow the rules of the district pantry lunches follow the rules of the district. I think calling it out a little bit more specifically might help out. It doesn't I mean I guess my suggestion doesn't fix it necessarily for us.
101I mean, if it goes to collections and they still never pay, we may never see that money, but it holds the parent accountable for their obligation to be their child. >> I just don't I can't come up with a solution that feels like the perfect one. >> I can only problem every school has. >> Yes. >> And has anybody came up with a solar? But part of me worries too that if we make these set rules, you know, you don't know what the families are going through also. I mean, some you do and some are neglect of paying the bill, but there might be some that you don't know what the underlying factor is is where I have a little bit of problem. >> So then what are your thoughts? like create a benefit account
102to cover. >> Some some schools do have that. You know, the kids raise money for the you know, if they're looking for somewhere to raise money for some schools do do the benefit accounts for the kids. >> Think I like that idea. >> If we did that on an ongoing basis, do you think there would be I think >> because I know in the past the church has covered them until you know for a long time and then it seemed to be it was always going just to the same family all >> it didn't increase >> huh >> you didn't see it increase >> oh yeah I think we did but I mean um I think they just finally decided to quit because they felt like they were only benefiting maybe one or two families
103rather than what they intended it for. >> So many factors that play into it all the time. Well, we looked at a proposal to provide free lunch for everyone, but then after calibration. So, this pointed in discussions that recouping the $2,000 and pass two lunch bills. Is that correct? Probably 2,000. >> Yeah. How do we proceed? >> What do we want to tell? >> We had just said collections in the past. Is that is that the only thing we've done? >> Well, there the church has paid them sometimes. I think the through the um >> first lady >> the first lady program they were taken care of once or twice >> there's been different >> so we've never done anything consistently to cover that it's just whatever we come up with each year >> Greg
104in your history as the business manager here what's the best option >> well it's nice if people I mean if you have the funds to do it I mean we're not part of the school lunch program but one of the things that they do emphasize that you have to do everything in your power to collect and that's a priority with the national school lunch program. So, do we follow that advice and we have to consider what our options are? Um, collection has worked with families that that have gone a long time. We never did get there's one family we didn't get everything from but we did get quite a bit of the money collected. Most of them once you ask them just tell them that this is the next step they'll usually pay. Not all
105of them but most of them did a pretty good job about paying ones that you just said this is what we have to do. This is our step. This is the process that we have and that's where it's coming up is in the collections because they'll they're going to garnish their wages. They're going to go through the court system and do what's legally they can do collective and usually it means their wages are garnished >> and at least it might motivate them to apply for free. >> Yeah. I just I mean I don't know why they don't. We have had several though. Even this one that we never did collect from she swore up and down she'd never qualify for it so she wouldn't do it. I mean so you're just kind of fighting them
106saying you need to pay then if you're not even going to try to see you need to pay. I mean it's your obligation >> right to them at that point. >> Yeah. >> And it's not a hard application. I mean we got it all online now. they just basically have to download three payubs and their tax return from last year. So, it's it's not like like it's a hard process. I mean, it used to be they had to fill it out by hand and but Chase has got it all. So, it's all online now. It's pretty simple. >> So, essentially, >> I mean, I've actually helped parents because they >> if it got to a certain amount, we would send a letter saying >> I send emails every week, >> right? But then an email
107or a letter would go out saying this is the next set at this if you have a paid by this date and then collections is that or would we need to wait till the end of the year? Is this going to continue to acrue >> at this point? I probably would wait till the end of the year. In future, someone's at 1,000 bucks in December, kick it over in December, and then kick it over again in June. Right now, certainly end year. >> We would hope that letter would kick them in here and if not >> or they don't accept it. We've sent out used to send out several certified letters and people don't accept it. It comes back to us. And I guess the question obviously I guess there's you know one of the
108things that we would use is when they signed out they needed to pay or they didn't but there's no >> con or what are you going to do if we don't you're not going to sign me out I'm still not coming back on the next day. So I mean I don't know what we can do with that if there's anything but it's kind of so kind of I don't know if we mention that anymore can't sign up school but anyway it's a it's an ongoing yearly battle. >> Yeah. >> I just find a process that works the best. Do do we are we adding one year one thing worked the best? when we get donations to pay them off. >> The first >> that's what the best >> I can tell you at Claremont day
109this year there is a during the free lunch there is a offering bucket to help pay for school lunches. >> Where's that at? during Claremont day during the community lunch. >> We'll say we're in a far shallower hole because the efforts of Jolie she does >> great job keeping going. Is everybody okay with if there's balance at the end of the year and they've been notified that doesn't >> cut off. >> Uh the next item is say maybe in that letter we can also tell them that again of the availability of free rates. >> Yeah. with the farm to open. >> Maybe they say, "Well, gosh, I got this huge bill. Maybe I'll end that." >> We send it out at the beginning of the year and our welcome back letters. People come to register
110new kids and I encourage them to fill it out. Um, I've called people on the phone and I've encouraged them to fill it out because it's not hard. And like I said, I've helped a couple. >> Do they have to do it at the beginning of the year or they >> No, anytime that their Yeah. time their status changes. Like if they had a job and they're not don't have that job anymore, they can apply at any time >> anytime throughout the year. >> Even after they owe a bunch of money, but they're still required to pay that counts for >> when they're approved on >> they still hold that because you can't Okay. uh graduation policy. >> I would like everyone to take an opportunity. This is why it's in discussion. It's probably end
111up being an action item certainly after our listening session and an opportunity to hear input on that. The staff has done quite a bit of work in terms of thinking toward how what we've already done best accomplish the chapter 3 requirements which are requiring us to change our graduation requirements. Right now, our graduation requirements are 28 credits and four of those have to be English, three math, three science, three social studies, and that's about it. What chapter 3 has changed is that high school graduates have to demonstrate this competency which is essentially what we work through etc through regular classroom instruction daily basis is making sure that students master standards they can apply knowledge etc and they can use it use it in a different context than the way that they learned it so That
112one I think we we've got to find a way to assess, but certainly we're well on our way to having met. And then uh the state board is requiring that we choose one other competency of the following six. These are the six. And I think when we get to profile the graduate at that listening session, probably mostly a conversation around uh these these six right here. staff staff have weighed in. I mean they they would like to see communicate effectively various purposes audience and mediums be the the other element that we would choose for next year. um specifically because it's been it's been a heavy hitter for us through public speaking classes working work throughout classes in terms of a stand and deliver model for when they're communicating during class and it's just been part
113of our instructional framework part of our focus everything else. So thinking both both staff and students are probably best equipped to begin in that spot. There was, you know, last last PE session heavy discourse and went back and forth between B and F. Um, I honestly I thought that in working a consensus model I thought the staff was going to get to F probably within seconds of of that being the direction that they would were wanting to go and couple comments by teachers push things back in the direction of of communicate effectively. So that that was where staff's kind of at is communicate effectively. I think that night of listening session certainly is is an opportunity for community weigh in here. You guys will need to adopt a policy by July one which is May
114maybe by start of the school year. So August one, which means we're going to need a first treat maybe July, second read August. For our seniors, I think it might be more appropriate if we get that first treat in June, second read in July. So we've got things in place for them. So this is one more of the following and that's for a certain time period and then we have to add more of them. It's just a gradual thing. >> There's no there's no written verbal etc indication that that's the case. >> Okay. >> I I think looking at it and just I I think that next year it'll be two and the year after it'll be three and the year after that it'll be all. They built it up like that. >> Yeah. >>
115But it it gives us an opportunity to to focus where if we're trying to accomplish six at a time and we haven't done that previously, it might get messy. >> Oh, go ahead. Um or so these requirements here is it is this something that we can add in to the core classes these kids are already taking or is it something completely different? >> Ideally this would be largely added into to the classes the students are taking. It's just going to be a probably a shift in the way things are assessed. a shift in the way things are. You know, at some point we have to have students demonstrate via an assessment that they've met that and that could be, you know, for communicate effectively to various purposes audience mediums. It could be that they're they're
116going to go and give a presentation at a city council meeting. It could be that they're going to develop a podcast and publish it. It could be they're going to write a letter to the editor and get it published in the next paper. You know, various various things that that could could fall into and I think that falls on staff to kind of figure out exactly what they would like that assessment to look like with community input. But um yeah, none none of this is necessarily looking at we we need to create a new class. We need to have a different thing than what we have previously been doing. It would be worked into um what we do with our house system in some of those pieces with strong interpersonal collaboration skills. Um the various
117elements staff have gone through and with each of them tried to list out what are we doing already that is lifting a student up in this area and we're not missing any of them. If it ends up being the one that we want to say, okay, at the end of the year, students are going to be able to pass this assessment, then it turns into some work. >> And that's a proof. You have to have an assessment that proves that they can make the competency. >> Well, yeah. We have to de we have to show that they demonstrated that >> like the chick does a lot of the communication piece. How do you document that, too? >> And I I think that it would be an easy thing to say maybe maybe the top four
118in the amazing shake have demonstrated that. I think it would be a stretch to say that the those students that were out in the first round demonstrated that. >> So there there's got to be different and other avenues toward that. >> Yeah. >> Could could be an FFA could be a something that they put together for lot lots of different assessment type opportunities that could exist there. >> At one point in time you told me we had to do the houses in order to meet the requirements for profile and graduate. >> So now you're telling me that the houses don't help us reach requirements. >> Not at all in either of those states. I told you that we were using elements from the houses to meet profile and ground and what I'm saying right now
119is the same that part part of what we're doing with the house system is going to help us meet these elements. There's no have to there's there's no have to with the vast majority of what we do. So all of these could be achieved without the house system. Is that is that what I'm hearing? But we are using the house system as a source to some of this. Yes. So what we have everything in place to meet these are the opportunities in place right now to meet all these requirements for students to meet that. Are you saying would would a graduate that's going to be graduating at the end of May have de have demonstrated these to the level that the state's going to require? Is that what you're asking? >> I I guess who
120determines whether they meet those requirements. The team be the school itself. >> Yeah, it'll be the school itself and then when we're accredited, which is a is a fiveyear rotation. When we're accredited, the accreditation team will look back over what the school decided and say, "Yep, you're doing you're doing what it takes." Or they'll say, "You're not." And then fail to credit. I will say we were one of the few I would say if not the only district that wasn't panicking about this at WSBA conferenc because for most districts it's a whole new ball game. They're not doing most of this and >> we are our district. Yes, >> we felt pretty good about it other than do we have the assessments that are are showing this or putting it into a file so when
121somebody looks back in four years they can say yes they did it that year. >> Okay. Gotcha. Gotcha. There are aspects of that. I mean like 4F the everyday activities that take place in the classroom. um probably may not allow a student to demonstrate that fully. We we were looking at have been looking at it's on the agenda for tomorrow night. Uh the life skills curriculum what we're looking at is seven habits speaks specifically to that work habits, organization, time management and and would be a tool to that our staff can utilize to help build that for students. It may and probably will, to your question, take place in every classroom all day every day. Be a necessarily we have to chop out a chunk of time. We probably will at least in, you know,
122first year to get it throughout the system, but you know, down the line, but we we need tools to assist here. So we may be looking at curricula, maybe looking at things to help help teachers along so that we can be making sure students are building these qualities and ready to demonstrate. But there are ones right now that staff feel ready, specifically on the communicate one, feel like we have been educated to a point and they're they're comfortable of we can build an assessment next year. our students are going to pass it and we'll we'll be in good shape. >> Um on that similar note, the bill that was passed around literacy requirements and what that has to look like. Does that change anything for us or require PD etc or are we where we
123need to be for that? It's going to require us to provide similar PE to what our staff have had for new staff come in. It's going to require that we continue to provide literacy PD at secondary level that we can't rest on our laurels and say we did it three years ago and it's taken care of. We're probably going to need to find a screener for K2 that is specific to dyslexia because the screener we've got is is good for that, but it's not doesn't get a check on on a box from the right people saying that it's specific to that. So, we probably need to find a screener that we want to use and put that in place. But for that I think we're good. >> There's a lot of concern in other districts
124what that PD was going to have to look like and there was no funding for it. So, make sure >> I I have been talking um I we did not have a contract with Gary Cole this spring and I've been talking with her. I I don't know that we've got I don't know that we've got the people in place etc to to take provide what we need there. I I think we are going to have to pull in some outside help especially with new staff but it's not an order. We we have been uh for the last three years achieving the vast majority of what that bill asks for and we may be one or one of only one or two districts in the state that cons but most most specifically intervention for students in
125secondary Um, and I think that most most districts have great practice in place intervening for elementary students, something else. But when they have a student's not reading at grade level in eighth grade, etc., etc., that they're not they're not in they're not equipped, trained, everything else to take care of them. questions on this one. >> It'll go to policy committee as well. >> Yeah, we probably wait through wait till listen session policy committee and come back here for a couple reasons. student handbook I threw in here just uh as an awareness that's something that we are or approves in July and if there are elements of that that you would like to think of that as one of those admin procedures that you were talking earlier that we don't necessarily give enough information on and
126that we're not taking care of. So give me information on >> I would like to take and and on the student handbook instead of our book that we're normally reading, you know, maybe like take 12 or 14 pages each month in the student handbook and go through them and review them so we know them from top to bottom and know what they actually say and if we have questions on them, we can adjust it then. >> I think that's a fantastic idea because I would hate to have you voting on something in July that you don't know. Me too. >> There's 33 pages. So if we did 10, 11 pages, >> one page >> for the next, >> I think it would be beneficial to everybody. >> I like that idea. >> Or read the
127whole thing three times. >> You're done. Next one's cons. We'll have this on for the next couple meetings and opportunity for community to come in and visit about. We can certainly hold a meeting about this one as well um toward the mid June time. But right now, what I would be recommending is that we have been using title one. As Mr. pointed out in his report tonight. Title one has been providing staff member for us to decrease class sizes and provide title one intervention to students that are needed. And we've been using the grant that way since we got it. And that was uh four years ago started getting title one. Five years ago. >> Yeah, I think one five years ago I think started getting title one. um with the way the recalibration came
128out and changes that that we were successful in your guys' advocacy getting pushed through legislature. Um, we are well funded for instructional staff and I would like to take this grant and utilize it for professional development and focused interventions for our students rather than our staff member and pull that staff member into the general fund in our instructional silo that the legislature provided us. Title two right now we're using to pay for a contract with two partner math for them to provide coaching for our teachers. uh they would I think that we've got some areas specifically with newer teachers um and a couple that have indicated that would continue to be of some help that I'd like to continue the coaching with two partner math but this is also a place that we could utilize
129funding along with Taiwan for a contract for some literacy support for uh PD for new teachers as well as continued support to make sure that we're in complian with that literacy Title four right now is being utilized for student wellness, confidence, and life skills through our partnership with Grindhouse. And that's our self-defense classes. And right now, that's all title four is. And title five is a flexible grant. It's a small one, but we can use that to supplement any of the others in areas where we see needs or for another thing entirely if we choose. Again, mostly wanted that as discussion tonight just to put it on your mind in terms of awareness. If there are things that we'll have it have it on the agenda next month, like I said, do that and continue
130discussion until we put that grant together this summer. >> What other items could the title four enrichment be used for or the title 4 stuff? >> Yeah, enrichment. It's opportunities for students that we otherwise probably wouldn't be able to fund. What about how was the trip to New York and DC paid for? >> Uh, most of that was fundraiser for those students. Can something like that under? >> Um, I will find out. >> I think those are opportunities. may may have to become some something like a class rather than >> yeah I'll think about >> could you tie it I mean how much you could but if you're in a social studies history related class then >> that way you're not >> you can still take multiple class levels >> absolutely Yeah. Don't think I've
131ever seen that, but doesn't mean it can't happen. >> Put a sample policy up here from Sher County School District 2. I put the state bill that requires us to have a policy and I put the policy that we adopted last summer up here. Uh again, awareness we we do need to have we have not been required to but now are required to have a policy. We do have a policy. Nothing needs to change but it's a good time to be looking at it, thinking about it. It's direction that we want to continue to go. Do how does the staff feel about the way the policy has worked this year? >> I issues all year and I think that's working pretty well. >> It's good to know. >> I I mean I haven't asked a
132staff member like cell phone >> and there's nothing in state statute that would require us to change what we have if it's working. No, pretty much the only thing state statute says is you have to have a policy. >> I just have to comment on that question about that because like I guess the only reason that popped up as I was reading through it and like in the situation for any kind of a medical situation like I guess just now because I have these glucose sensors and they have all these alarms so I have to have my phone. Do we look at that the policy doesn't seem to address that kind of issues that student or somebody need that for that purpose. How would we handle that? >> I I would I don't think the
133policy fails to address that. This policy leaves the phone in the possession of student just says don't use it. >> So like would they get in trouble if their alarm went off and they had to I mean I guess is it specific enough? Do we have to address that or is each teacher going to take that separately depending on the teacher to interpret that? No, I think if they're a radical situation, I mean, that's that's certainly something that on the low end we bring to awareness at an administrative level and communicate as teachers, this is how we're going to deal with that. On the high end, a situation like that probably calls for development of 504 and then follow 504. And I remember um we did have that discussion when we were doing this policy
134and I think we decided it was covered under there's a statement that says situations may arise where students may access their personal electronic device for different purposes. These will be addressed with an ad with an administrative exception. I think that's what we talked about covering that. >> Yeah. That's what I was thinking. I remember having that discussion that exact >> Yeah, certainly was part of the conversation. Those students were probably identified anyway and know that that's what it's useful for, >> right? >> Okay. Review board agenda for tomorrow. Are there any questions around the salary? >> I'm sorry. Are there any questions around the salary matrix and what came from our salaries and benefits committee? >> I don't understand it at all the opportunity table that is where I understand that >> it is >>
135that's like for you recipe for knitting >> it is >> to me I I would really like to review that further personally to understand it before I can make a decision. I was on the committee and I'd still like to take over until till the May meeting and maybe have a work session with like the new board members and everything and have it explained maybe a little better to them. Um what I what I heard this morning in the round table was a lot of people are just ensuring their staff that a lot of districts I should say not but districts are ensuring their staff that they will continue on the steps and lanes and their salary will not be reduced but they can't promise them a number at this time and that's why we
136were trying to get it moved through is so that because we're renewing contracts so those teachers want to know what >> I do is rush it through there if it's if it's not fair to all of our educators and I like I said I don't understand enough to say this is fair to each one of our our teachers and our staff that involves I know we have we have monies that have to be put in that direction and I understand that pretty much everybody is going to get an increase at some point. But I don't understand how the scale works, who gets what and how much. I like to understand that it's fair to all of our educators. I, you know, I think bits and pieces I I can't with my heart say, "Yeah, that's
137cool, but I don't understand it." Is there going to be any changes in the um contributions for the health insurance also by the state reimbursement >> from where it's at right now? >> Uh no, they said that January one. So there will be January one. >> I think the the proposal says whatever state contributions we we push on the employee. So that gives us the latitude that we don't necessarily have to say as a board January the state increased their contribution let's increase ours specifically written as whatever the state provides us we provide the employee >> uh but is there downside if we table till May Well, it just comes back to >> what are we budgeting with? 85% of our budget goes to wages. That's our beginning. So, it's just it just sets us
138back. >> Your your preliminary budget in May, which is statutoily required, is going to look like a lot of maybe >> do we just want to >> I mean to to me if if I'm understanding this right it's it's not do we have the money it's where's the money going and those monies are awarded to instructional staff is that correct >> and our average >> so if we're doing the budget we have to say who gets What are we just saying? This amount of money is for our instructional staff and how we divvy it out is our district's responsibility. >> We have to have an average salary. >> Average also I mean that law says we have to meet the minimum those requirements, right, for a certain amount. >> Yeah. Yeah. I mean, you >>
139I mean, I just hate to rush through that because I don't know that it's fair to all staff. I can't honestly say that I believe it is. I get more information on that. I just see what's what's projected there. And I I don't know that it's that it's equally shared. I think you can see in what I've written. I I think the committee determined that the thought was fair. That was a that was a priority of the committee. uh it is not equal. It's not even close to equal. Those those two words don't mean the same thing. >> So how how are we determining who gets what? Let's commit job, right? >> So that the matrix isn't attached here, right? >> Yeah. Looks to me like it rewards young staff, not the veterans. And I'd
140like to look more into it for that reason. It rewards the young staff more than the veterans >> by bringing up our entry level. >> You if you look if we could maybe we what would be helpful is to see percentage of increase for individuals all across because I'd be interested in seeing that number. >> It's some of the stuff I've read that by by some of this matrix that helps attract uh new teachers. Um I think we take care of the teachers we have. Are we going to need to have a high price tag to attract new teachers? That's just my concern. That's why I want to understand it better. We take care of what we got. We're not going to need to replace them and put a high paid wage out there to
141get somebody to come here. I think we have some excellent teachers right now. By taking care of them, it's going to reduce having to, you know, the oldfashioned $5,000 sign on bonus and all that other stuff to get somebody to come there. That's just one of that's just my thought process. We take away what we have, we're not going to need to replace them. If we go and try to make that pay scale go out so that we can attract new teachers, I I think it's kind of a wrong direction, you know? Does that make sense? Let's let's take care of the good the good quality instructional staff we have. >> We had a discussion that to move in that direction. Right now, the way that it salary matrix has always been has no merit.
142Basically, there is it's simply how long you've been teaching and what education you have. So, if you have a new teacher that just has a bachelor's, but they're your best teacher on your staff, you can't pay them any more than what the matrix says. And the same for the other, you know, if you have a teacher that has a master's and has been teaching for 15 years, you have to pay them even if they're not doing their job anymore, you have to pay them that upper level salary. There's no merit base. But >> so we had a conversation about >> if they're not doing a job anymore, that's where we step in and say, "Hey, you need to earn your money or be replaced, >> right? >> But the ones that are still here and
143they're still good." Do we do we punish them for the ones that may go bad or the ones that may lose their skills or lose their interest? >> Well, I don't think we're punishing them. I guess maybe we need to those are my concerns. But if we have a teacher that's been here for 15, 20 years and it's given good service and is still in good service, why would we not share that increase with them? They they have obviously demonstrated their mastery. >> Are they not getting a raise based on what we >> minimum minimum raise for any staff member on this 70%. Um the top end is 40. That's not just to beginning staff. That that would be given to really staff across the board that are have either been here less than eight
144years and are still in the in the bachelor's or have found theirelves away to the master's. That was what Trusty Little was was pointing toward is I think there was some desire within the committee. We had the conversation just we're not going to be able to thresh out the idea maybe for next year of instead of doing bachelor's, masters, having to become a certified teacher and I've got additional qualifications that are making me more effective in my classroom. I always say that would be an enhancement for for continuing education in our teachers and for them to get more education. I also I I guess what I struggle with is we have people that have proved who they are, what they are that they are in us. I I really think that there needs to be
145some compensation. They put in 20 years of low pay for for 20 years and now this this comes around to actually get our teachers and our instructional staff up to where their their value is. I I need to understand that it's more fairly put out was or if you get a person fresh out of college that's that comes in here with a bachelor's it's tough you can't there's nothing saying that they're they're better than this 20 year veteran we have but that's where I struggle with that matrix I mean we have we have proof of people are worth their money and that everybody that comes in brand new do we have to start them at high pay with great pay increase where we're neglecting the others. There's no neglect here. >> That's harsh. That's harsh.
146That's harsh to maybe neglect not work. Maybe it's not giving them their award. there. I I see like the the educators I've seen in this school and in schools I've been in the ones that made a difference didn't make a difference just because they had a masters or is it like like it's hard to it's hard to say that because this teacher has a masters they they should get paid this much more than the teacher that can teach five grade levels in a one room schoolhouse in Arvita, you know, like >> and right now the difference between those is five >> six >> 6,000 to get their masters. But that to your to your point that that's conversation that we would like to have is rather than having it be bachelor's, masters is what the
147state's requiring is that we have steps and l to find what makes a step, what makes a lane. Um, but we could we could move towards something that is saying you're doing a fantastic job. you've you've demonstrated that you're having a larger impact on our students education than what our expectation would be for just a certified teacher coming in, right? And then we'd have a column for you're a certified teacher here in the classroom. Could build out what that means, what it looks like to move from one to the other. But to your exact point, that allows you to to compensate somebody for additional contribution to student outcomes without saying the only way to get there is to go get a master's degree. Because I I mean, you're 100% correct. We've got I've known many
148teachers with master's degrees who can get the floor wiped with them by a first year teacher. I like the thought of based pay, but it's something that's going to take some time to build. I don't think it's >> the other the other piece that's not here that the committee was recommending to bring forward for policy committee is developing a tuition reimbursement that would assist staff in that haven't moved over um to get Has this school always operate or offered that um assistance assistance? >> No, that's new. That's what we were discussing. >> I'm just making sure if it had been done in the past or anything. I think it's been done in the past in instances where the I guess at that point it's not really assistance when the district asks a teacher to go
149get education district that when it's something that the employee themselves say I want to go get an education that's not there do appreciate the incentives and bettering yourself with more degrees and things like that tuition promotes that but I I also think that time and service and how you're actually performing should play into that matrix not just based on how much school you went to. Yeah, that's that was what we talked about in the committee. It's just it's going to take some time to >> I need to just go there and approve something of getting the budget >> because how long before we correct calculations? >> I just I guess I need to wrap my head around where you think punishing. How does this matrix somebody that has a bachelor's in >> punishing and is
150probably the wrong word maybe maybe fairness from from my point of view for the people that are actually doing the work and and I I know a lot of them are here because they love what they do but there's also the compensation end of it and that's how we're rewarded for doing good jobs and that's also an incentive to continue to do better and continue our education. I like this job. It pays it pays well. Where do you feel we're missing those people in the matrix? >> Where do you feel like we're missing those people in the matrix? Because our steps don't go down. >> No, I just said I need to understand that matrix better. >> Okay. >> Would I need to approve it if if it does affect some people adversely? And and
151these these are employees that we obviously want to keep because they're an asset to the whole the whole school, students and everything. So I just I just I just want to understand it better before I say, "Yeah, let's roll with it." I make a decision and all of a sudden those people are not fairly I've got a slice of pie so to speak. I've got trust me, trusty Ol which what you guys have pointed to and want to see I've got put together. But this is a this is a topic for which um it's not determined in a contract for an employee. It's not something that we can go to executive session for. And that information is not something I want to put up on the screen or or have made available publicly with employees
152names, salaries, etc. on it right now. Trusty Hackey, Trusty Little have seen it and they were part of making the decisions that that are is part of this recommendation. Why don't we schedule a meeting and you two can sit down with me and we'll take a look at it. >> So I just that's people's lives making decisions on their how they support their family, how they living. I just want to make sure it's a correct decision. >> Yeah. And if something comes out of it that we missed on committee >> yeah and I guess maybe um the same >> yeah in that light we want to schedule that for tomorrow we want to table these and find a better find time down the line >> most I Can't do it tomorrow. Got too much on
153my plate. >> Could we do it Thursday? >> If we if we don't have if we don't do it tomorrow, there's no rush. >> Push the decision off till May. >> We'll find a time that uh works well for both. >> Okay. >> We could also look at if needed a special meeting for those topics. >> Yeah. in between now and the next meeting if that plays better with the budget situation. >> I think I'd love to accommodate that we can get the budget done. I just we'll get we'll get the bud informed educated decision. We'll get the budget done. uh this this is and not not saying anything else but this is exactly what when we're going through the selfies if there are questions of this level on information that was sent Wednesday Thursday
154if we could have talked about it yesterday or today would have been fantastic next time >> so in reviewing the agenda for tomorrow we need to table or do we leave them on table. >> Yeah, we we can have an amended agenda ready to approve. >> Okay. Can you go in and explain I know you explained to the committee um why we need to go item G um from 164 to 166 states. What's your thought process on that? Right now we've got teachers working various times during the summer and I'd say just better teachers in here working on curriculum work and a lot of that gets done. We're talking about some things like working toward identifying how we're going to build assessments for chapter 3 and those types of items. It'd be nice to have
155a couple more days to pull pull everybody in. Maybe one of them's a together day, one of them is a year you're all day that we can have teachers come in and have that time to work together rather than just doing it all on an individual basis at a hawk throughout the summer. Um, >> there there is uh it it's never a fantastic time to ask people to work a little bit more, but the only time that in my career that I've seen that makes sense is when the vast majority of the people you're asking to work a couple more days are getting 40% raise. Mike, can you tell me why we haven't included a high school um and basketball coach position? Also, >> we're not anticipating that we will have a high school boys
156basketball team. >> How many do we have that are a possibility at this point? Yeah, I mean possibility. I think you can count everyone in high school, but I think right now good chunk of those athletes are looking toward indoor track as the winter sport of choice and it's not looking like we have a team. >> So, we're not even going to offer it. >> Yeah. If we can't feel team offer, >> there is an option, right? Right. make them around that >> if we have one or two boys that want to play high school basketball that they would then be able to play football. >> If if we offer it, then that's not an option. They the only place that they can play is here. If we we choose not to offer it, then
157they can make that election. Do you want to touch on H >> and why we're doing >> Yeah. What's going >> the part of the recalibration bill is changing the way that pre197 funds are treated previously. And and the reason that these are called pre997 funds is there there wasn't time 30 years ago that all school funding was a local resource. And as Mr. pointed out tonight with his report, our our local resources for school funding at this point are minuscule in comparison to our overall budget. I mean, right, I think this year we're budgeted for $557,000. That's all from the local funds. So they're they're less than 20% of our budget. And but this this is from an era where all funding for schools was local funding. And when the state made the transition,
158uh there was a caveat in there that said any money that you've got left in your accounts right now, you you can keep you can save. you don't you don't have to make it part of the the money that gets spread around to other districts put into the foundation model etc. This is what the district had in funds at that time. Um the bill this year is is basically grabbing those funds and putting them back into the state funding model which is going to put put us into a spot where our uh carryover that has to be less than 30% is going to be impacted by that number where in the past it has not. So, we've been able to carry 30% and that money also. At the end of next year, we would be
159able to carry 30%, but that money is going to be part of it. We're already at 30%. In fact, we're over 30%. So, if we add that money in, the result is going to be um we would have to then just spend that money next year if we did not want it to just be taken by the state. There are a few options that we have prior to I think from Greg and my understanding prior to June 30 that the board can do that would put that money in a spot that it's not necessarily going to get taken by the state. One is to put it in capital construction which if we do that we've got to identify a project that we're we're using that money to fund. We don't have a need for $327,000
160in construction. We could put it into depreciation reserve, but our depreciation reserve balance is, I think, north of a million right now, and we don't necessarily have need for $327,000 in depreciation reserve. Um, we could put it in, what am I missing before I get to launch? >> Put it in our rentals and have it there. But with the decision that you made a couple months ago to increase rents, it's our sincere hope that our rentals after having new siding, many of them have a new roof, new windows where they were needed, that our increased rents are going to get us to a point where our rentals are funding themselves. And the last one is that we could we could put that money into our food service program. Food services have in terms of the
161money coming to us from the state get zero dollars for food service. Every dollar that we spend on it next year is going to be a dollar that is is not funded in our budget. That that includes salaries, that includes the health insurance for for those employees, that includes food, equipment, all of it. and we've got some some ideas there that that are going to help us out, but this this money is likely to be needed in that area if it's needed anywhere. So, that was our recommendation of where to where to put that so that it doesn't end up counting against our 30% reserve, but it also is in a spot that can can benefit the district. >> Those are the only places that money can go. Is that correct? I I don't want
162to say those are the only those are the ones that we've we've come up with as options. >> We already transfer $100,000 a year into the food service. So, it's it's just it's going to save us some of our general funds that we can use for other things for next year since we don't have the you know, we can't spend the money like we used to be able to. >> So, because of the silos and stuff like that. So >> this just gives us some security in our food service every few years. >> Hypothetically >> because again we're already spending big chunk of our general fund every year subsidizing the food service program. Hypothetically, could this be used, let's say, like with the, and this is all hypothetical, but the new housing district or development
163that's coming up, maybe um having a couple more rentals type things for our teachers for access for housing. Could that money go to something like that? >> I think the thing will be timing because we really do need to decide something what we need to do before we run out of time. on the other >> and what is what is the deadline for transfer? >> Well, we're these we're thinking the end of the fiscal year is going to be the safest time to do it. So that's June 30th. >> So June 30th would be our deadline to get that transfer. >> Yeah. >> And then is it locked in food service or if we need it food service because it's got some different rules to it. You can pull it back out where you can't
164depreciation reserve once it's in depreciation reserve. It stays depreciation reserve, >> but we could use it somewhere else if an emergency came up. >> You could I mean, but we're easily going to use it in food service. >> I realize that, but I mean eventually you're going to put that money into food service whether it's all at one time or it's on a yearly basis, it's going to go into food service >> unless the state comes back with a model to fund food service. >> It's going to be hard because a lot of the legislators have that same feeling. parents need to pay for their own kids as much. >> Not several times during recalibration. >> That is going to be uh our our priority in advocacy and working with legislators is through the recalibration
165process this summer and then moving into next legislative session for our for our efficient operation of the district. Uh the recount bill was fantastic for us and it took care of us in terms of instructional staff. We don't have any worries on that front, but we do need to find a way to pay for lunch and we'll be we'll be advocating for that. But also um yeah, I'm point we're going to put this money in in a lump sum or we're going to put it in 100,000 next year, 100,000 year after 100,000 year after. The difference between this year, last year, the year before, and next year is that we had we had that money to move >> because we were being funded for a health insurance policy for every employee. Next year, we're going
166to be funded for health insurance policy for the employees that take it and only for the health insurance that they take. So there there's no extra dollars coming from health insurance. >> We've been funded for 16 and that teachers were that money was available if we didn't spend it on our teachers. We can spend it on lunch. Now we're going to be funding for 17 teachers, but none of that money can move outside of that area of the budget. So we can't pull back and pay for lunch. the the ability and you'll see in in the budget when we get there. Um we're going to be recommending uh we're gonna have a surplus budget inside the instructional silo and we're saving a bunch of money there and we're going to have a deficit budget outside
167of the silo that will be deficit of 60 or $80,000. We need to run a deficit budget for a couple years anyway because we've got to get our carryover from 30% down to 20% over the next two years. But it also that's a structural deficit that we're going to have outside of the instructional side we can get legislature to take care of food services. I have two questions. Um the first one is you mentioned you had a banning HVAC system. Can you use some of that money there? >> Uh we we we use major maintenance money for the HVAC system. Um we don't need the money there. >> Where's the money for the gym? >> Uh bleachers. >> Bleachers about all that we've got left. Vast vast majority is major maintenance. There is a small
168portion that is capital construction and we've already got the money in capital construction to to do that. >> So for food services if I understand is the uh the one account that you could still take it up for something other than food service. You can't if I'm just saying it's just >> it's one reason to put it in >> by the time we spend it in a desperate position to to do that >> and despite all the conversation we've had uh Greg Greg over the years and in the time I've been here we've run a lean operation and extremely fiscally sound. The district right now is in a position that I I don't I don't think could be better. We have been maxing out what we put into accounts that are preparing us for if
169something goes wrong, accounts that are helping us for food service, other things. We we could not have been putting more money aside the last four years where we've maxed that out at 10%. We we're in as as fiscally sound a position we can possibly be. There isn't there isn't a do we need the money? I guess I guess if we don't have to move it till June 30th, why move it? >> Well, J's not that far away. What's your >> I think people may know element is that we need it we need in writing there is no coding for this so how we have to identify it was I was told is through minutes of the board meeting so we need to go through the process to have those information there it's not going to
170move anywhere it's going to stay in um in wig >> because that's where the better interest is but now that interest is going to help the food service program so I think that if we identify it and put it in there. It's going to start building on the food service program because that's where it's going to stay until we need it to pull from it as we need it. >> And you can pull it out of food services. I just like I said, I just think by by the time that we were financially needed, if that's what you're worried about, we're going to have spent it because it's not going to last that long. If we're already did putting $100,000 a year in there, it's really not going to last. And again, that will provide
171more money in the general fund for our our classified staff for wages there and benefits and stuff like that. I mean, it's going to benefit um the general fund the the most and that's what we need to do. The reason I ask all these questions is it because I'm trying to pin you guys down. I just don't want to regret making a decision later. Just so you guys know that. I just don't want to I don't want to do that. >> This This is one I I think I can safely say. I I understand that completely. We will regret this one if we don't make the decision by July one. Or or maybe not. I I shouldn't I shouldn't describe that feeling to to anybody. Maybe sending that money back to the state is what
172we want to do. >> Um that was just thought of another question. districts lost a lot of kids this year. Lose more next year. We're on a a rolling two-year average, right, with our our model funding model. >> Y >> we're potentially looking at a lower funding model, less money in years to come. Does does thinking ahead like that play into this decision? Like do we do we want that money next year? Like if we could put it in the right places. >> I appreciate you thinking the the two-year average is a concern for for most districts in the state right now because everybody's experiencing a decline in their own. It's not something that's alone to our district. Number of students in the states decreasing gone from 95,000 to 88,000 right now 75,000 in a
173in a few years outside of two or three districts that that's the case. We're a little insulated from that. We have been in the past, but we we are a little insulated from that because we were able to push through that amendment to get us a minimum of 17 staff per district. The area that that is most impactful is the number of number of staff that you get. As you get decreasing numbers of students, your staff numbers come down. If you'll remember in in January when the bill was released, I was written. We were we were slated to have nine staff, nine instructional staff. And that's the the work that I did with the legislature between January and February, other small districts along for the ride. But I wrote I wrote the amendment and we
174were able to get that largely put into that bill as it was written. So we're 117 instructional staff by night that that that insist from the 2% or sorry the two-year average. Uh not entirely. There are some areas instructional supplies still calculated off of how many kids you got. Um smaller smaller accounts, but the vast majority of our audience instructional staff and we're insulated from that there. Yeah, I mean I'll throw it out there. It's we we could gamble with this money. We could leave it where it's at, not do anything. And we've been sitting on it for 22 years. Haven't used it then. Um, okay. Let it ride and there will be a lawsuit about it. If the lawsuit wins, then we keep it and we sit on it for another 22 years. If
175the lawsuit doesn't win, it's going to go to state. I don't I don't think that it's not we're not wanting to keep it. is we want to if we're going to move this food smartly and not prematurely. I mean we still have what two months May and June. >> Oh, we're moving 100,000 every year for food service around. >> Well, I'm all I'm all for supporting the food service. >> We know that one of my pe kids can eat because sometimes what they get and where they get is not up to them. But I also need to be smart with that money. Would it be smart to move that at the last minute and most likely into food service? Is there a possibility of any any other place needing that that money between now and
176when you look we are talking about trying to get a budget you got? Is that correct? >> Just put stress on >> get everything preset for for a budget. Uh, I'm swearing if we waited till essentially the last minute, put it into a food service account if all goes well to just to just be sure that we that we could start putting it here. >> It just put stress on, right, to get all this paperwork done last minute. Yeah, I guess I'm just seeing that our other accounts are plush. I don't know how we would spend it any other way than in the general fund, which is not where we need it because we already have 30% carrying more in the general fund, which we have to start to reduce. The only account that has
177more money in it is food service. We have over a million dollars in depreciation reserve. We have our money that we've budgeted to finish the bleachers in um maintenance in the capital construction >> capital construction and so that's what we have and we don't need that money there. >> To answer your question, I move it today, move it May, move it June, it's not going to make. We can do it. >> But didn't Greg say earlier that it had to be approved in minutes? >> Yeah. >> So you'd have to have it in May. So we've got to approve the May meetings and minutes in June because you wouldn't approve the June minutes till July and that would be too late. >> Yeah. Again, >> safest safest case. Yes. >> Just thinking be fine. Okay,
178on that one. Any other questions? >> Questions? >> Would you like us to Jillian's going to put an amended agenda tomorrow together for tomorrow? Anyway, you you want that one tabled? >> I'm tableabling it. Okay, we have an executive session on the agenda. Um, I guess the question is are we table all salary discuss or action items or are we just asking to do both certified? So C and D >> C E F >> O >> G >> C D >> H F G H. >> So I take all those off, right? Correct. >> Yes. >> Are we in pursuit at this point moving the uh public comment uh pre- agenda approval? Yes, I would like to do that if that's okay. >> Just swap five and six. >> So, require a motion or >>
179we'll have an amended agenda for tomorrow night that will be >> we also won't have an invocation tomorrow because Mark is up. I'll make the changes here and it'll be you guys just your motion for the uh approval of agenda will be a approval motion to approve the agenda as >> switching bottom and for >> as amended instead of as presented. Um, so I think the things that we have on the agenda for the executive session are no longer pertinent to tomorrow's meeting. If there is a need for an executive session, I would entertain a motion. Otherwise, I would entertain a motion to meet Can I ask a question? >> Sure. >> On your agenda, you have a position where you have Morgan Kramer's. Has that position been advertised? Half sped teacher, half elementary teacher
180position. I'm assuming that's Misty Alex's position reading. That was an elementary teacher um posting that take that position's not been posted. We had we had a posting for an open elementary position. >> Looking at what was posted after last meeting, there was a phone to that spot. There was a position for a counselor slash teacher. There was not a position for a >> we posted for an elementary teacher position and in interviewing those two candidates that we would like >> I was just curious >> and one of them has the qualifications to fulfill the >> I'm not questioning her placement we were just question because we didn't see where it was posted. We just saw the posting after the last meeting. >> Yeah, it was through the process for that posting that we found two
181candidates that we >> Okay, crew. >> I cannot make a motion. So, >> I'll make a motion to go into executive session. Second. >> Okay. >> And I have one more thing. I requested a consecutive session with Chase for tomorrow as parents for parents of the fifth and sixth graders. >> Wow. would request. >> I said I as in we launch an executive session tomorrow that was open. >> Okay. Okay, it's been moved and seconded to enter No, do we have to enter executive session uh regarding statute 16-4-405A? All >> have to vote on it. All please. >> Sorry.