001All right. Good evening everyone. We'll call the meeting 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. Good evening everyone. We've got a visitor's guest list over here. For anyone who has not yet signed it, please do. Thank you. Next, we will go with the approval of the work session board minute board meeting minutes from 10:13. >> Second. >> No, you have to move. >> I move to approve >> Yep. >> the uh work session board meeting minutes from 10:13 2025. >> Second. It's been moved and seconded to approve the work session meetings. Any discussion? All those in favor signify
002by I. >> I. I. >> Same. Oppose. Same sign. Motion carries. >> Yeah. Um move to approve the um regular meeting board minutes of 101325. >> Second. >> All right. It's been moved and seconded to approve the regular board minute meeting minutes. Any discussion? All those in favor signify by saying I. >> I. Post. Same sign. Motion carries. Thank you. >> Come from this direction. >> No, I understand. >> I don't know what to do with myself. I'm get I'm getting a little nervous. >> I'll keep it [laughter] moving. I'll keep it moving. >> All right, Mr. Drill, prioritize the agenda if you would. >> We should be able to go right down the agenda as it's listed. >> Dynamite, I have one request. >> Yes. >> At the end of this meeting, would it
003be possible for myself and the other two board members to go into executive session to discuss your contract after the conclusion of this board meeting? >> I believe so. We can do that. >> We're good. Dynamite, you guys. is okay with that? I'll keep it brief. Thank you. >> All right. Going down the list, we have superintendent report, Mr. D. >> Good evening. Uh um wanted to uh have everybody here and thank you very much for being here. U at previous board meetings like my um um report suggests we've been following along with uh how our attendance is doing with regard to our students across the campus. We are still up about 55 to 60 students. um it shows a little bit there where each building is and where they were a year ago. So
004that gives you some sort of an idea. The other the other thing that's probably a little more important is um kind of class size average. It's usually in November that I give you a class size average uh across the district. Um because at the seventh and eighth grade level and then also uh at the junior high level actually and the high school level because the different uh classes, some are required, some are um electives. We've decided I don't normally go down that path. It's really around the elementary. And so right now the average class size for Almsville is right at 25.2 students. uh really skews it up because of the fifth grade class. It is huge. So that's a big big class across the district. It skews up for the others as well. Um and
005uh Turner's got an average class size of 23.4 and Cloverdale is 23.3. So we're in the ballpark there. Uh Almsville is a little bit higher than it's been, but again, particularly their fifth grade is probably even larger uh based on the four. And we don't count uh special ed teachers. We don't count uh PE. We don't count any of those teachers. It's just classroom teachers. So, we take the number of students divide by the actual number of classroom teachers for each building. >> Darren, what's ideal? I mean, I know if it was one to one, it'd be ideal, but what's in the past you've said kind of 30 is our our top end. >> 30 is at the very top end. We have about four classes right now that push 30 or at 30. Again,
006uh fourth grade or fifth grade at Almsville is high as as well as a couple others. Cloverdale and uh Turner as well. We have a couple classrooms that are right there, but we also have classrooms that are 18 or 19. >> So, it really is dependent on the grade, right? So, some grades are higher than other grades. And so, that's kind of how we balance it out. >> The the older the students, the easier it is to make those a little bigger. >> Well, that's a theory. I would imagine we've got some administrators that could tell you, oh, that's not true at all. Um but but I would say to you that along the way, yes, um it is easier to get response from students uh that are older. So to have 40 kids in
007a in a freshman class might be a tad simpler than having 35 kids in a third grade class, right? That's that in some ways that's a theory. So um lots of research that can support that. There's also some research that refutes that. So just kind of the balance there. And then finally, uh the other thing I'd like to report is we uh we as in the employees here at Cascade, particularly the administrators have talked multiple times about uh the state and the potential cuts in state u funding. Um the state has uh since September notified every agency which includes the department of education that it is considering making budget cuts because of the adjustments at the federal level. So the federal level during during the July air timeline was passed the big beautiful bill uh
008that is or as a tax break essentially for everybody across the United States that that amount of money is connected to Oregon because Oregon's tax rate is connected to the federal tax rate. That means the amount of money that Oregon was thinking about bringing in when they did the legislature right when they finished at the end of June they assumed that that bill wouldn't have passed. That means there was more money. Now there's going to be less money. So they are in the process of waiting for that to see what the next quarterly uh economic report. It comes out next Wednesday. We'll know more about it. Right now every agency including the department of ed is working on uh basically some scenarios about what if we cut 1% what if we cut two and a
009half% what if we cut 5%. So consequently, Cascade uh myself, William, uh Jay to some ex uh at some level, we are all having a conversation about what that might look like for Cascade. That's on top of the conversation about how tight our budget's been over this last fiscal year, right? We ended last year with a lower cash carryover [clears throat] amount than we've been used to. And then this adds to that problem. So, we're tracking that very carefully. We're watching very carefully. and here's hoping after this next um quarterly economic report we'll have a better response to that questions on that. >> I will say on your report I appreciate you putting in the numbers this year versus last year just for a comparison. I mean we we see the numbers all the time
010but in comparing it to where we were last year as a as a point in time reference. That's really helpful just for us to see what how to measure it. >> And please remember that two years ago that was kind of our high water mark. We're actually about 25 kids higher than we were two years ago. Awesome. >> So, it's it's a good thing. The one thing I say, and we've talked about it before, is um you know, for a number of years now, every grade has a two in front of it. That means there's 200 kids at least in every grade. Right now, in second grade, we have 199. So, right at the edge of that. In first grade, we have 175 and kindergarten we have 177. So, uh suddenly we're seeing ones again.
011um not so much I think in our area with regard to people that have left uh from COVID and didn't come back. They chose a different educational environment for their kid. Some of that for sure, but the reality is across the nation, particularly in our state as well, there are fewer kids. So that that's something that we're going to need to pay attention to as we move forward. >> So that's important. >> So then the kids that are coming into kindergarten now were born in or 21. >> Yeah. that first year of >> we're seeing less. >> This is this is Yeah, these are the co this is the first year of the true CO babies. >> Okay. >> So, that's pretty interesting. >> Yeah. >> Yep. >> Okay. >> Any other questions? >> Any
012questions? >> Um All right. No. >> So, I know before we had a policy where we could let um out of >> district >> out of district Yeah. kids in. Can we open that just for certain um grades or does it have to be for the school district? So you open it for the school district, but you can put caps on grades. So we've already done that and we have brought students in at the end of the first trimester. We didn't do this last year. We will we have a few kids that are on waiting list. We will check in. But parents are usually once the school gets year gets started. They're not quite as excited about making that move. >> So we will saying for this I'm just saying moving forward we could re
013visit that. >> Um >> we can. >> Okay. >> Yep. Absolutely. >> Okay. Anything else? >> Anything? Nope. Good. All right. Thank you, Mr. Drill. Yep. >> Moving on. We've got the finance director's report. Mr. Wong. Good evening. >> Evening. >> Good evening, everyone. Um, from my note, you can see that um I've been putting how much every month increase that the purse cost is costing for the district. Now, within two months, uh, has cost us more than $440,000. uh just compared to last year. So um I I plan to keep doing this so by the end of the year we have a pretty clear idea how much more this physical year we're going to spend on pur cost than just the previous year and then um fortunately I think you know Mr. has been
014the business for a long time and he has developed, you know, a purse reserve fund and that's going to really help us to kind of storm what's going on right now. And um state potentially well they're saying potentially state funding cut. Um I I think I think it's going to happen at some point. It's a matter of time. Uh because you know the federal level and also Oregon as a state the economic right now is just very uncertain. a lot of lot of massive layoffs, a lot of just business are not thriving as you know two three years ago. So um we we are watching it very carefully. We are trying to you know create a lot of strategies and just trying to manage our finance being very responsible and my recent OASPO business manager
015meeting uh you know the the state schoolwide um have declining enrollment pur rates increase and you know state fun school fund reduction. So I think um I I I want to say with a lot of pride I think Cascade has been doing a great job. Fantastic. Not only educating kids but also being very responsible with our finance because as a community like our size, you know, we're trying to stabilize what's going on. So you know we don't we don't have to impact our teachers. We don't have to impact our students. we don't have to impact our community as great as you know schools around us if you you know um Silverton um and then you know uh Salem Kaiser obviously is cutting $25 million. So I I feel very fortunate and I also feel like
016very proud that we should you know do a good job. we are doing a good job and we should tell our community member how good a job we're doing and um so that's kind of my note for today and do you guys have any questions? So what happens if time goes on and nothing changes with these budgets? What are these schools that aren't as well positioned as Cascade? They're going to start cutting days or laying staff off. >> Correct. Um for example that I know Dallas school district um I think in last school board meeting I think I mentioned in the last two years they already laid off about 70 people plus uh they're furowing I think 10 or 11 days this year. So that's going to keep happening because once you don't have that
017cushion the the wiggle room for the school district just only going to get smaller and smaller. >> Okay. So with that being said, we have a PERS reserve fund that you noted in here, >> right? >> Based on the the environment we're in today, how many years does that fund do we have it for? Is it indefinite? Are we going to run out in three years from it? >> I think that really going to depend on the school uh state funding. How much >> assume it's just like it is right now and we're going to stay with the bud? I don't know. We got to make some assumptions, but what are we looking at in that thing? How many years? >> Yeah. If the state doesn't cut budgets at all, I think this will be
018a very stable. It's going to go higher and lower, higher, lower. By 2027, I think it's going to go much lower, but I think it will be pretty sustainable. >> Sustainable meaning we we can continue to tap into that reserve without having to tap into our general fund to offset that cost. Stable means that when if our enrollment capped somewhere, okay, our school is maxed out, we can tap into the purse reserve fund so we don't have to tap into lower our general fund too low. Correct. Yeah. However, um if they cut 2.5 million, I mean 2.5% of budget >> come from somewhere. Yeah. >> That's $1.5 million for us, right? And so um you know so it's it's really hard to say with what's you know what depends really depends on November 19th is
019their forecast and February the legislative sessions you know what what they want to do because um I think the as a state Mr. Joe said that they're they're they're going to have much much smaller revenue than they expected. >> Okay. So I have one more question for you. >> Yes sir. >> So I'm looking at the fiscal report. >> Right. If we asked and said, "Hey, okay, we're seeing all these numbers. There's a lot of zeros on here and a lot of commas. They're big numbers, >> right? >> Would it be possible if we asked and said, "Hey, show us the documentation that shows every dollar here. Could you you could you come up with a bank statements or accounting or whatever that said, here's a third parties. You add all these up, they come
020to that number, >> right? So everything in green, the actual, right, >> is from our accounting system. what actually happened the project. Yeah. The projected the in yellow and the adopted budget. It's in our budget book. >> Right. But what I'm saying is do we have bank records to back up everything we're seeing here? >> We do. >> And so if if I came to you tomorrow and email and said, "Hey, >> I I can see the the ending balance, >> right? >> Show me the numbers." Yeah. >> You could show me all that. >> Yes. It's in LGIP, the the Oregon State Treasury System. Yes. >> Okay. Perfect. That was And I'm not asking you to get me that. I'm just asking if you could. >> Well, if you do, I'm happy to give
021it to you and it's public info for me. >> That's fair. >> Yeah, that's fair. >> Okay. >> Um, we can assume that that the state's budget is going to go down. >> I I would Yes, I'm I think it's going to happen. >> You said you guys have kind of created some ideas of what you would change if if the budget did change. Do you want to get into any specifics about what what would financially have to move from our budget to to match the new smaller budget? >> So that's really more of the superintendent like me as a his advisor. I'll give him hey if you if we're going to this scenario on the finance perspective what does that mean? Um I think what Mr. drill bring to the table is his experience
022that he was here you know uh when 08 09 010 when things happened negotiate with the union so what I would give him as my advice is let's say the state cuts 2.5% that's $ 1.5 million what does that actually mean for cascade like how do we minimize the the the impact that $ 1.5 million is going to create is going to create problems how do we minimize um by you know restructure by everyone doing a little more job um that's you know that's essential in Mr. Joe's call. >> So Erin, what what [clears throat] we've done in the past is we get together with the administration and say, "Okay, what is our core value?" Our core value obviously is what do we do in the classroom for kids, right? And so it emanates out
023from there. What do we need to make that work the best? So we go through all of our all of our um personnel to see what we have, what touches school children the closest, obviously teachers, instructional assistants, administrators. How do we do that? Um and then we look at you know do we have low any lowhanging fruit financially you know so do we have money from from last year that we rolled over how much was that do we look at a number of other places where we do professional development where where do we where do we do with regard to um buying or or picking up new curriculum and instruction materials right that stuff's expensive so we go through that process say hey are there ways pretty much in chunks to cut back and go
024through that process and I think I think one of the things that and we've We've already talked to leadership for both, you know, both both association presidents. We've talked to them about, hey, this is a potential problem. This is coming. We need to talk to you about what that looks like. So, over the course of this year year, for example, if somebody were to quit, right, do we need to seriously have a conversation about do we bring that that position back? Because if we funded it for this year, right, we've already had two people um resign this year, right, across the 355. Do we need that position back? If we don't, then we're saving the money for the rest of the year for that position. Yeah. Do we do enough of that? Do we do
025enough of when we get to the end of next year and somebody says, "Hey, I'm going to retire. I'm not coming back." Or, "Hey, I found a different job." How do we reshuffle the deck internally so that we can do the the work without those people? Does it make it harder for everybody? Yeah. But do we do that in a way that I don't know if it gets us to 1.5 million, but it gets us closer. And then, you know, Brett mentioned the PERS Reserve Fund. He mentioned a couple other things that we've talked about. How do we how do we balance all that information out? At the very worst case scenario, like you heard him talk about with Dallas and everything else. They went to the associations and said, you know, how do you
026want us to do this? We're we've we've pretty we believe we've cut everything we really can. We're now looking at personnel, right? We're looking at administrators. We're looking at classified members. We're looking at certified members. How do we do that? Can we do it one way where if we let go of three or four people, right? Does that get us to where we need? But then we've lost those people and that of course there's a process for that. That process is based on seniority based on the association and the district's agreement that we have in the contract or is there a way to do it with regard to a furlow day or two. So those are the conversations we need to have as we move forward. Right now as William saying the the state is
027saying this is an exercise. Okay, it's an exercise. after November's 19th's um report, we might have a much better idea of what the state is going to ask us to do. It does seem because we are now in November that what they've suggested today when William was on a call and Jay and I were on a different call with regard to the state that it it seems that they are going to go to the legislature starting February 1st and ask them how would you like us to cut this? So that won't leave enough time for us to really do anything at the end of this year. That means the bulk of the issue could come in next year's school year. That gives us time, right? If people were to resign and things like that and
028we could shuffle, then we need to talk about how that works and see what we can do to save money. I hope that helps the question. Does that help get you to where we need to be? >> Sure. >> Okay. All right. If not, let me know. I just my concern is [clears throat] I know that we just kind of squeaked through last year coming into this year and so now to then change that budget again I don't know we have that much wiggle room. So I know there if that does play out it is going to be really tight on you to make some hard decisions. >> The the wiggle room is smaller. We will make tight and hard decisions but we also have about 50 more kids 50 to 60 more kids that
029helps offset the cost right and we do have some reserve money >> which can help us. It's just a matter of some people would say, "Well, you use it all right up front." Well, okay, if a year from now or two years from now, we're still in a hole, then the kind of cuts that we were just talking about come much quicker. Or do you glide path your way down slowly, right? It it's a matter of choice. For some districts, they don't get that choice. That cliff is right here, right now. They're going to fall off. >> We're hoping for more of a a rolling hill downward. That's that's what we're trying to accomplish. >> So, okay. I said one thing. Yeah, Mr. R. I been hearing all this about the $25 million that Salem
030Kaiser's right is is cutting. Do we have a sense of what that is percentage-wise? Obviously, that's a much larger budget than ours. So, if we were talking about is that a about 4% of their general fund. >> 4% of general fund. That's exactly what I wanted to know. Thank you. Appreciate it. >> Yep. >> Okay. Anything else? >> I just want to make one more comment. So, this is going to be a fairly complicated process like how all this unknown factor is going to play out into the budget. It's it's going to be very complicated and just like Mr. Joel said, what we're trying to do is smooth it out and we can and I'm very confident we can um just, you know, he was here 20 years ago and he's seen this and I
031I know like when I talk to him, he understands. So, I'm very confident we can smooth this out and look at other school district and look at where we where we are. We're in a much much better place. >> Understood. >> Yeah. >> Thank you very much. Appreciate it. >> Moving on. 4C High School assistant principal report, CTE director's report. Miss Wisa, welcome. >> Hi everybody. I come to you a little earlier this year. So, something about our athletic director being a football coach and we're doing pretty well. So, he asked if I'd swap him. So, I get to see you guys this month and not in January. So, sorry for the disappointment, but I'm happy to be here. >> Glad to have you. >> Okay. So, everybody should have my board report in front
032of you. I focused this time um I've talked in the past about how really my first trimester is all college focus up front and then as we move towards the end of the year, we focus move our focus from college to career. So we really do that in partnership with when FASA opens and different financial aid and opening of scholarships to really help our seniors and provide them with about with as many opportunities as we can to get the resources that they need to get postsecary ready. So one of the things that really kickstarts our year is our college fair. I was really excited for this year. I had one of your own come and see that and I was really really thankful for that. So thank you for swinging by. Um we invited 32
033different colleges, trade schools, branches of the military. We had 30 show up. Sadly, Pacific and George Fox were ill and emailed me that morning. So, we were a little bummed out, but 30 is a great turnout. And we invited six other schools to come and participate in that with us. So, last year we only had three other schools. So, word is getting out and it keeps getting bigger each year. Um, on top of that, we also host our college presentations. We were lucky enough to have 10 different colleges that represented six different states if you include North Dakota and South Dakota. I think I put five in mine and I had lumped those together. That's my bad in the report. So, six separate states represented, some via Zoom, some that had come in. So, St.
034Martins's University came in from Washington to do their presentation. The Dakotas, sadly enough, were only able to do it on Zoom, but it was still a really great turnout full of um the strong agriculture education schools. So, we were able to get our A classes to see that, which was really nice. And then to build on that with the whole reason we kind of end it with a financial aid night where we present to our seniors and to families of seniors about FASA, how to go through that process, what kind of financial aid options are there. We partnered with the opportunity center for that. And so we had Marie and Kathleen Rasmusson there as well as our college and career coordinator and Shemecka Community College came and helped with that this year which was really
035great to have their opinion, their thoughts and honestly their answers to some of the questions that I am less familiar with because you can't know everything until you get to learn it. Um so that's kind of where we were for the colleges component. Um as we're moving a little bit forward the few shoutouts. Um we now have an OSHA 10 certified trainer here on campus. John Iverson went through a very lengthy process through >> Shemecka. >> So OSHA is a certification for safety. So OSHA 10 is that test and the training that you have to go through in order to um pass like kind of the certificate that you would need to show that you have enough knowledge of OSHA 10 to be certifiable for certain jumps. So like you've gone through OSHA 10 safety,
036you can therefore meet these certain qualifications as you understand OSHA. So he is a certified trainer for that. now which opens the door to a large variety of students who are able to do that. We've always offered the pre-apprenticeship program since I well always meaning at least since I have been in here when Mrs. Iverson was in this role first. And so, um, that's one of the cert certification options that students could get as part of a pre-apprenticeship program, which means that as students complete that program and have the certificates, if they're applying for apprenticeships following high school, their name gets a little higher up on the point scale, leading them more likely to be job ready. And so, that's one of those qualifying areas. And it used to be incredibly difficult. You'd have to
037sign up. You'd have to get a bus of individuals. It's a two or three day process with Shemecka or very lengthy 10-hour training online that nobody really wants to do online. So, the fact that we have a teacher now here that is able to provide that opportunity is huge. And it was wonderful of him to be able to do that. So, we're really excited. >> And do we know how many kids have been certified by >> uh this year? He just got his certification. So, it happened maybe two weeks ago. So, he is working towards that primarily in second and third trimester with his trade skills and advanced manufacturing. a whole term for >> he's going to break it up over it so it's not sitting for 10 hours straight solid he's going to try
038to add it into that unit >> but that whole term they would do those 10 hours over that term and so from at the end of the term they would be presumably OSHA 10 >> yeah for those that are interested in going through that process got it okay >> which is really great >> definitely >> and then um the last part I kind of just talk about some partnerships we uh partner with the WAMIT work ready and the WAMIT career academy which are both through the Wamtt ESD and these are all individuals that we partner with, you guys would have gotten a nice fancy impact summary report that the WCA put together, which shows you what type of certification options that students are doing within those programs, how Cascade is doing, and then also kind
039of an overview of what their programs look like. Um, and so they offer opportunities for college credit, hands-on learning, uh, certification, and then credits towards high school graduation on top of that, mostly in science. Some of them also offer credits in mathematics depending on the program. So, a lot of different options that are available. Um, and so some details and just they put it together in such a nice compiled package that it's easy for you to take a good look at. And then um the other page that you guys had looks these are our partners for when we do our career fair and some of the opportunities that they give with that including um access to virtual reality headsets that we get a checkout free of cost. So, if you were Deb Belmore, you were
040putting a tire on an aircraft the other day. Um, all from the safety of her classroom with these VR headsets. And so, lots of different ways to get students who maybe don't know what they want to do an opportunity to explore over 160 different careers. So, it is a really great thing to do. I know it's a lot of information. When I come here, I like to give you a full here's everything. Do we have any idea how many kids are going post-graduation into college or a two or a four-year versus going to a trade? >> I could tell you what their projections are through Mr. Pachic. I can get that information for you. He meets with every senior. So, he's doing his first round of senior meetings now and has and that that's what
041what so what you're telling me is what they tell him then. Whether it comes to fruition or not, we don't know. But it's >> exactly. But he would be able to give you a number in terms of how many students he's met. and Kathleen Rasmmanson at the opportunity center does the same thing. So that way it' give you an idea of what their postsecary plans are. >> Yeah, that would be interesting to know that just >> I could uh probably have to you within the next month or so maybe what an idea of this year, but I have last year's also so you can get an idea. >> Just out of curiosity which direction kids are going and frankly I'd be interested to know if if we're seeing people trending more towards school versus um
042trades or vice versa just just kind of what the trend is doing. I will say off of his numbers last year, we have a lot that do proceed with the two-year community college route and what they go after that is interesting, but shea has been the most popular option that I have heard from students this year in terms of what their plans are. >> Um, some of those for their trades programs and other ones because they're interested in transferring to a 4-year university. >> All right, fair enough. >> So, >> questions questions. >> All right. Amazing. Thank you guys. >> Moving on. We've got 4D junior high principles report. Miss Leay, good evening. >> Good evening. Um I in the report I kind of had talked to you guys about mentioned the veterans assembly and
043today we held our assembly. Um and I want to do a major shout out. Wona Beenberg and Hayden Tedra were the ones who put it brought it to fruition today. We had 18 different veterans show up. We threw out a invitation to any veteran for who might have been related to one of our students and we actually had mostly grandparents and grandparents show up. However, one of our own staff members, Mr. Brown, served in the army. Um, Gimma, who is a well-known um substitute and she actually taught here many years ago, Mrs. Henny, she was in the um Navy and Air Force. And then we had one community member who had just heard that we were offering this opportunity to celebrate our veterans from the VWF and he showed up. So it was super it
044was a great opportunity. We had two different boy scout groups present colors. Our choir and band each performed two songs. Um each individual veteran was introduced by a student and they were given what their military rank was andor job. um the number of years that they served, what division they were and who they were connected to or how they were connected into our community. Um then the leadership kiddos asked them different questions like, you know, where had they been stationed, maybe um what did they gain from being in the military, what did they do after they served in the military? And it was just such a neat opportunity. And I have to say this is my favorite assembly all year long. Our students are super engaged and positive. of one of my newer IAS. He's
045like, "Oh my gosh, that was the best assembly ever." And it just is. It's just this positive connection. And then, um, we invited our, you know, military people to come and have lunch with us. And 12 of them part enjoyed and had, you know, junior high lunch with either their kids or grandkids or just came to enjoy our students. So, um, it was a great opportunity. And then the last thing I wanted to share was some data that I didn't have um when I put this together, but um every week I kind of track how our kiddos are doing academically and I normally track the failing kiddos and at this point last year I had 134 students failing and this year we only have 87. So I don't know what the difference is. I don't
046know if we've had increased communication. I don't know if conferences being later. I'm not sure what the difference is. However, I sent the im the message to Greg and um Molly and Greg's response was well, we have great kids, great staff, and a great culture. So, that's what I'm putting it out to. You know, we're just do the junior high's doing a good thing right now. And so, I'm super pleased. >> So, let me back up on that. There's 87 kids currently that are failing >> failing one or more classes. Yes. >> And there was how many last year? >> 134. That's like 50ome kiddos almost. >> And this is in in all grades. >> Yeah. >> How many kids total are there in there? 649 as of today. >> 12 14% 14% >> and
047it'll shrink between now and you know when we get to the end of the trimester the eighth graders tend to kick in. You know they're the ones who we you know really have the ability to hold their you know feet to the fire. >> Is it fair to say that that a child that's probably failing in the eighth grade probably was also failing in the seventh and the sixth random shot is those same kids are the ones. This is the first time though that they've been um caught and you know really we pay attention because um the schoolboard policy is if you don't pass it your core class as an eighth grader you either do recovery and or summer school to get that class passed and move on to high school. We actually had a
048student this year who didn't finish his stuff and ended up at the opportunity center to start his first trimester unfortunately but despite the repeated warnings. So, I believe we are one of the few districts that actually do hold eighth graders accountable. You know, would we love to hold sixth and seventh graders accountable, too, but you know, >> right? What are you going to find out? >> Exactly. However, I do appreciate that the reality does hit the fan. And I do believe that kiddos, you know, once they move on to high school, it is a, you know, an aha moment for them. If they want credits, they're going to have to pass their classes. >> So, so of these 87 kids, um, that's what I was thinking on that. I'll come back to it. Um, that
049just seems like a crazy number. Okay, here's what I was thinking. If we were to look at another district, just like say we go to Sublimity or State District, are they seeing similar numbers of kids? >> I don't know. I think it'd be a great question to ask, >> right? I mean, it's just be interesting to see where we fail in the in the average. Is that the norm? Because it just seems like a crazy. >> It does seem high. And >> but then when you tell me what last year's was, holy cow >> at this point. Yeah. >> I mean, everybody deserves >> And could it go worse next week? Yep. You know, we could go backwards next week. You know, I track per week, but it is. But I do know our counselors,
050you know, I pull in every single eighth grader who's failing one or more classes. >> If it was two, I'd say that was a huge number. So, >> Exactly. >> Oh, no, no, no. I I What can we do to, you know, reduce this and um a lot of it's attendance. Let's be realistic. If you don't show up, it's hard to do well. Um but [snorts] I got to tell you, my staff, my instructional assistants, my counselors are working hard to get these kiddos [snorts] to you. Oh, no. Well, I know that >> seems big when you say it out loud. >> Yeah. >> Wow. Okay. >> But I'm thankful that, you know, we're, you know, down to 12%, not at 20%. And a lot of the kiddos who struggle, they've come to other from
051other districts and we're suddenly holding, you know, them accountable and that's an aha moment for them, too. >> Right. Right. Okay. So, there's lots of factors. I get it. Thank you. I appreciate what you and your staff are doing to help bridge that gap. It's just crazy. >> It is crazy. Yeah. >> Okay. >> But most of them then make it once they get to high school. It's this they make it across the stage and so many of them that you know are a summer school kiddo for me. I see them walking across the stage as a senior and I'm like >> not to give up on them. >> Yeah, you got this. You know, and some of it's maturity. They'll they'll figure it out down the road. >> We hope. >> Okay. >> Any
052other questions? >> Questions? Questions? No. >> Great. Thank you. >> Thanks so much. >> All right. I'm moving on. I've got Cascade Opportunity Center principles report. Miss Thompson, welcome. Good evening everybody. >> Um, I do have to say that that one student that Miss Leay mentioned is doing really well and he likes it over there. He's thinking about sticking around. So, we like having him here, too. He's he's he serenades us with his guitar playing, so it's kind of cool. Um, so my report's sort of basic, but I wanted to highlight um something different that I haven't put on there in a while. Um, and that's just a comparison of other standalone alt schools in the state of Oregon. Um, I didn't do every single one, but I tried to grab as many as possible
053so you can kind of see where we stand as far as regular attenders. Um, chronic absenteeism, uh, which obviously has a play in graduation rates. Um, so just a just a little bit of a a snapshot of where Cascade Opportunity is comparison comparing to other alternative standalone alternative schools. >> What does percent regular versus percent chronic mean? >> So the regular attenders are the ones that are um [sighs] 90% or higher in their attendance rate. >> Okay? >> So they're considered by the state as regular attenders. >> Okay? And then if they're lower than that or lower than 85 or so, I can't remember exactly where it breaks down, but it's pretty high. They're expecting students to be at school at a pretty high rate. And um so under that would be considered chronic. Um
054and the and the reason why I put this in there is we we have what we call care team meetings um every two weeks at our school. And we work with uh Anner who is the attendance director of the district. and she comes over and um we have our whole staff there. So, we run through students that we have concerns about. There's a protocol that we go through. Um and then attendance is part of that. So, that's why she attends those. And she just um pulled up some numbers because sometimes we kind of feel a little bit defeated. You know, right now our attendance rate is 86 point something right now. Um we ended the year about we usually end the year over the last several years around 85 86 and when you compare that
055to other schools in the district sometimes we get a little defeated because our district has such wonderful attendance rates. Um, and so she pulled that up just just as a little there were other like three other schools that she pulled up and we were doing pretty darn good. Um, with less staff so we work pretty hard and we have last year I shared an attendance matrix on we have a multi-tiered system of how we approach chronic absenteeism. So there's um ways that we um work with our students with everybody when it comes to encouraging attendance and then we have specific actions that we take when say students been absent for two days straight. So there's things that we do to connect with that family, that student. Um and then what do we do differently for
056those that we just cannot get to school? And one of the things that's really helped us this year is we've kind of reinstated our GED program. Um it was going on several years ago before I started there. And since we have a newer staff member who has experience with that, we're able to keep some of our students on our enrollment because they're not moving off to Shemecka or doing it at home or something like that. So, we're able to keep our enrollment up. And comparing our enrollment right now to where we were last year about this time, we were we're up by I think about 10 students. >> And so last year we ended up at 104. Right now we're at what 96 or something like that. So we're getting just slowly growing there. And
057so part of that is because right now I have three students who are working on their GED and they're able to just come to school, work on that, take their tests. So um we're just keep plugging along as far as um encouraging families and students to that school is important and just trying to keep their eye on the prize of graduating on time. So any questions? >> So let me ask on this. It says I'm going to go back to that percent chronic on yours. It says percent chronic and we're at 57.3 is what it says. 57.3 what? What is that percent chronic and 57.3 mean >> for our school or for >> for ours? >> Um I have on here it's hard when it's on the other side. >> I agree. >> Um >>
058that's the grad rate is 63. The percent chronic is 57.3. >> Look 57.3 of what? 57.3 of our students >> 57.3% of our students are chronic absent. >> Is that okay? >> Yeah. It's a high number. >> It is. Yeah. >> That's why we have them. That's why they come to our school and um that's why we have our multi-tered system of approach. So, when you've got a kid that just cannot you cannot get somebody to come to class, what's the single best incentive you have in your um quiver to get that to come [laughter] to school? >> I don't know if there's a single It just really depends on the situation, but we we do call and we um have a school cell phone because our families and students text and you know, I
059don't want to use my personal phone for that. and our landline phones can't do that. So, we do a lot of texting. Um, and it's not, you know, it's not, "Why aren't you at school?" It's like, "We really missed you today. This is some of the stuff we did." And a lot of times it just takes a little bit of that communication and we'll see them the next day. Now, do they come back for two days in a row? Not all the time. Um, we do something called empathy interviews. So we just have a little sheet that we kind of meet with the families and this is a higher tier for someone who just really won't come to school. So we really do try to find out what those barriers are. Sometimes it's that they
060have a job and they're working full-time. And so then we come up with well maybe you could do your classes online full-time online rather than having to come in because we can take attendance that way without having them actually physically come in so they can do their job. And other times it's just that lack of motivation to do the hard thing. We're trying to build those resilient skills. And so it's not really one thing. We have classes that we require students to take called student success. So we work on different resilience skills like finding your purpose, self-awareness, empathy, um all those kind of traits that will help them just as a person while you're in high school and post high school. So, um, another thing that has really, really helped us a lot is we
061have over the last, I'd say pretty strong over the last three years is we have a student leadership group and that's mostly led by our counselor, but um, they are also ones that will encourage others to come. So, we've got a couple students who are buddies with somebody else and they'll text them or they'll say, "Why aren't you here?" Um we have other things like we had a field trip to um an arcade recently for people who had um a certain attendance rate. Um, so it's just a whole bunch of little things and our teachers and staff are trained um to respond. And so for instance, if a student is late, they get their tardy slip and instead of saying, you know, you're late, why are you late? They're like, they just know to say,
062we're so glad you're here today, right? >> It's such a it's kind of a flipping the switch of because they know they're late, [laughter] >> right? We've done the home visits and I would just have to say that most of the time that doesn't work. They just learn how to keep the lights off and not make any noise in the house. >> So, every now and then we might do that if we think it's going to be effective, but most of the time it it really doesn't make a difference. It's those little things. It's trying to make school a great place to be, right? >> Um so, they want to be there. Um, so I hope that answers your question. Absolutely. Probably over answered. >> For what it's worth, I really enjoyed last year when
063you brought some of the students in here to talk to us. So if that's on the agenda this year again, that would be >> Oh, I'll have to tell them. They're wanting to invite certain people to come over to the school and have like a coffee meeting. I've already told Mr. Drill about it. So yeah. So yeah, I'll let him know. >> I'm sending Mr. Dyer. No, I'm joking. [laughter] >> He's already been there. I'll be there. Yes, >> it's not necessarily a question maybe or maybe it's a question. I just noticed the uh the difference between we show that you have two teachers at your school um versus Douglas County has 15 teachers. Do they have a similar setup? Why do they have such a drastic difference in the amount of teachers to student
064ratio than we do? >> And sometimes you having two teachers and accomplishing what you >> want. It's kind of a double-edged sword there because, you know, I hear, you know, why do you need more when you're doing okay with what you have versus why don't you have, you know, a math teacher or this person? Um, honestly, I don't always know. It just I think it depends on budget. It depends on the need and the decisions that people make on how they spend the money. Um, it just really depends. I I couldn't really answer. We have a former um administrator of an alt school. Is that Douglas County your school where or is that Madress? That's Madress. So it just depends on you know how you how the district wants to move forward. >> Okay. >>
065It does. Do you want to answer that at all? >> One thing I would add to that is a lot of times it's about the method of instruction. So when I hear 15, I think most likely that's a very focused inperson alternative environment where we more of a hybrid where we offer both in person and online. >> Okay? >> So when you do that, your numbers can be higher to your teacher ratio because of the asynchronous learning. So they can go at their own pace versus everybody in the room together going through it in a very just synchronous form. >> Yeah, that's right. Right. It does make it because the online our curriculum is about 90% online. So the online program does the instruction. >> Well, but and your graduation rate is considerably higher than
066theirs anyways. >> Yeah, it I think it depends on your students. It depends on how your school goes. Um we try I mean we have to do something different than traditional education because obviously traditional didn't work. >> So we're just trying to be as innovative as possible with the resources that we have. >> I appreciate you. >> Any other questions? >> Questions? No. Thank you very Thank you. All right, moving on. We have elementary principles report Cloverdale. Miss Bradley, welcome. >> Thank you. Am I that much taller than you? [laughter] Um, so we also meet with Anner for attendance, and we, this isn't on my board report, but it's just sparking my interest. Um, but we recently looked through all of our students because our attendance is lower this year than it has been in
067the past at Cloverdale. and I tried to figure out why, but you can go through every single student and see why they've been absent and they're all for very legitimate reasons. Um, we've had surgeries or really bad illnesses um or there was a death in the family and they had to fly away somewhere. Um, and so it's hard and we're sending out letters to try and say, "Hey, we really need you at school." But then at the same time, you have that understanding of life happens, right? Um, so it's just hard to find the balance of when do you push and when do you not push. Um, and the same thing and with relationships, especially with the secondary, like relationships is the number one key for attendance and trying to build those. And I mean,
068those are the kids that need that the most. And so it's just something that I think no matter what, that's what administrators just really can struggle with because you want to be firm. Um because you know that they can't learn if they're not there, but at the same time, you understand that they're human, too, and they're going through a lot. And for elementary, it's the parents that get them there. Um and so then you have to be hard on the parents, too. And you you still have to build your relationships with them. So, you know, she's building it with the kids, but I'm also building it with the parents. I don't want them to get upset. And I've gotten some upset emails. So when they get that letter and they're like, "Well, do you want
069my kid to come to school when they're sick?" And it's like, "Well, no, I don't, but you know, maybe you could just do appointments after school or, you know, something like that." But it's tricky. I don't know. Attendance is a very tricky tricky thing. Um, so speaking of that, um, I put in um the our school improvement plan that we create. We have two um major goals that we create. One is for reading. Um, and so you can go through and see what our goal is. and we try to make sure that whatever goal it is that it's somewhat attainable. So we chose just a very small percentage of hoping to increase by 3%. I can guarantee you that we would surpass that. So this is just our fall data. So when we take our
070dibbles um screening you can see all of our kinders. So there's a far below, there's an approaching and then there's an hon or above. I didn't separate the hon or above. I just figure they're all just in the green anyway. Um and then I put that kind of in to a pie chart. So you can see right now we have 52% of our kiddos that are on grade level, but that is considering when you start a new year, the content is harder for them. So they still haven't learned a lot of that. So then you're going to see that they will improve over um the whole school year. And then we do that same MTSS process that that um Marie was talking about, but instead of doing it for attendance, it's for the data. And
071it's something we've talked about before where if if students aren't getting it during their core instruction from their main teacher, then they might need to go to an additional small group. If they're still struggling, then they would go to an intervention. And we'll just do everything we can to make sure they get caught up through the year. So that is our reading goal. And then if you go to the next page, that's our math goal. Um, and math school goal is tricky. And because for some reason, Brian, do you know why kindergarten doesn't have I'm sorry, this does not include my kindergarten data, but do you know why we don't have so much green for I Ready >> for I for kinder >> for all grades because they say it's hard in the beginning to
072do the green. >> Yeah, you're assessing them at end of year end of year standards for that >> being tested as their current grade level which they wouldn't have the skills. >> That's right. That's right. So the math looks much lower. Um, but what I wanted to show you because I didn't want this to scare you, but if you go to the very last page, I just wanted to show you what happened last year. So, if you look at just our um, fall dibbles data, you can see where we started in the green and how much it grew to the end of the year. And then we minimized the red. And then if you take a look at the I the I Ready, which is our math, you can see that it was all yellow
073in the in the um, for the math we were at 65% yellow. And then we actually ended with 70% in the green which is huge growth. Huge. So it it always is difficult when you're looking at data in the beginning and comparing it to the end. It doesn't look like you know it looks like we're really struggling but it really does come through um in the end for that. So any questions on the data for this? Oh, I'm sure you do. I'm looking at you. I see it. >> Any questions? >> Yes. [laughter] >> All right. So I want to back up a little bit. action steps plans to meet the goal. >> Yes, >> it says teachers will collaborate with dot dot dot dot dot to be successful and implement Abbot and reading strategies
074during core instruction. >> Which page are you on? >> Page one. Go to the the action steps. The last action step where it says teachers will collaborate. >> Yes. With admin reading specialist. >> Got it. So my question is I've been sitting here in in this chair long enough that I've seen a lot of changes in how we're teaching and our our philosophies etc. And I asked this I've asked this before, maybe not of you. Do teachers ever get resistant to having all these changes shoved down their neck. Every year somebody goes to a different conference and they come back with a great idea and all of a sudden we're doing something that is completely different than we did it last year. Are the teachers always receptive to this or do you have to sometimes
075coax them much like we do to get kids to come to school? >> Do we have to coach teachers to get on board? >> Yes, it's it's a very delicate process. Um, oftentimes you need to be very strategic as to who you choose to take to go to the trainings. Um, because you would also need to know who's going to be the most difficult to get the buy in, but then also who's the most influential um, for your staff. So, it does take a lot of strategy to figure that out. Um, but then there's also teachers where they're desperate to find out something better and they'll like, well, if this is something better, then I want to bring it. So, just they absorb it. Um, and then there will be the some some that say,
076"Nope, I've already tried that. It's it's not going to work." So, it's it's always going to be the eb and flow, but I would say that yeah, strategy needs to happen all the time. >> I would just think so if somebody is is continues in their career, the longer they've been sitting there, they might say, "Hey, we've tried that." Correct. Done that. Correct. And it's harder to get those folks. Whereas a new person might be more open to saying, "Hey, if it's a new way to to, you know, build the clock, I'm on board. Let's do it." And so I'm just curious because again I've seen this where we a lot of times these teachers have to collaborate with and I'm just curious what their response is every time somebody comes to to them with
077a new plan. >> It's tricky. Um but again you just I think it gets easier the more you know your teachers. Um so building relationships with them that takes time. So you know for me at Cloverdale I wouldn't have known who to have taken the first or second year but now you're like yeah I need it. I know who I need to take. Um and it it just it it's just a strategy um that it's the same thing that teachers do with their students, >> right? But we continue to evolve is the bottom line. >> You have to teaching continues to evolve. >> 100%. >> That's all there is to >> Yep. And I think teachers, they value that they're lifelong learners. Um it might but change is hard. And if you've been doing it
078the same way for year after year and you're like, well, I've got good data. Why should I change? Um but at the same time, it's like, well, take a look though. There are some kids that aren't getting it. So, what you have been doing for the past 20 years hasn't been working. Why don't we try to learn something that just might help the kiddos in the red? >> Yeah, >> fair enough. >> Good question. >> Struggle all the way around >> challenge. How about that? >> Productive struggle. >> Let's call it productive struggle. Yeah. >> Any other questions? >> I I just other than a fun word to say, what is what is dibbles data? >> So, dibbles is our reading data. >> Is that an acronym for something? >> Uh, it >> or is
079it just a cool word like somebody's last name? Well, it's all caps, so I would think that it is. >> I would have thought so, too. But I I love acronyms. >> Everything's an acronym. I just don't know what it means. >> I think I think it is an acronym, but I think it also >> I think that's what they call it now. That's like the name of a way to do reading assessment. >> I can probably just look it up. I just didn't do my phone. I'm being rude. >> Basically, what it does depending on the age group is it it breaks down all the different reading components. So it starts with phenemic awareness, then it will test on phonics, then it will test on fluency, then it will test on your vocabulary, and
080then on your comprehension. So it just does all the five, which is like the basic five components of reading, and it breaks it all the way down. So then you can look at it and say, so when you're looking at my reading data, that's the composite. If we were to really look at all of the dibbles data, then you would see just there's a score for each grade for comprehension. and there's just one for fluency. And so teachers get together, they look at this data and they might say, so let's say you're a fourth grade teacher and you can see that your kids are really struggling in vocabulary, but they might be doing really well with fluency. Um, so then you can kind of figure out what you want to pinpoint to support your kids.
081So it really breaks down the data um a whole lot better than what this is. So this is just chunking it all together so you can see it. By definition, it is dynamic indicators of basic early literacy skills. >> Dynamic. Well, that works for you. Dino light. There you go. [laughter] >> Thank you for that. >> Yeah. Any other questions? >> I I have a question actually on the I Ready, I guess, specifically. >> You said it in a way which makes me think so. So So these are both tests you're doing, right? >> Yes. >> To to get these this data. >> Yeah. Diagnostics. and and you're saying that you're you're having them run a test knowing that they're not going to know the information yet >> that that they're not going to learn
082until you've taught it to them all the way through the school year. What is the point of the test knowing that they're going to fail? >> So, the thing about the math test though is it's adaptive. So, let's say you start at a certain level, so you start at third grade if you're in third grade, and you start getting them right, then the questions start to increase. But if you start to get them wrong, then they will get easier and easier. So it is adaptive in that in that component. The reading is different though that is just standards, right? But we we just need to know who is able to do some of this because some of our kids are um and then it can also break it down like I was saying about the
083components of reading to figure out what you need to focus on. >> Okay. >> Yeah. But even when we progress and see how they're doing and monitoring them all the way, we will monitor them on on two different things. We'll do it on their independent level. So, if you have a third grader, but they're reading at a first grade level, you'll give them a reading passage at first grade to see if they're growing, but then you're still going to give them the third grade passage because we want to see are they still able to read some of their own grade level content >> for the school year and then >> and that can be hard for kids though, right? And it it is hard like are you setting them up for failure because then they
084feel like they failed right off the bat, >> right? But at the same time, even if you can see that maybe the first time they had 69 words correct and then the next time they had 75, that's still showing growth. It might have been really hard for that child, but that's still growth. And that's another thing that we just have to monitor all the time. >> Do you guys have a conversation with the kids to kind of like coach them and be like, "Hey, don't worry about like this is going to be a hard test. Don't worry if you fail or not." Like >> Absolutely. >> Okay. Yeah. >> It's not just like good luck and then >> No, but I I will say this >> in a corner after they fail or something. >>
085Yeah. My third goal that I didn't include on here was um the importance of setting goals with with students. Um and so this year we're going no matter what, we're going to take this data and then the next time we do the the assessment again, we're going to say, "Hey, here's where you were. Here's what you've been doing. What do you want your goal to be for the next one just to see if they have that that self um efficacy in themselves to see if they can just be like, "Yeah, I really have that goal. I know that we've got incentives that have really worked well for junior high, but let's see if we've got some intrinsic motivation first of just some goal setting and then having those conversations too would I think be really
086good. >> Yeah. >> Thank you. >> Okay, >> thank you very much. >> All right, moving on. We have personnel and I [clears throat] >> Mr. Weeks, welcome. >> Hello. Thank you. Just have one for you tonight. A name you probably recognize actually on there as well. Coming back just to for a couple months with us is Chris Elbert. So we have a math opening that's just for uh teacher leave that's just about three months long and then they'll teacher will be back. So we've brought Chris back in and hired him to do the calculus courses in particular. So that takes as we uh kind of know a very dedicated skill to know how to do that type of math. So we're lucky to bring Chris back. He's got 30 plus years of experience teaching.
087So >> excellent. Okay. >> Great. Anything? No. Thanks. >> All right. No. And next is probably Mr. Drill on the OSBA board and legislative policy committee elections. >> So you've got board positions 11 and then a board position 12 and then you've got the OSBA LPC position um 11 and 12. So for uh if you remember a couple months ago, we had a a former or a colleague board member from Salem come. And so, uh, apparently another, uh, board, school board did, um, nominate him. So, he is running against, uh, another person in Salem Kaiser. This is for board leadership. And, uh, Spencer and and, um, Aaron, you guys were there when you when they showed the board leadership positions. This is what he's running for. Uh, so you have a choice on position 11
088and then only one person is running for position 12. And the same with the LPC position 11 and 12. So when you get to uh resolutions uh you have a choice. You can vote for any of those people. Uh you'd have to choose one for board position 11 between the two or you can abstain and not vote. That is up to you. >> Okay. So how do we when we get to resolution 8B >> and the the the bottom three are all just single. I'm gonna let's just assume that we just say that's fine. I would I would recommend that they were the only ones that ran. That's that's what I would I would vote for them. >> When we get to board position 11 >> that's got two individuals running. How do we decide
089collectively? >> You would nominate one and see if you can get a quorum >> uh to get so the other two would agree or you can abstain and and not vote for 11 and we would send in that we abstained. >> Okay. >> From your board. >> All right. Are you guys clear on that for 8B the resolution? Are we allowed to have a discussion about it or do we just have to >> when you you can I when you get to that resolution that's when you would have your discussion. >> Okay. That's fair. All right. Good. So, um we okay on 5B then? >> We are. >> All right. Any questions here from you guys on 5B? Nope. Okay. Informational item 6A staff retirement from FURS. Mr. Weeks. >> Mr. Weeks is back. Fur.
090We have two different PERS retirements here tonight that want to finish out the year that have started with us. Uh, one of those in particular is Mr. Britain, technology instructure and instructor and the other one is sorry I'm switching there to the right page. I think Shelene it is all Mr. Britain. So I apologize for that as I'm looking at that. >> Kendra there it is Kendra Slobach. Sorry as going through the packet there. So, the two of those uh one coming here um that first one being Kendra over at Cloverdale and then the second being Mr. Britain. >> Excellent. >> Questions? >> Nope. All right. Thank you. >> And we're on to the coach advisor list. >> Me, too. [laughter] >> Actually, I can I've got it right in front. I got it. I
091got it. But we're going to hand this over to you because I've been doing this for a year. But not no tonight. Not tonight. I just want to see how many times you go back and forth. Uh I can do that. So, you have the coaches list like we've talked about before. This gives you the wrap-up of fall. It also gives you the beginning of winter coaches for the various sports and activities that we do. >> Questions? >> No, we're good. Thank you. >> Okay. >> 6C. Understanding the consent agenda. >> So, I um I have that information as well and I can explain it. However, uh my trusty executive director here of of all things important with regard to the board, Lisa, is going to try to give you a little bit of information
092about a consent agenda process. >> We put this together for you. We've been kind of we follow a lot of listerves um with other school board secretaries and almost all other schools are doing consent agendas. There are a handful like us who stick with the traditional old school. Um, we put this together and provided a sample. So, basically what it is is it pro it allows you to just act on basically a single motion to vote on things that are non-controversial or traditional items that we would go through on a regular basis. Some of those samples are on that um like staff resignations. you're just accepting them. So everything in the consent is agenda would be approved with one motion. >> So I want to give my opinion on this. >> Yes. >> This feels
093to me two things. I don't feel like we're that type for time where this we have so much on our plate that we have to fast forward this. And it also feels like this is we're being asked to just rubber stamp a lot of stuff. I realize we go through the motions and a lot of it is just kind of rubber stamp, but this to me feels like we're throwing a whole bunch of stuff that's not real important into a bucket, rubber stamping it, and moving on. I'm not a fan of it. >> Okay, >> that's just my opinion. I just I'm just one boat. I'm sure these guys have opinions that are separate, but it just feels like we're just trying to fast forward through something that >> doesn't again, what's it going to
094save us? Five minutes, maybe four. depends on what you know on how many items are on a monthly basis. So yes, >> I would say >> I think we all have fun here. >> I would say that uh I would say that in a large uh in a meeting with multiple reports and things like that it can move you along. Um this has come up. I don't think anybody was here. This this came up right after you know Lisa was the the board secretary before right after she left the first time. I think it came up like my second year as the superintendent and the board uh had a conversation and decided ultimately to leave it as it was and not go down that path. Similar for those similar reasons, Brett. Um so I mean
095at we did have two board members I think I think they voted it was 3 to2 which is unusual for our board. Um but they voted 3 to2 to keep it as it was. Uh others are like these some of these seem pretty mundane and kind of a waste of time, but um that's, you know, that's totally up to you guys. My suggestion tonight with two people missing would be that you would table it anyway so that all five of you >> and I'm not I'm not yet against it to the point it's not a hill to die on, but I'm just thinking it just feels like we're trying to dump a lot of stuff in a bucket, rubber stamp it, and then we're going to sit here someday and say, "Oh, I didn't know."
096Well, it's because you just rubber stamped it and jumped right through that. >> Sure. everything would still be included just like it is now. >> I understand. >> It's just saving you the motions of going through every single like in our July report when we're making 20 motions. >> It it s of course would save in those kinds of situations. But >> we all we all get paid very well to sit up here. We can take the time. >> I know you enjoy it. >> For what it's worth, I'm a fan of them. I think they're helpful. They're helpful tool to use to get through stuff. Um if you saw this, you can any one of us can pull something out. So, for example, you said, "Hey, I want to talk about this. We can
097rip it out of there and have a discussion." Um, but I think there are a lot of things. We we tend not to be short on time, but but also I I think it could expedite a lot of things if we if we came to that. >> I think we we do pretty well up here as a group, so we're not >> in the weeds about every minutia thing so we can fast forward. I don't know. It just seems like it's cutting a unnecessary corner to me right now. >> That's just my opinion at first blush. And again, if these if the others said, "Hey, we want to do it," then I'm on board. I'm okay with that. Just giving you my opinion. >> I agree with Darren and I think you should probably table
098it and then have a full discussion. >> I agree with that. >> Yeah. >> And then decide how that's fine. Agree >> 100%. >> Okay. >> And thank you. >> Thank you. >> Okay. We've got board reminder. Oh, auditor inquiry and safety safe schools. What do we need to do there, Mr. Director? Excuse me. >> The auditor inquiry. Um, so in July, which when nobody was looking at their email, uh, I think it was July, July or August, the auditor sent all of you an email that says you need to fill that out. So, I'm sure that that didn't happen because most people didn't take a look and see that. So, the auditor is now needing you to uh, read that email and respond to it. >> I requested yesterday maybe for Yeah. >> Yeah.
099for a resend on that email. >> Okay. Is there a way to get that resent? >> It's already today. >> Resent today. Okay. So, please check your email. Go through that. We'll get that done. The other part of it is the safe schools. Um, if you haven't done your safe schools because you are a board member, you're required to do the safe schools. So, there's a little bit of homework for each and every one of you >> that needs to be done. >> Recently reset or can it be? >> We can resend the safe schools again. >> So, I'm not digging through my emails. >> Yes. >> Okay. We can do that as well. Wonderful. Thank you, Mr. Drill. Um, >> okay. Anything else on that? >> No. >> All right. Moving on to seven
100is public comment. >> Uh, no public comment. Correct. >> There is no public comment. That was >> dynamite. >> Ready to go. >> Then we will move on to resolutions. And we'll start with normally I'd be on that side. So Aaron, you get to go first. Resolution AA resolution regarding new hire recommendations. Uh be resolved. The Cascade Board of Education moves to approve the following new hire recommendations as recommended by the administration. Chris Elbert, temporary math teacher, high school, MA, step 15. >> Second ADA resolution regarding new hire recommendations has been moved and seconded. Any discussion? >> No discussion. All those in favor signify by saying I. >> I. I. >> Oppose. Same sign. Motion carries. 8B. Resolution regarding board and legislative policy committee elections. U be resolved the Cascade Board of Education moves to
101select the following candidates for the 2025 board and legislative polic policy committee elections um for those listed positions. >> Okay. So here's where can we we'll have our discussion now. Um my opinion is I'm fine marking yes on the three that are unopposed. >> Agree. >> Okay. Anybody have any opinion on the two that have um multiple people running for position 11? I reviewed the materials. I don't have a strong feeling either way. Okay. I know that we had the gentleman came and spoke with us. Um seemed like he had good things to say, but I I candidly don't have a real good basis for making an assessment of either of those candidates. Okay. >> So, I feel like I I don't I don't have a strong position. I don't have a position either way
102on one or the other. So, I guess my s my my thought would be we we just don't have necess unless you guys have strong feelings in which I would take your thoughts at those. Aaron, >> I I did appreciate he took the time to come, so I think that sways me towards him, but I'm I'm kind of with you where I'm not like I don't really have a strong opinion either way. I just appreciated that effort. >> Okay. So, I'm in the same boat. I have no opinion. So, my suggestion is we leave 11 un unvoted. We abstain on on the position 11. Okay. >> Okay. We're good with that. Abstain and then 12. Um the Mel Fuller on 11 and Lisa Harage on number 12. We're good on that. >> Agreed. >> Okay,
103that's our discussion. So, it's been moved. >> Uh, second. >> All right. 8B resolution regarding OSBA board and legislative policy committee elections has been moved and seconded. All those in favor signify by saying I. >> I. Oppose. Same sign. Motion carries. >> Future agenda items. Mr. Derrell. Um, we have traditionally, uh, over the last seven years, I believe, I think I went back seven years, that due to the holidays and not a ton of information on your list, that we [clears throat] skip the December board meeting and take back up in January. Uh, so that'd be the one thing that um, you know, if the three of you kind of nod, yes, that is. >> Any objections to that, gentlemen? I'm on board with it, too. I think that's a fine idea. So, we will
104uh have our next board meeting in January and we'll start putting together the list of what what information you will need. >> Dynamite. Then on that note, we will adjourn and go into the exact session I requested. >> Got it. >> Dynamite. Thanks everybody. Appreciate you all coming.