001the regular meeting March 9th, 2026 to order. Please rise for the pledge of allegiance. >> I pledge allegiance >> 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. >> All right, thank you everybody. And we have a visitor's guest list over on the side there by the door. If you've not signed in, please sign the visitors guest list. And number two is approval of the minutes. >> I move to approve the February 9th, 2026 executive and regular meeting. >> Second. It's been moved and seconded to approve the executive and the regular board meetings from the February 9th, 2026 meetings. Any discussion? >> All those in favor signify by saying I. >> I. >> Oppos same sign.
002Motion carries. Mr. Drill, prioritize the agenda if you would. >> I think that we should go right down the line. >> Dynamite. Then that means you are up. Superintendent report. Mr. Drill. >> Good evening. Uh, welcome to March. Um, things are going quickly. Uh, things are going well and I I wanted to just give you a heads up. Um we are uh about 30 students ahead of last year total trying to uh find that balance between um making sure that we have all the coverage needed for every class uh level. And so one of the conversations we've been having is a very very large fifth grade class that will move into sixth grade. So we're trying to figure that part of it out. It is truly about 40 kids larger than any other class that
003we have. I swear when somebody moves into Cascade, they have a fifth grader every time. Um, so that group will move up to sixth grade. So, we're going to need to work on that. We've got some plans. We've been talking about how to handle that. That said, uh, overall, like I wrote uh in my board report, uh, things are going well. A few more students means that our financial situation is it helps us uh particularly in tough financial times. So, that's that's a good thing. would also like to thank um Olan and Marvin uh Olan West and Marvin Basil for for helping out in the winter months. Uh we were just talking about whether or not tomorrow morning was going to be a winter morning, but here I we we don't think so. So, um
004that's a good thing. But I do need to say thank you. They are part of our team that checks on winter mornings. They're up at four o'clock. They check. They come in. um if we end up doing a late start, then they go back out and check all the way till 7:30 and then we make a decision and go from there. So, appreciate those guys. Uh Mid Columbia also helps us do that. It's kind of a combination of group of people. So, I want to say thank you out loud for taking care of that. And then, uh finally, um you know, uh everybody seems there are people around the state capital that get excited when the legislature comes to town. uh most education educators that lead school districts are not uh because uh we get
005a little worried about kind of what kinds of bills get passed and things like that. I think that probably the best news is is that nothing major happened and that the legislature did not u cut into uh the finances for this biodum which means we didn't have to make cuts this year. So going into the beginning of that meeting we're I was a little worried about that uh but it's turned out okay. So I'm happy about that. We'll keep you informed. Uh it appears that we will move into 26 27 school year without having to make cuts this year already. So that that's good news going forward. Any questions? >> So I have a question that has nothing to do with your report. >> Okay. >> So ready on on folks like Mid Colia and
006that's just a tiny example. Do we these are people that are vendors to us. They do business for us. Do we get certificates of insurance that name us additional insured from every vendor we deal with? >> I'm looking over at William, but I believe that is true. >> So, okay. So, William, can you answer that? Do you know do we get additional insured certificates for every vendor we deal with? >> Do you mean uh like >> insurance >> the certification of insurance for specific vendor specific events? No, for like Mid Columbia because they they they work with us year round driving our buses. Do we get a certificate of insurance from them every year naming Cascade additional insured? >> I I believe it's what we do a five-year role rolling conversation with them and then
007in another year we will come up and decide whether or not we want to continue. And not just them, I'm talking to everybody, but like like the people service here, you know, >> they also they also have to hand us that kind of certificate says it's our >> and where it's going. I was talking to somebody else who has they're selling meat products directly to schools. And so I was wondering if we are buying any meat or produce or anything from a local vendor here that is, you know, locally sourced foods. And I was going, I wonder if we get certificates of insurance naming us additionally insured from every vendor we're buying from. My understanding is is the department of education depending on whether it's department of transportation or through uh the food like USDA
008they have to have an approval which would include that for us to buy from them. Does that make sense? >> It does but they wouldn't be naming us additional insured unless we're asking for it or it's in our contract. They wouldn't automatically >> unlikely that they're blanket additional insured on there. >> I understand what you're saying. I believe that yes that they would >> okay >> that they do but we can double check. >> Would it be would it could we spot check a few of those just and grab a fistful of a couple of certificates and just double check those the verbiage on them. Yep. >> And I would be happy to look those over if questions. >> Okay. Got it. >> I told you I was going way off script. >> It was
009a right turn but I got it. >> Okay. >> Anything else? >> That's all I me. Anything else for Mr. Drill Gang? Nope. That's it. Thank you. Thank you, Mr. Dr. Appreciate it. Okay, going on. We've got the finance director's report. William, welcome. >> Good evening. Um, physical report update. As of February 2026, uh, our district finance position remains stable and on track with our adopted budget. Uh, the total revenue is at 72% of the budget, which is consistent with our normal collection patent. State revenue is performing slightly ahead of because we have a slight small growth this year and uh and is is on track at 67% of the budget. On the expenditure side, we spend about 40 uh 54% of our total budget which is slightly higher than last year last year February's
010pace. salary and benefits salary and benefit costs are higher than last year as expected and budgeted uh while all the others expenses are remain well controlled. So in general at this point of the year I would I I believe our district remain in a very sound and safe physical position. >> Any questions? So, when I'm looking at the cash flow chart with the red and the blue lines, right, >> and they're tracking the same on the months, but they're see there there appears to be a a gap between the two lines. >> Correct. >> I'm assuming that means we have less funds now than we did last year. >> Correct. >> And so, would that lead me to believe that we're chewing into our reserves to maintain our level of spending? U so if you
011look at last year's adopt budget in the budget um I think uh Scott Mr. Pillar had uh stated that we will have a much smaller beginning balance due to the purse cost going up. So the two line basically is showing yes we do have less funds but the the patent is the same which means we are controlling how fast we're spending the money. >> Okay. >> Am I answering your question? >> 100% you are. >> Okay. >> So can you put your finger on where we're making up those $2 million million and a half dollar difference? Oh, that's in our purse reserve that we're going to uh use that we saved pre previously. Yes. >> Okay. Okay. >> So, that's the general fund tracking that uh and purse reserve is our was saved in our
012special revenue. >> Okay. >> And what is our Okay. And will we will we be able to maintain the cash carryover that we have um requested or that we've that we want? >> So, we budgeted last year. We budgeted uh ending balance at 2.4 million. Uh so looking at the most recent data and number, we're going to look around probably 2.2 >> dynamite. We're super close. >> We're very close and we might be even higher just so we have three big payrolls in June, right? >> So that's going to play a big role in how the ending fund balance look like, >> right? But we're we're being fiscally responsible and we're still going to have that cash carryover that we have. I think we made that a um Did we make that a motion where
013we had to carry a certain amount, but we're going to be able to fulfill that? >> Yes, sir. >> Awesome. Fabulous. >> Okay. >> This will be a lot less than last year, though at the 4 million mark. >> Yes. It's it's a lot less than last year. We knew that. That's why we're going to use the PERS reserve to cover it, but the PERS reserve won't last forever. So, one of the things that William, Jay, myself, and we talked with the principles today about starting to make uh squeezes on uh various budgets. So, if we >> slow the bleed or >> slow the bleed down and get ourselves to a place where is there a way for us to save close to a million dollars uh going into next year? So, if we lose
014a position, do we really need to have that position replaced? And Mr. two weeks has already started a basically a spreadsheet with William checking in checking with our principles to make sure that if that's the difference between it can we hold that difference or can we even shrink it so we're in a better place but we will continue to run with smaller than than what we got to use to cash carryover >> right >> there's no way we can grow it >> we've made so far still aren't enough because we're still slowly running out of funds >> slowly yeah we're all in the same river headed towards the waterfall, but we're way far back. >> Way in the back. >> We're way in the back compared to other districts. >> So, we're going to watch
015and see how hard they hit. >> Yes. And we're also going to be able to watch and see, can we pull off? I mean, we're use the analogy, can we pull off? Can we Can we restock? Is there a way for us to slow down that progress, >> right? No, that's fair. Wonderful. Any other questions? >> Good question. >> Thank you, Mr. Mo. Appreciate it. >> Thank you. Yes, sir. >> All right. High school admin high school assistant, pardon me, principal's report. >> Mr. Mr. Woodraw, welcome. >> Thank you for that. >> Okay, first part I want to talk about is our exit interviews. Um, every year seniors come in, they do their exit interview. I want to highlight some things because the great thing about the exit interview is it's one of the few
016times where you see seniors genuinely nervous because they know they need it to graduate. And so if they don't pass it, they know they cannot participate in graduation. They will not get a diploma. Um, but the big part that I want to point out is, um, one of the main components of the X interview is the personal essay where they reflect on their time at Cascade, what they learned, what the school gave them. And I put four names down there. Tina Christensen, Natalie Lucy, um, Lisa Newman, and Taylor Gaidos. federal office staff between our attendance office, counseling office, athletic secretary, and office manager. And the reason I put them down there is I looked at my notes as I was finishing up interviews, and these four people were recognized as having an impact on seniors
017in graduating, excuse me. And just the fact that these are office people who are keeping track of schedules, they're tracking attendance. They're making sure supplies are ordered. When you look at their job description, you'll necessarily see like a counselor or a teacher. None of that's mentioned, but the connections they had were so strong that these seniors decided to include them in their personal essay. just the amount of time I they would come in just talk about problems they were having, struggles at home, trouble in classroom, they have found somebody that they can reach out to. And that's I think that's one of the things that makes Cascade special is that even your non-traditional people are making those connections with kids that you don't see it necessarily every other school. So, I just want to highlight
018those four people because those were just during my exit interviews that I that all four of them were mentioned as having a powerful impact on a kid's experience here at Cascade. So, that's I just want you guys to recognize them because they are doing a great job. Next part is Cameron Ferris. He runs our special ed behavior program. Our special education behavior programs seen a turnover the last few years of different people who I believe have done a pretty good job in that program. But Cameron brings this year experience in the special education world which we haven't had for a few years. And he's just done a great job of making sure kids are getting the support they need in the classroom and also that our instructional assistants are in the right place to support
019those kids. So, I wanted to highlight what a great job he's doing. This is his first year here, but he has just um blended in well, working well with gened teachers and making sure the students on his case load get the support they need. Um I'm going to skip down a little bit there. I want to talk a little bit about the trips we're taking. Um every year I make it a priority to organize trips for kids to participate on if they have good attendance, 90% or better, and they're passing all their classes. And um we've added some new trips here. The Hopscotch Art Museum we've taken kids now to. This year this um Thursday we are taking a Rooter bus uh to kids to the basketball playoff game. We did all the football playoff
020games. This year we took kids and we took a minimum of 50 kids to each trip. And in fact, this Friday we're going to the zoo and pal's books. And I had 247 kids sign up for that. And so we had to double. We're taking two buses now. And we had to kind of prioritize where if you went last year, we took you off the list. And we gave priority upper classman because I want to get as many kids involved in these trips as possible. So, I think, you know, that's how we organize it and we do it each year. So, if they didn't get in this year, they'll get in next year. Um, the next thing I want to talk about is this past week I went around to the senior classes and just
021talk to them a little bit about safety. Just the drills we run, how do we make sure kids are making good choices, what happens if a kid makes a threat. And the reason I want to mention that here is my conversations with these seniors was I said, "Guys, when we are able to deal with threats and we're able to make sure nothing grows to where we do have something horrible happen to the school, it's because you guys reach out to us." And I told him, you can't, the students here, if you guys, when we get information from you, whether somebody said something at lunch, whether you saw something posted, when you come forward with that information, that's the biggest deterrent we have to make sure that this school stays safe. And I want and I
022wanted to empower them like guys, this school is great because you guys are here because of the choices you're making. So I think and that's what I wanted to convey to them and that just kind of leads to my next part as far as just student management is I've really tried to tell kids you know because I've often used the line 95% of our kids are doing the right thing all the time and I want them to take it a step further just not doing the right thing but actually saying something when somebody's doing the wrong thing because you know when I get onto a kid I'm the assistant the principal. That's my job. When you tell them to stop, you're their peer. Your opinion of them means much more than what my opinion is.
023Whether they believe it or not, they need to understand that. And I use the phrase silence is condone. It's not just good enough to be the good kid. When you see something going on that shouldn't be happening, you need to step up and say something. And you know, that's tough. It's it's the easy thing to say. It's simple, you know, but to actually do it takes some guts. And I and I realize that's something that takes time. But I just encourage kids as much as possible. If you see some kid doing the wrong thing, if you to say something and I want to try to change the narrative on because often, well, I don't want to be a snitch. You know what? We're just making sure kids are safe and comfortable. It's not about snitching.
024It's about, you know, if a kid makes a threat or says something that we have a conversation with that kid to find out why do you feel this way. What is it that we can do to better support you? It's not just about getting you in trouble. It's more about why are you hurting and what can we do to help you going forward? And I and I've really tried to push that on kids because there is that snitching and that's not what we're about. We're we're all here for the same reason. We're here to get an education, have positive experience. if somebody isn't, what can we do to change that? So, that's kind of I've tried to that that's a longer road. That's a tougher conversation to have. And there's not many kids willing to
025do it, but all it takes is a few. It just takes a few. And if somebody sees someone else do it, they might be willing to do it, but it takes a few to start that. Um, one of the last things I want to talk about is just we continue this our third year of senior attendance. um where you have to have 90% or better uh to walk at graduation has been the number one thing that's changed senior attendance. Typically at this time 3 years ago it would sit at 86 87% now it's at 94 and now even this year you have to be on at school on time 90% of the time. So, that's something we've added this year and we're we send letters out every six weeks to remind kids, you know, that
026you're below 90%. It needs to get better. And I think the results show that it is working. Um, so, you know, I think that's just a great thing that we've implemented because number one thing is we can't do anything if you're not here. So, we want to encourage kids here to be be here as much as possible. So, anybody got questions for me? I have a I have a question. >> Okay. I'm just curious. If the kids don't pass the exit interview, >> what happens? Do does that that panel of um teachers or administrators or whoever's in their group, do they reunite and then take them through the same thing or do they have >> Well, typically the way the X interview will work is um they'll get the interview and they'll step outside. If
027they don't pass, they bring them back in to explain what they need to do better. Um and then we have them come in after school um with one of our counselors and say, "Okay, what can you change next time when you come in? What will that interview look like differently?" And so, and that kind of conversation takes place. I don't think seniors are aware that they get multiple opportunities. They kind dismiss that it's a one-shot deal, but um we realize sometimes they're not prepared. They don't have what they need to get done. So, we help them stay after school and have that conversation with them. >> Yeah. Because I know some kids don't have like interview experience. >> They don't have them. They might not have that support at home or or whatever. >> And
028we've done a good job as far as like we've had job fairs here at the school before. Um, and different classes have taken them where they get interview practice. But you're right. I mean, some kids are just better speakers than others and they need practice and need more one more than one opportunity. But it's nice that you send them to the counselor because that's kind of a next step and they can learn some stuff and then come back. >> Yeah. >> Um I had one more question when you were talking about the >> in district versus out. Let's see. >> Oh yeah. So >> the referrals and the >> Right. >> Well, this has to do with um because one of my big things is that I want to because like I stress kids are
029doing the right thing. I want to make sure every three weeks each teacher writes two postcards and we mail them home. Positive postcards and obviously when a kid gets a behavior referral we have to mail we have to send those home. So, but I think the positive communication should way outnumber the negative. And I think right now it's like two to one, the positive communication, the negative communication. But when I looked at all the positive postcards going out, what I noticed is that um about 40 to 45% of them are kids with an out of district address. And you know, and I realize that there are issues with having out of district students. I just think it's important to highlight that, you know, the kids that we are getting out of district are doing great
030things. In fact, they're far outpacing in terms of the percentage of kids we have there out of district versus the percentage of kids who are getting this positive recognition. So, they're just bringing a lot of good things to the school based on the teacher communication that's going home. So, those postcards kind of represent that. And I just thought that was I I started noticing that at the beginning of the year. So I just started tracking it and it's about 40 to 45% of the kids getting positive postcards are out of district. >> Okay. >> So >> yeah, that's good. >> Let me ask one last question. So you talked about if if a kid doesn't do the exit interview, there's ways to help them. And if they're if they're behind on their grades, there's a
031way to do tutoring, etc. Yeah. >> If we get down to the finish line and a kid's below 90%, how do you make up attendance? >> So one of the things is we require seat time. And you know, we uh for example, you'll have to say an additional like 2 to three hours for each day it would take to um get up to 90%. So let's say you had to make up seven days to get to 90%. So you'd have to stay an additional 14 hours. Our plan is what we've typically seen is because the letters go out every six weeks is that it kind of is a shocker or it says you will not participate in graduation that we probably have six to 10 kids that we'll have to deal with on this issue
032and sometimes it's just a couple days because they're notified and we communicate so well and Anner does a great job of helping this. Those letters go home that you know parents call what do I need to do? You've got to start showing up. you've got to be here more often, >> but they can make up for time by staying after school or weekends or whatever if they >> what we have is a goal in a month is an appeal form and what we ask them to do is kind of plead their case as far as why they miss because some things do happen. They get sick. >> There's an exception to the rule >> and we want them to put some work into it and then we talk about, you know, how much seat time
033they have to make up. >> Got it. Nice. Okay. >> I just have more of a comment. Um we were just talking about the culture recently and the fact that you um highlighted these behind the scenes admin um I think just brings that home that point and so I appreciate you bringing that up and you know it's a little bit of a catch too because in the office there's often well there's so many kids in the office and they're in there we got to get them out and I'm on board with it. I'm often going through and I'm clearing them out. But I also remember, you know, for some of those kids, their one connection is Lisa Newman, the attendant secretary, is Natalie Lucy, is Tina Christianson says, Taylor Guidas, all those people, those connections,
034you know, I mean, you know, those relationships is what keeps those kids coming. And I saw that the personal essays from the kids. So, you know, we no we don't want kids in the office all the time, but you know, it's kind of it's messy. You know, it's kind of you find a balance there. So, >> yeah. >> Anything else? >> I wanted to say one more thing. I just really wanted to commend you for what you do for students here at Cascade. I've known you for a long time. I've had you as an administrator for myself when I taught here and the experiences he offers these kids that probably don't have the opportunity to experience these things. And he's just talking about trips that he's done so far this year. He's been doing this
035for years. He hasn't put half the stuff on this list that he's done for kids. And I I want to say thank you from the school district and the community. >> I received probably one of my best compliments ever uh last week. They say, "I don't understand it. you you give these kids detentions and you have to do referrals on them, but they still >> like you and want to be around you. So, you know, not all of them obviously, but you know, most of them, >> almost all. Anyway, so I appreciate that. I just I want kids to get the most out of high school and I just want to give them every opportunity and you know I I'm so thrilled just you know so many kids sign up for these trips and I
036just try to encourage them hey if we don't get you on this one we'll get you on the next one and so anyways I appreciate the words. >> Thank you. Nice. >> All right. Appreciate it. Thank you. >> All right. Moving on. We've got junior high assistant principles report and that is is >> Gaye. Welcome. >> Hello. Uh, sorry I was a little tardy. I came from a very well attended um spring sports coaches meeting at the high school and um so it was it was nice to see so many parents and and athletes over there and um gave our spiel about track and uh I'm ready to go for the season. So, thank you for having me tonight. Uh, I just wanted um it's always uh I I love having Tyler um at the
037high school because I feel um one I think I think I'm in my fifth year, fourth year, I don't know, somewhere of um admin and it's been really um wonderful um being able to see the things that Tyler does and you know there's just certain things that you know only Tyler can do. Um but one of the things that we've uh really worked at is um it's a hard business being a vice principal when you're doing discipline all the time and it becomes you know you're trying to figure out um you know how to make those connections and how to do that. So one of the things that we have also been really working at is some of these positive um behavioral type um rewards for our kids. We um have next week we get
038a reward our seventh and eighth graders. They're going actually this week, sorry, this uh this this week on Thursday, they're going to uh the Oregon Coast Aquarium. So, all the kiddos that um have passing grades um those are for seventh and eighth graders, passing grades and less than two referrals um get to go or less than one referral, excuse me, get to go to the um the Oregon Coast Aquarium. And then our sixth graders get to go to the trampoline park, which is like the coolest thing ever. So, they get really excited with that. We do that at the end of every trimester. Um, so kids sign up and um, we usually take half to twothirds of our seventh and eighth grade um, students and a lot of the sixth grade goes like pretty much
039all of them go that that qualify for it. Um, we continue to also we have a monthly um, like kind of shout out. We have our teachers uh, nominate kids. This month February was treat others with kindness. Um, it's a the T and our tiger for treat others with kindness. uh 37 kiddos get um a little something. We use our power school program, which I've really kind of fallen in love with to send out um these little positive um shoutouts to the the parents. They get those via email and then we send we have nice little certificates and some candy and we give them shout outs on the announcements uh throughout the day. And so they really like that. And uh there's it's great because we start to recognize maybe kids that you know they're
040the kids that are just always doing the right thing and they a lot of times don't get recognized and so um I really I really enjoy that one. The other thing I wanted to show you is and I'll be doing this this will what is what I'll be working on on Friday for uh our t our trimester 2 but we also recognize GPA uh perfect attendance and then my actually favorite is totally tiger um and totally tiger is no tardies or discipline events for that trimester. So that means like no not even one little tardy not even one little disciplinary event. Um and so um for this last trimester we um celebrated 345 students which is over half our population. So um these are the things that I kind of hold on to and get
041excited about because um I know that we have a lot of kids doing the right thing and and some kid a couple kids came up and like I just had one tardy and I'm like nope nope this is like this is the the big one. And so um yeah they really appreciate that. We try to go around um to the classrooms. We have little cheesy tiger hats that we wear and we give them candy and a little reward. And so, uh, we giggle and have some fun. Speaking of giggling and having fun, um, we also do pop-up dress up days and this one's really cheesy. We're doing Mario day tomorrow cuz it's it's March 10th. So, M10 Mar, thank you. I It took me I had to have a kid explain it to me. Uh,
042we have a couple students who are huge Mario fans and so we did um that. We're also, of course, gonna probably do a Star Wars day. Are are you doing that with us this year, Woodall? Um for May the 4th. It'll be May 4th. May the 4th be with you. So, uh we try to throw in some fun and do Yeah, we try to do some fun things like that as we go along. Um I wanted to really give a shout out. Um you know, I know I couldn't do this job without a lot of with without a great team. So, um you know, Greg Greg Nolan, Debbie Leay are amazing. And uh Greg also does half of the athletic. So, he does he does all of the athletic um department stuff and um we
043work together a lot with discipline. But I tell you what, if I wouldn't have Raino Gonzalez and Brian Roso across the hallway in the counseling department, I don't know what we do. They um they do all of the the trainings for the kids, so to speak. when you when we have a kid that um is unregulated or we have a kid that you know maybe is saying things that they're not supposed to or um you know they're there that's who I first send them to because um I believe our job is education and we need to help kids understand and be and and educated about that the things that they say are super powerful and um when you're a sixth grader or a seventh grader you don't always understand that impact and so um Raina
044and uh Brian just do such a great job working with our kids um trying to help them understand what they're doing, try to give them the coping skills um to be able to make it work. Um speaking of coping skills, Whitney Ford is our skills trainer. She works with our special education students doing much the same thing and she I just I lean on her very heavy every day. Um she is she's amazing. She just goes in and uh to rooms, she helps kids. She helps them to to regulate themselves. She helps them to learn how to deal with um with other students. And I just um am so grateful um for both of them. And you know because our whole goal is to be proactive and to to try to get in front of
045things before before you know this is exactly what Tyler was talking about about talking to you know the seniors you know how can we um help kids to learn how to how to deal with these issues. Um, so we hope that we can teach those students the skills they need and then hope that they access those skills um when some of those tough things come along. So um I'm really proud of what we've done over at the junior high and um the village that is um that is making that happen. So um are there any questions? >> Any questions? >> So I'm going to ask real quick on the um totally tiger. So you guys were at 54% this year of the student body got those. >> What's kind of the watermark? What do you
046look at? I know you're looking for 100%. I know that. But what what do we normally see if you had to throw a dart? Where do you are we usually around the 50% mark on that? >> Um this was a little high this time. So, um I feel like we were in the 200s for um the last couple trimesters. And so um this group of um students, I don't know, they just um they've just really done a good job in the school. and our halls are so um our I think everyone has just and when I say everyone I mean all the teachers everyone has just really um dug in and they're out in the halls. Um we have sixth grade teachers um you know standing in the hall and and uh telling kids when
047they as they're leaving the building, is your phone out? I don't think I see a phone and are you on time to class? I mean, just everybody is just jumping in, you know, and so we have all these teachers. If you come into our school, which I would love to have any of you come in, if you know, with 30 seconds left, the halls are clear. Um, and so that tardies, I think, is a huge one. Like we have a lot of kids without disciplinary events, but it's the tardies. And so, um, I I believe a lot of that is, and our teachers are are ready to roll. They have there's always some there's something on the board. they come in, they sit down, they have, you know, they're ready to roll on their next
048thing. So, I think it's just giving a real purpose to our students to be in class and ready to go. And so, I think I feel that that is a big a big piece of it. But, it's because the whole staff has bought into it. >> So, on when when a when the class ends at, you know, whatever period ends and they're going now to the next class, how much time do they have between those two classes? >> They have five minutes. And is it so the bell rings to release the class and then is it then it rings again to start in five or do they get like a warning bell and then it's just one? >> Yep. >> The warning bell is me. >> Right. Fair enough. >> I've heard I've heard her.
049That's true. >> That's true. Okay. >> Yeah. >> Good coach. >> But at 4 minutes and 30 seconds there's not a one buzz. It's like hey gang that's it. >> They're Yeah. They're in. And it's really been helpful too. Our tech department brought in um the digital clocks in the hall and I think that that has actually helped two kids look up and I'll um you know they'll be like 3 minutes left and I'll go 2 minutes and some kid will be it's three and I was like oh whatever it's 2 minutes hurry up you know >> does the does the timer like count down the five minutes or it just shows what the shows and they know that it's at 10:05 class starts >> but they know when that turns that they have a
050minute left. Yeah, >> they're widely, >> but the total tiger. So, if you again, if you had to throw a dart, you're looking in the 200s is what you're really shooting for. >> Yeah, I was really excited about >> this is an outlier on this one. >> Yeah, I'm I'm excited to see what we have. Try to >> unfortunately, you just raised the bar on yourself. >> I know, right? We'll we'll get it. We'll get it. >> I don't doubt it. All right. Any other questions? >> Thank you. >> Thanks. >> Thank you. >> Okay. Thank you very much. >> All right. Moving on. Elementary principles reports. First one is going to be Cloverdale. >> Yep. >> She's going to be >> She is not here tonight. >> Bradley. Okay. Miss Bradley couldn't make it.
051She apologizes. She wanted you to take a look at her report. It's in front of you. Um, as a number of the elementary folks have done, as a number of everybody has done tonight. They've been talking about uh how well behaved students are and also how well they've been doing academically. Uh, Miss Bradley wanted to share with you uh the report. Um, I know Brett, she was pretty ready for an answer. Does these do these scores mean anything? Um, her response was yes. She really believes they are particularly when she's showing progress. >> You didn't even let me ask. >> I already knew. I was gonna cut you off. >> All right. >> I have a followup to it, but go ahead. >> Fair enough. I'll see if I can answer otherwise I'll just refer
052to her. >> You can. >> Um, she really likes the idea of the growth uh that that you can see particularly in math. If you slide down the second one, the math growth is pretty amazing. Uh again, math is a difficult subject for many kids and quite frankly um not a subject that gets um gets a lot of attention particularly if you become an an elementary teacher, right? It's great to teach English and lots of other subjects. Math's a little more difficult. We have math coaches. One happens to be used to be still sitting here about helping our math our all of our elementary teachers teach math, but the growth there she's been really proud of. So, uh any additional questions? But that's what she was really focusing on for this this thing. She said
053she'll catch up to you and if you have extra questions the next time she shows up, she'll be ready. >> I do have a question and I think you can't answer it. >> All right. >> Would it be possible for us to see this chart we're looking at right here for Cloverdale next to Turner's next to Almsvilles? >> It's possible assuming everybody's doing right. I Ready and Dibbles, right? >> Yep. I I don't know what we've learned from that, but I think it'd be interesting to see all three schools lined up with the exact same data and the exact same grades just for us to look at those as a benchmark to see how how they all compare to one another. >> Okay, got that. >> Yeah, Mr. Mr. Dyer's got that information. So, that's
054good. >> Fabulous. That was my followup >> as was said. So, we can work on that for sure. >> I think that'd be >> they will give you some caveats when we get there, but yeah. >> No, no doubt, but I just think it'd be interesting to see it. And again, I don't know what it's going to show us or what it's going to mean, but it'd be interesting. >> Okay, cool. Can do. >> All right. Any other questions for Mr. Drill? No. >> Awesome. Thank you, Mr. Drill, for that report. Yep. >> Next is the Turner Elementary report. Miss Iverson, welcome. >> Well, thank you. And you will be able to see Turner's I Ready data and our literacy data right in front of you. And before I get started, I do want to
055thank the board for being here and for what you give. And also Turner completely welcomes back Darren Drill. We were very supportive of him during before and glad that he's back. So thank you for that. So what you have in front of you is our I is our Aadian literacy data. That is one snapshot of our students and I have a graph for you in the report going back to precoid. You can see that for the most part our the B is beginner beginning of the year the M is middle the E is end of year data. You can see that the middle of the year data, we actually are achieving higher scores than we have in the history of keeping track going back precoid. And I attribute that to the back to the basics
056phonics and our emphasis on how we teach literacy and how we teach uh reading at Turner and across the district. the I Ready data which also shows us against the state of Oregon and nationwide and you can see that 44% of our students this year are at or above 49 are just a little below and 7% are well below. One year ago today we were 40% at or above and 10% well below. So, we are continually making gains and yes, the data drives instruction. We examine the data to determine what our next steps are. I've been examining the data to determine that we're not jumping on a new man bandwagon, but our emphasis next year will be back to solid writing. But I'm also proud of the community connections we make. We had a career
057fair for kids a week ago. 35 different businesses showed up and brought hands-on things that our kids could do. Everything from hair styling to construction to engineering and our kids loved it. Uh Riverbend brought big trucks. We had a gentleman bring his remote control uh truck and vaco. And it's not about getting kids careers. Although in this economy, we may want to consider reducing child labor laws for just to help with gas. But besides that, it because at first people were a little skeptical of a career fair for kids. We did our first one two years ago. It's a byanual event. But it really it's about engaging our community. If we want our community to pass a bond, if we want our community to support our kids, they need to talk to kids. They can't
058get what happens in schools from reading the newspaper. they need to engage with our kids. And I will say that I had many quotes such as, "I believe in public education." Again, it's also very purposeful for our kids to gain important communication skills. They went into that career fair prepared to ask questions. Some people were even asked if they had a pension plan at their workplace. So, I'll be happy to take any and all of your questions pertaining to the board report in front of you. >> I just want to say the graphs are easy to read and I appreciate it. Um, it's exciting. I have to ask about how's your wellness program going? >> Great. That um we had the $250,000 five-year grant and we're in year two and we have weekly workouts at
059all the different sites. They're going strong. I can only speak at Turner Elementary. We have about eight people every week working out with a personal trainer and we have monthly activities. Just Friday night we had what about 18 people do country line dancing and then we went to Angel Share and what was cool is like Molly talked about the counselor at the junior high. I got to hang out with her. I am meeting and and knowing people from all across our district at the activities and that's been the best part. I mean, everybody's having fun golfing and then William shows up and he's like the life of the party. So, it's going very, very well. And we have three years left of this grant to continue to refine. So, weekly trainings, monthly activities. Next Sunday,
060we're going to Topgolf. Anybody that wants to go, we have a camping trip in April for families to Camp Dakota. We also have a category for equipment and incentives. The incentives are the wellness champions in each building can do like wellness bingo and different activities and let's say the winner gets a gift card to Amazon. So we created those um categories so it really is something for everyone and we've done everything from fly fishing to we have a hike at Silver Falls in May. >> Okay. What's a wellness champion? Uh that's so that there's the four coordinators. I'm one of the coordinators, but we also have champions in each building that we're paying a stipen to just to get excitement for it to let to communicate in that building. >> Okay. >> Uh Nikki, Lee,
061and Jess Schaw, for example, are the champions at Almsville. so that there's communication at the building level and not just everything coming from me and they can talk to their people and find out what they want because we keep emphasizing that the grant money is for them. It's for employees. >> Yeah. So great. >> Yeah. Thank you. >> So great. >> So Lisa, I'm looking at the one of the graphs with the three the the national, the state, and the Turner. >> Correct. Growth. It it appears that Turner's outpacing Oregon and National on both charts by a fair bit. >> Correct. >> What do we attribute that to besides you're just awesome? >> Well, well truly it is a culture of wanting to gain excellence. We are improving every single year. I think having math
062coaches and Ka and Miss Ranzone was a top-notch math coach, but also I think it attributed it's most attributed to small group intervention. So, just like we've had reading interventions for years at Cascade, the RTI room where if you are low in literacy, uh, while the group, like let's say the fifth grade advanced group is doing novel studies, kids that need that extra help go to a room and five or six kids get intensive instruction. Now, we're doing that with math. So if you are especially we're targeting those yellows and some of those red also that 7% if we were to look at the profile it's not an excuse it's just reality those many of those kids are on individualized education plans so they are doing the best they can and they're still below right
063>> but by targeting the kids in the yellow so they would go into the former steam room with Mrs. Danette and an assistant and there they have out the manipulatives. There's five to eight kids in a small group every single day getting that extra help to unlock whatever barriers are in their brain so that it leads to deeper understanding. And in the states that they call the miracle for some of this data, it really is having the coaching and the small groupoup instruction which we rely on our instructional assistance for. >> Okay. It just seems like the the the red in particular is so small on ours compared to the other two. It's quite impressive. >> And you know, the state of Oregon is trying so hard to get up their scores statewide, but yet
064they took away all you know, if you're at a schoolboard meeting and with people that make decisions that matter, that actually have a say, they the state of Oregon has taken away all kinds of fines about attendance. Luckily, we have a really strong attendance rate. It remains at 95%. If you have We have a state where there's nothing you can do. I really hope you come to school is about all we can do. So, they've taken that away. And if you if you're not in attendance, you can't learn. And they've taken away any kind of suspension for major behaviors. I mean, unless it's a violent episode, you can't suspend a kid. and the stu the teachers that we get from other districts and I've hired about half the staff at Turner now in my fifth
065year there and most of them are from a surrounding larger district and they say you can't even teach because of the behavior issues. So you can keep throwing money at all of these programs or an extra test but until we get a handle on attendance and behavior it's not going to matter. The reason we have the scores we do is because we have an orderly school where kids can learn >> and that's my soap box and I'm sticking to it. >> Fair enough. Well, I'll stand by my earlier comment when I said you're awesome. So, thank you. >> Thank you. >> All right. Any other questions? >> You had to follow. So, when we're looking at these scores, is are all the school districts doing I Ready? >> Yes. Every >> versus I Ready versus
066I Ready scores, not just math scores. I Ready is um this is actually our fifth year of I Ready. Prior and these folks can speak about it longer than me because this is my fifth year in elementary. Prior to that, there was not a popular math program at the elementary level. So, everybody was kind of doing what they wanted to do. So, that's why there was a huge push five years ago to have a common curriculum and everybody agreed to be on board and use that curriculum >> in in Oregon. um now in Cascade School District. So, this data, this data is all the schools in Oregon using I Ready. And I actually asked our math coach if there was a firm number of how many districts are using it. And we could not find
067a firm number, but it is the most used curriculum in the state of Oregon. And the Oregon Department of Education basically says, "Okay, school districts, here's four choices. You get to pick one." and we went through that process of selecting examining anyone thing you want to say to that. >> Okay. And then we picked I ready. So it's the most common curriculum but it's not perfect like anything u the new the new math um people still just need that old-fashioned practice. They don't give enough practice problems. So we have had to supplement. The key is if you can use about 80% of the curriculum and supplement where you need to that 20% and do what makes sense and that's what we're doing. >> Okay, >> cool. >> Any other questions? >> Nope. Thank you very
068much. Thank you. Appreciate it. >> All right, moving on. Elementary assistant principles report and that's going to be Miss Renzone. Welcome. Good evening. >> Good evening. this kind of awkward awkward microphone situation. All righty, my report's there. Um, I would really like to highlight our attendance and how much we've improved over the last four years. Um, I included a graph there from 2022 23 school year. Uh, looking at regular attender versus chronic. Uh, chronic means they're missing 10% or more of their school days, which is a considerable amount. Um but in 22 23 school year we were almost at 40% of chronic attenders. Not good. Uh this last year we got it down to 20%. Which is half. >> Wow. >> Yeah. >> We cut it by half. >> Yeah. Um and so you can
069see the steady growth of regular attenders and those chronic attenders that are just going down down. Um which is really impressive. And I would attribute that because I know you're going to ask I would attribute that to um every other week uh Ann Yunker, the attendance director, and I and our counselor sit down together and we go through every single kid. So all 608 kids, we look at all of their data and we go through, we start at kindergarten and we just go through every single kid and between the four of us, somebody knows something about what's going on in that family >> because of how relationship focused we're driven. Um, and so we can brainstorm how are we going to help this family? How are we going to help this student? What do they
070need? And so I I really think that's made a huge impact. Um, and also because I know you're going to ask as well, the state of Oregon rates regular attender is at 67%. >> Is Zach feeding you questions or answers? >> I've I've sat at enough board meetings. I'm I'm just trying to guess. >> Ask your game. >> Well, I She hasn't hit mine yet. I still got one. Okay, keep going. >> My game every time is what's Brett gonna ask? Uh-huh. Keep going. See if you get on the uh I'll I'll let you know if you hit it. >> Okay. Um the next uh the next thing we have here is behavior data for citations per month. And as you can see uh September was about normal. October was a spike. Um and then
071kind of slowly steady for the rest of the year. Um, and I would say October was high because students have already gone through that kind of honeymoon period of figuring out their teacher, figuring out the class, figuring out what's going on, and then October, they're like, I'm going to push the boundaries as much as possible, and teachers are holding the line. So, >> so that's pretty normal each year. October is just rough. >> Yep. Pretty normal. Yep. Um, and then lastly, just talking about, oh, according, you know, going along with our behavior data, um, I get I bet you can't guess which grade level has the most citations. >> No guesses. >> Fifth grade. Ding, ding, ding. Aaron Lee gets the question. >> You get a thousand points. >> Fifth grade. Um, not just because
072we have 129 fifth graders, but um, we have some big behaviors as far as personalities. Um, they are the ones that are pushing the boundaries the most. You know, they're they're ready to go on to sixth grade. >> They're the big dogs. >> They think they're ready. >> Um, and so, yeah, fifth grade. Uh, moving on. Late start happenings. We've recently had some very collaborative teaching from within. So we've asked some of our own teachers uh within huddle groups to come forward and kind of teach the teachers. So using their expertise as far as AVID um using their expertise with just instruction um they've really talked about increasing academic grit because we've seen that that's really a struggle in elementary school. kids tend to give up very easily. So, our focus has been academic grit
073and even the admin team. We're going around reading to classrooms. We're reading stories that we found about grit. And so, we're just doing a little guest speakers in classrooms and it's been really fun. >> All right. What questions do you have? >> Questions? Anyone? >> Oh gosh, it's >> all right. I have a question for you. Let's assume I'm a very confident fifth grader. What do I need to do to get myself a citation? >> Oh, it could be a range of things. >> Wait on me. >> Well, just, you know, speaking from today, you could be dropping cuss words in the hallway. You could be dropping cuss words in PE when your principal is uh subbing. Okay, >> that doesn't >> You could be a little handsy at recess, pushing and shoving, thinking you're
074playing around, but maybe it gets a little too aggressive. Uh, all sorts of fun things. >> Okay. >> Maybe you're making farting noises all day and your teacher's had enough. >> Fair enough. Okay, >> we frown on that, do we? >> Yes. >> Okay. If you're distracting the learning of others of your classroom, then that's a problem. >> So, it sounds like, frankly, citations can be very subjective. >> We have an outline as far as a kind of a list of things, major versus minor, >> right? >> But yeah, it kind of depends on the teacher >> and and the student. I presume if somebody's a complete repeat offender, they might get nailed a little sooner than somebody that's an outlier and they just had a a day they just felt a little out of
075line. >> Right. Right. And you know, going back to our really relationship based community and and staff, uh, you know, they're going to know that kid and they're going to know, oh, he's just having an off day. >> Yeah, something's off. Yeah, >> something's going on with him. >> Okay. Okay. All right. Fair enough. and you answered my other questions in advance. So, thank you for that answer. >> Well done. Any other questions? >> No. Thank you. >> Good job. >> Appreciate it. >> All right, moving on. We've got 5A discussion in communication personnel, licensed employee renewals, and it looks like that's going to be Mr. Weeks. >> All right, so every year by March 15th, we have to bring forward to you the licensed renewals. So, these are both licensed administrators as well as
076licensed teachers. So, that's a statutory requirement. So, what you see before you tonight are those. They're in sections. First year probationary employers employees, excuse me, going to year two. The year two going to year three. Year three going into contract status. After that, then when you uh flip over the page, you'll get into some of our temporary employees who are being non-renewed because they were on one-year contracts. Many of these filled in for teachers that were maybe gone for a year or we hired late. So, if we hire into the school year, we hire temporary through the year. So even if that's one day in to the year, we hire temp. So some of them are from that. And then the other one you see in here is by contract, our teacher contract, collective bargaining
077agreement, temporary PERS retiring employees to not be renewed. So what that means is if you are retired from PERS and you are a teacher, you are hired temporary. So then your contract is non-renewed. Then that spring we post it. You can reapply for it. You can come back. Nine times out of 10 they end up applying. But we go for the best candidate. But a lot of times they are the best candidate. They've got the experience. They've been in the building. But by contract that's posted as temporary. >> Yeah. >> Can you do a quick breakdown of how the contract works from one year, two year before they I think or you're saying year three they're under a full contract with with the >> Yeah. So when you are in a probationary it's three years
078by the state requirement by state law. after the three years or that >> you're probationary for three total. On the fourth year, you become a contract. >> Okay. >> So, probationary is the the measurement if things aren't working is pretty low when you're probationary. So, if we need to make a move, that's the time we want to do it. >> There's still some protection with the contract. >> They have some protection. There are pieces in there for just cause if it's a disciplinary issue or so forth. But the measurement is the actual language of the law is any uh piece any faith deemed sufficient by the board. So basically if there's something there that's not working, not the right fit in your probationary, we can bring that to the board and say, "Hey, we need
079to move on." Most of the time though, we don't bring those to you because our job in human resources and our job for administrators is to have those hard conversations ahead of time to say this isn't working. So a lot of times you see those as resignations at some point during the year. >> So you'll see them come in, they'll move on because we've coached with them, we've worked with them to say this probably may not be the right >> only if they're really trying to stay. Would it ever get to the point where you'd bring it to us to have to make the decision for them? >> That is correct. >> Okay. So then would there be a difference between the contract between year one and year three? Does does the contract get more
080in their favor as it goes along or is it basically the same contract you get to the fourth year? >> Same year to year essentially as probationary. Okay. >> Until that year four. >> Okay. >> And March 15th is that date we have to decide by as a governing board on whether or not we renew a contract. >> Okay. Any questions for Mr. Weeks? >> Nope. >> Thank you very much. Appreciate it. >> All right. Going on. We've got superintendent evaluation and contract. So, the board met in executive session this evening to discuss Mr. Drill's contract, and the board has agreed to approve Mr. Drill's contract for another three-year term. Mr. Drill, I'd like to say that um we appreciate your continued leadership as a superintendent of Cascade, and it is my opinion, and I
081think the board shares it, that this school district is better because of you and the time and dedication that you have for this um district. and um we appreciate all that you do for us. >> Thank you very much for everything. >> Appreciate it. Thank you. >> So, anything else? Anybody? >> Nope. >> All right then. With that, we'll move on. We've got budget committee calendar number C. And who's that? Mr. Wong. >> Yeah, >> you're back. >> You okay with that? You want me to do it? >> It just shows the calendar. The Go ahead. Go. Go on up. Yeah, you got it. >> This is new for him. So, we we're going through that for us. We'll bump through it. Got it. So we have uh in the excuse me in in the
082bracket we have the uh budget calendar for 26 20 26 20 27 and >> five in here so it says 26 >> we're good. Go ahead. >> Yeah, keep going. Sorry. >> Okay. And uh so we have uh from April 17th to May 1 will be the publication of budget committee meeting notification and then on the May 11th's board meeting we'll have initial meeting of the budget committee and then uh historically on uh the day of June board meeting we have budget hearing adoption and appropriation. Just real point of clarification. Our our memo says the dates are April and May of 25. It's actually of 26. Just point of clarification on that. >> Okay. >> Would you agree? >> Yes. >> Yeah. >> You got the wrong dates in there. We'll fix it. >> So,
083we've got those are correct 25 dates, not correct 26 dates. Yeah. >> The actual date like May 18th is correct, but the year is wrong. >> Oh, okay. Okay. So, it's just the year that's wrong. >> Yep. >> Okay. >> All right. All the dates are correct. >> We'll fix that. >> So, make sure when you do the resolution. >> Oh, right. >> It says 26. Sorry about that. >> Easy fix. >> Okay. Okay. Wonderful. Any questions about the um budget calendar? Anybody? >> Nope. Got them. Thank you. >> All right. Next is the uh 5D the budget committee vacancy. Mr. Drill. >> Yeah. As per your guys' instructions, we I reached out to a familiar name, Karen Ramsey, who was on your school board for a number of years, many years, and she has
084agreed to um continue on in that uh budget committee position previously held by Don Marquez. >> Fabulous. >> As per your request, >> that's good news. >> Okay, >> wonderful. Any questions? No. >> Okay, next is 6A, staff retirement from PERS. And it looks like Mr. Weeks is back up for that. All right. So, we just talked about some of that PERS retirement. We have one to bring with you today. Uh that's a retirement just for the rest of this year uh for PERS, and that is Joe Lule, who's our maintenance manager. So, he's retired from PERS and just working back here uh through the end of the year. >> Okay. Wonderful. >> Thank you. Next, we've got staff uh resignation. >> Uh we have one staff member who's decided to move on to another
085uh opportunity at this point, and that is John Edwards. He's a science teacher for the high school. >> Okay. >> Questions on that? >> Nope. How about the coach advisory list? >> All right. In your packet, you'll notice the coach advisor list. You'll notice the uh I'm going to call them yellow in there uh color. Those are your spring coaches there in front of you for both the middle and the high school. And I see of course on the front page we've got two vacants. >> We do right now. Those were just posted here recently as he's working to finalize his staff. We do have some volunteers helping him right now with that, but those are paid positions that are open and posted for him to fill. >> Okay. Any questions on that? >> Nope.
086All right. How about employee recognition? Recognition second trimester. >> Yeah. So, we've had some names given to you already tonight for recognition. We got some more for you here this evening. So here a couple months ago, we read our first trimester names and celebrated those. They're the ones that we posted just outside the boardroom and celebrated them. Actually, I believe in January is when we did that last one. So our next trimester ends this week as we go into the next grading. So we have some to highlight for you. Uh from Cloverdale, our classified is Andrea Katerly. Uh they say whether she's working one-on-one to provide vital reading support or logging hours or planning family school events, Andrea consistently goes above and beyond. Her passion for helping students grow and bringing our community together through
087engaging activities is truly inspiring. We appreciate you so much, Andrea. Thank you for your hard work and heart. Turner Elementary, Briana Shipman, certified teacher. Briana is the consmate professional who continue continually propels her students learning forward. She possesses stellar classroom management skills and has implemented multiple tools for optimal student success. Uh Selena Ma Matiasin classified. Selena is a beloved staff member who always pitches in to assist wherever and whenever she is needed. She forms incredible relationships with kids and always gives her all with a smile on her face. She's a top-notch math assistant who helps make math not only understandable but also fun. Selena is the best of the best and we love her. Sville Elementary. Jennifer Mabin, certified teacher. Miss Mabin is the ultimate teacher, an experienced teacher in our district. She has a
088deep pool of resources and an amazing servant mentality. She is always willing to help out a colleague, volunteer to help our committee, or plan our next spirit week. Her heart is always for kids, our school, our community. We are proud she's a member of the Almsville Elementary family. Cassinia Coleman, classified. Mrs. Kay does so much more than support our students through challenge and behavior. She teaches foundational skills our students need to navigate the world. She has an amazing ability to see the why behind the students actions and respond with patience and care. She's a vital member of our foundation's B team and our entire school high school. Stuart Foster, certified teacher. In just a year and a half, Stuart has rebuilt a strong DECA program at Cascade. Last month, he took 11 students to complete
089at DECA state. He took four students to the national DECA convention in Florida. He has started two new businesses with Cascade High School. He's done so much. We're grateful for the additional opportunities he's created for our students. Leila Pet classified. Ila is invaluable to Cascade High School. She does it all. Runs the library, organizes state testing, runs clubs after school, manages students coming and going all day long. Her impact is tremendous and we are very grateful for her efforts. Junior High, Emma Bales, certified teacher. She's a young teacher with lots of energy. She's attended three different AVID staff developments, coordinated two food drives taken and organized multiple college visits for AVID group and has coached volleyball the past two years. Ela Gump classified Elaine is personable and works hard. She recently taken on extra with
090all of our current administrative assistants being out. And our last one, our food services department, Leslie Castow. Lesie, head cook at Armsville Elementary School, brings incredible joy and warmth to her kitchen where she is dearly loved by her students. Her hard work and steady positive presence keep everything running smoothly. Thank you to the staff at Cascade for that. You heard some of that earlier. One last highlight is last week was classified appreciation week and we do want to highlight the classified staff. They are the backbone of an institution. Uh the amount that they do to the support, the teachers and the administrators and help a district running smooth is beyond what words can put. So, thank you specifically to all classified staff and celebration of that week last week for them. >> Wonderful. Thank you
091very much for that. Appreciate it. >> Okay, moving on to statement of economic interest report timeline. >> Yep. So, every year the four of you and myself get to fill out the statement of economic interest. It will open up uh on March 15th and it closes April 15th. So, we want to let you know if you have any questions, please call Lisa or Jennifer. Doesn't take very long. uh they can get you in through our uh the email through Cascade and uh go from there. Anything you want to add to that? >> I'll get an email. >> Okay. So, it hasn't been sent yet. >> March 15th. >> March 15. >> And it closes 15. You got 30 days. >> Okay. I will try to >> We'll remind you >> not automatically delete it >>
092after spring break. We'll get back to you. Make sure you >> All right. All right. Thank you. >> Hopefully, we'll forget. >> All right. How about the the staff full-time equivalent to student ratio report that I request so often. >> There you go. There it is. You've got last year which we started and then this year, right? So 2425 25 26 the number of students, the number of total staff and the ratio as you can see it's gone up a little because we have tried to shrink a little to deal with budgets. We will probably shrink again for next year. >> Excellent. So, I guess my ask is on every January if we can just keep this going and just keep adding to it every year, that'd be just fabulous. And again, I don't know
093that we can do anything with it, but I think it'd be um beneficial for us to be aware of that number. >> It is there for you. And uh we've got that for the people out in the audience. Uh 2425, the staff ratio was 347.0 staff FTEE and 2739 students for a 7.88 88 ratio staff to student 2526 2774 students more students 326.23 23 FTE fewer staff. So that ratio is 850 staff to students. >> And again, yes. And we're just looking at total totals. We're not looking at classroom size. We're not looking at any just payroll to >> Yep. >> people that are enrolled. That's it. >> Absolutely. >> Yep. And I appreciate you getting those numbers. Thank you. >> No problem. >> Any questions on that, anybody? >> All right, moving on. We
094are at seven public comment. >> Um, do we have any public comment tonight? >> We do not. So, I don't need to read the uh announcement. Then with that being said, we will move on to eight resolutions. All right. Resolution 8A. >> Uh, be it resolved, the Cascade Board of Education moves to approve the licensed employee renewals based on the list presented and recommended by the administration. >> Second. Resolution 8A resol or pardon me 8A resolution regarding licensed employee renewals has been moved and seconded. Any discussion? No discussion. All those in favor signify by saying I. >> I. >> Oppose. Same sign. >> Motion carries. 8B. Resolution regarding superintendent evaluation and contract. >> Be resolved. The Cascade Board of Education moves to renew the superintendent's contract based on the completion of the annual evaluation. >>
095Second 8B. Our resolution regarding superintendent evaluation and contract has been moved and seconded. Any discussion? No discussion. All those in favor signify by saying I. >> I. >> Oppose. Same sign. Motion carries. 8C. Resolution regarding budget committee calendar >> be resolved. The Cascade Board of Education moves to approve the 2026 2027 budget calendar as proposed by administration with those date modifications to the correct year. >> Thank you. >> I second. 8C resolution regarding budget committee calendar with modifications has been moved and seconded. Any discussion? All those in favor signify by saying I. >> Oppose. Same sign. >> Motion carries. 8D. Resolution regarding budget committee member vacancy. >> Be it resolved. The Cascade Board of Education moves to appoint Karen Ramsey to the budget committee for the 2026 through 2028 term previously held by Don Marquez.
096Second 8D resolution regarding budget committee member vacancy has been moved and seconded. Any discussion? No discussion. All those in favor signify by saying I. >> I. >> Oppose. Same sign. Motion carries. That appears to be the end of our resolutions. Um any future agenda items board we need to discuss or Mr. Drill. >> I do. Um you have an open position. The plan was for you guys to um go ahead and do the interviews at the beginning of the April board meeting. Um I believe that would be still the timeline that all of you would like to have, which means that we will ask uh the district to go ahead and post that open position um starting here probably the beginning of next week um and get that ready to go and put that out
097to our community uh via the the regular timelines ways that we do that. So I'm looking over at Greg. So that that's that's my answer. my communication the communications people will take care of the business. >> We all agree on that. I think that's fine. That's a fine. >> Okay. We'll do the interviews beforehand. Um I'll uh double check with uh Mr. Seagull. I'll check with you about the interview questions. We'll get those out to you in advance. If you have any questions or adjustments, please let me know. >> Fabulous. >> Okay. >> Questions or thoughts? >> No. >> Okay. In May, we will follow the budget timelines with the uh adjusted modifications for the right year. Uh, and we'll get that figured out and we should be set for May. >> Okay. I like
098it. >> Okay. And in May, the plan would be for your board, you could seat your new board member at the May meeting or the June meeting, depending on how you would like to to go with that. >> I got it. Okay. I like it. >> All right. >> Sounds like a plan. Thank you. Okay. Anything else? Anybody? >> Nothing else, Mr. Drill. >> No, sir. >> All right, gang. Meeting adjourned. Thanks, everybody. Appreciate it.