001Check Good evening everyone. >> I hope you're having a nice evening this evening. So hope we are all having a good night's evening and it's beautiful weather. 89 degrees outside as >> nice. >> It's very nice and warm. Uh the meeting to of the May 21st, 2026 Force Bro School District Budget Committee meeting is called to order at 6 PM. Let's go ahead and uh have a flash. >> To the flag of the United States of America. Our roll call for this evening. Jennifer Thomas here. >> Suzanne >> here. >> Tisha >> here. >> Lisa Franco >> here. >> Cafe here. Lucy Cot here. Rosano >> here. >> Jordan Miller here. Petroex and May and >> Okay. Approval of tonight's agenda. Do I have a motion to approve tonight's agenda as presented? >> So moved.
002>> Second, Mr. Chair. Do I have a second? Mr. Chair, you dwells. Okay. All in favor? >> I. Any oppose? Okay. Motion carries. Do I have a motion to approve the May 14th, 2026 minutes, meeting minutes as presented? Move. >> Do I have a second? >> Second. All in favor? >> Any oppose? Motion carries. Miss, you want to go ahead and take? >> Thank you. All right. This is all temple. Um, so tonight I'm going to just start by um reframing the budget committee responsibilities and the budget process and then we'll go into budget questions that we've received over the last week. And so just as a reminder, our budget committee role is to review and discuss the budget and its assumptions, test the budget assumptions against district goals and strategic plan, listen and consider
003public feedback, and then approve the budget for recommendation for the board to adopt. As a quick reminder of what budget committee doesn't do, uh talk about specific staff members, set or place salary schedules or benefit levels, add or delete major programs, or develop policies. So that's just uh budget many rules and responsibilities. At the end of the day, you have a few different options. Sorry, thinking approve the budget as it's proposed. Increase the appropriations if we think we're going to get more resources. Decrease the appropriations if you believe we have too many resources built into this budget. And then the last one is move appropriations between major functions. So this is the instruction to support core services support services to instruction example. A quick reminder about the um community engagement process through this budget season.
004We've been working on this budget process since January. We started with community and staff feedback in February along with the budget committee meetings. We had the budget committee meetings on the last two months. So budget 101, budget 102. We've had the budget committee meeting last week. We have this week's budget committee meeting. There's the optional one for next week. And then we have one more last opportunity for public to provide feedback on this budget. And that'll be at the board hearing on June 9th. And so at that time, we'll publish in the newspaper a week ahead of time a summary of this budget. And then we'll have one more opportunity for public comment at that meeting. to go into the budget questions. I just wanted to start by saying thank you to everybody who provided
005their questions and I had conversations with. I really appreciate the conversations and trying to um just understand where everybody's interests are and what everybody was looking at in the budget document. We have a lot of really great questions in here and so I tried to capture everybody's questions through this last week and if there is something that I missed where you guys still have questions, please feel free to let us know um throughout tonight. So the first question isn't one that came up since the last week but is is one that we talked about last week in the budget meeting and this is really around changes after adoption. There's a lot on this slide but what I wanted to focus on is the 10%. So if we are going to change or increase our appropriations
006by greater than 10% in any major fund then we would have to hold another board hearing to be able to do that. So we would publish the change in the newspaper and then hold another board hearing. If it's under 10% then the board has the authority to do that without a public hearing but it would still be done in a public meeting. Um, the other one is transfers between funds. And the transfers between funds, we can move resources from one fund to another as long as it doesn't go over 15%. Um, if it goes, it just can't go over 15% in the fiscal year. Um, but it's still subject to the 10% rule. The next question that came up during last week's budget meeting was about the corporate activity tax. and the student investment account.
007And so I wanted to provide a little bit more information about that. I know we got into it a little bit last last week, but um the student investment account is our one of our grant grants that we get. It's a part of the corporate activity tax house bill 3427 that was passed in 2019. And these resources get split two ways. The first 200 million goes into the state school fund and then the rest gets split three ways. The first at least 50% goes into the student investment account which is this grant. Then up to 30% goes to statewide initiatives and then at least 20% goes to the early learning account and preschool promise. We primarily get the student investment account and preschool promise resources from this. >> Yeah. I when you mentioned grants are
008these competitive grants. >> Okay. Good. >> We still have to do a budget and we have to get a budget approved and there's a process a community engagement process through that. Um but it is not competitive. So when we look at horse student investment account grant what we have built into this budget is $6.4 million. Just over 50% of that we have identified for health and safety which includes counseling, mental health, um instructional assistance, our family resource support and um safety and security resources including our SRO contract was moved over there this for this budget. Um so those are the health and safety items. We have our reserve pocket FTE in this grant. Um the well-rounded education grouping includes our online school, teaching and learning resources, EL and reading specialists, teen parent and nursery uh
009contract and then we have elementary music and PE FTE here. Um and then the last chunk is the requirements. So our force group community school pass through and then our indirect rate which becomes revenue to the general fund. So that's how we utilize this 6.4 million. It does include 45 FTE in this budget. Can >> you speak a little bit more about the indirect rate that becomes revenue? >> So many of our grants allow us to charge indirect rate to it. It helps cover the operating costs of managing that grant. Um each year we have we submit all of our information on our expenditures, our overhead costs and then that gives us a calculation for what direct what percent we can charge to those grants. And then that is now included in local revenue in
010the general fund. And so that helps support us with all the state reporting that we have to do with um paying the payroll, just all of the overhead costs to managing that >> work out to be a percentage five or six or 10 or 13 or something. >> It's closer to three or four I believe. Yeah, it's pretty small. >> Our I think our indirect rate we get about $400,000 a year in indirect rate and through the general fund um through pass through from grants. Uh it's closer than 4% of the grant awards. Yeah. Um okay. Another question that came up last meeting that I wanted to provide some follow-up information on was the enrollment that we project in the budget compared to what enrollment actually comes in at the year. And so we try
011to be as close as possible but still conservative on our projections of enrollment. And this is what helps drive our staffing allocations. This chart has the last several years of budget to actual enrollment and the differences. And we're normally between 95 98% of budget to actual. Uh there was one year where we had a lot of growth, 22 23 uh where it was over, but typically we try to be a little bit on the conservative side on that. And in years we're declining enrollment, it's typically more conservative than uh in increasing enrollment years. Um and then as far as using the February enrollment, we always we try to budget to what the February enrollment is going to be because that's the average of the course of the year. We start off really high, we end
012really low. So when we look at our average daily attendance and our funding, uh February is typically the closest to that average of the year. So that's what we're trying to budget to. All right, a question that came up um this week was about district comparables. And I want to start by kind of apologizing. Typically in budget 101, we take some time and go through district comparables and look at how much we spend compared to other districts and what categories and how we're tracking. But this year we shifted things a little bit and in budget 101 we really started to have the robust conversation about um ending fund balance and what our beliefs and values were around ending fund balance. Um so when we look at timing there was something that I needed to cut
013and not put in there and that was the one piece and so tonight I have a couple of slides on just how we compare to our district comparables. Um the first one is average class size. We compare to typically can be Centennial, Corvalis, McVinville, Newberg, and then Hillsbor because they're our next door neighbor. The other ones are our financial comparable districts. Those are the ones we try to compare to because they have similar demographics. They have similar similar enrollment numbers. And so those are the ones that we um always pull our financial comparables against. This shows average class size comparisons K through 5 and then all subject grades. So all subject grades would be K12 descript wide. When we look at K4, we're right at average of our financial comparables or slightly above in a
014pocket. Um grades five, we are higher than our district comparables. However, we do have a different model than many of our comparables where we have five and six split between elementary and middle school in its own space. And so they're not grade five isn't necessarily in a true elementary K4 building. Um so it is a different model. However, um we do know like we talked about last week that that is the one hot spot that we have in this budget and that we have our eyes on for um the reserve FTE utilization in this in the fall. Um and then when we look at all subjects, all grades, so across the entire district, uh we are below average to our financial comparables. We're at 23 to1 whereas the average is 24 to1. Um so we
015have our highs and lows. Uh but overall districtwide we are below the average for our average class size districtwide. And this is 20124 data because that's the last that was published by OD. So it's a little delayed um but we are constantly monitoring it. The next one is the 2425 general fund expenditures by major function. And this is the instruction is the green on the the dark green on the top and support services is the light green in the middle. All other spending is the blue line all the way at the bottom. And so this again is 202425 because that's the last fully audited fiscal year that we've been through that we have comparable data to. And we have 61% spent on instruction and 58% is the average of all of our financial comparables. So
016we do have um a higher rate spent on instruction than support services than our neighboring districts or not our neighboring districts, the average or our financial comparable districts. The next comparison that I have here is the ending fund balance and ending fund balance is always a good kind of indicator. We do know that every district has its own financial situations. Um can be newberg definitely those two probably don't want to compare ourselves against um in this example. Um Hillsboro we they we have had conversations with them. They are working to get their ending fund balance up higher. That is not where the they want to be. Not quite sure what's going on with Centennial and why theirs is so high. Um but if we look at the others, Corvalis and McVenville, they're right there in
017the same line with us. Um that is about where we want to be to end the fiscal year. One comment. Oops. Um, one comment about the 2425 ending fund balance. The budget that we are currently operating with plan to use a portion of this and expenditures this year. So again, this is 2425 ending fund balance. We're in the 2526 school year. We do not project our ending fund balance to be this high at the conclusion of this school year. Uh, another question that came up last week was about free and reduced meals and during conversations this week, uh, with the loss of C districtwide and, um, we were able to submit our initial application to extend C for our district for four more years and our initial look um, is very promising. We do feel
018that we will be able to extend it for another four years. We won't know for sure for probably three to four more weeks because we have to go back and forth and validate the data with the state. But our initial look is that we will have a four-year extension on that. um looking at if we don't qualify for C and we still maintain three meals districtwide, we're looking at between two and $3 million impact to the general fund. Um now I have plus and minus between two and three that is very broad because there's a lot of assumptions built into that. It depends on how direct certifications will play out over the next year or two and that will have a significant impact on how that will fluctuate. So, um that kind of gives us
019a ballpark based on a couple of scenarios that we ran. But there's again there's a lot of assumptions built into that. >> That's if we maintain it free. Is that what you're saying? Okay. That's not parents paying for any of that. No, that would be if we made a maintained 100% free meals, didn't require free and reduced applications, and um did not qualify for CB. >> You look like you have a question. I did have a question. It was actually on the slide before I had a question about if there's a state um any kind of state law or guideline or oaso rule for districts on reserves as far as I mean when you see the districts that are at 2.3 is there anything that protects districts from themselves that are getting so low that
020they're going to run out is that something that school districts it's up to each school district or is that something the state ever talks about? it is something that that there's concerns about, but there's no state policy saying I mean you can't go negative or you have to take out a loan or do other things. Um I have not been around anybody that's gone negative. Um but it's really up to the boards to have the policies and the you know systems set in place in internally for that >> I is that is what we see here in this comparative if we looked across the state would the graphs look like that for yeah okay mine seven districts all right thank you >> there's so many variabilities um so many different districts do things differently some
021districts maintain really small ending fund balance but they have all of their resources in reserve funds. So, they don't the ending fund balance might look smaller, but their reserves are large. Um, some districts put all their reserves in the ending fund balance. Um, some districts are set up financially a little bit better than other districts. So, there's a lot of variability. Is Centennial one of the nine that still have operating levies or there's just a few districts? I'm not sure about Centennial. I know there's a few around us right now. Um, but I'm not I have to look that up. All right. Thanks. Uh, the next up we have tonight is about um the PBM and chart of accounts advocacy and updates conversation we got into uh pretty in depth last week. Um, I just
022wanted to provide you guys with links and information to some of the advocating that we have done. Um, I've sent three letters to the state. One in October which is attached. The February one I did not attach because it goes into some a lot of detail and it's just a lot. Um, and then I did send a another letter today to OD on the uh and the state board on the Pam and advocating for primarily um I have it on the next slide primarily about our financial costs and the financial impact to uh the district and how what we're hearing from OD and the state is that it's not going to be that big of a financial impact to the districts and that they're working with our software vendor to make sure that it's not
023a financial impact. However, there's so many different things that they're not considering. They're not considering all the training, the staff training, the cost for us to reconfigure everything internally and rebuild all of our internal systems and internal procedures and train our staff. So, the one that was sent today was primarily about just the unfunded mandate and that they're underplaying the impact of this to us. Um, but that is linked in this. >> You mentioned last week, last meeting that and thank you for the letter. Um, and if it's in here and I missed it, that that's on me. But you were also mentioning that there is an unfunded cost to each school as executive assistants are going to have to undergo training. And was that part of the OD discussion or was that left on
024the doorstep like some abandoned baby? Maybe not like an abandoned baby. >> They do talk about OD creating uh training materials and supporting materials. However, each district is different and the materials that they're going to provide, I just cannot imagine how it's going to be sufficient to train everybody in our system the way that they need to be trained. um is if you just simply think about internal procedures, it's they're slightly different in every single district. They may be able to produce some training documentation that helps us crosswalk the new chart of accounts to the old chart of accounts and explain the OD systems for how we utilize the revised PABAN and their processes. But because our internal systems differ from district to district and the way we do things like who approves a requisition,
025what is that workflow? Um how many steps are involved in the process? All of that is unique to each district based on the size of the district, their configuration. There's no way OD can prepare materials that can account for all of those unique contexts. And I don't even think they'll try. And to point the financial office also has not tried to calculate those real costs. Um I was also able to clip Eileen's little dissertation about the impacts and we post we have it on our website but I sent it to um Brett Mlan and Senator Zman's office and then I also shared it with all the regional board chairs and asked if they would elevate it with their legislators and it also shared with the legislative lead for OSBA. So that clip Eileen where you
026I that was the best example I think of that speaks to a lot of different unfunded mandates. So thank you for that. But that is available. So budget committee members you can grab that off the site and share in conversations when people are needing examples. But thank you for that. >> I sorry I have a question regarding last meeting you had stated something about how this is going to impact the community school. Director Franco, if you get a microphone or such that >> Thank you. >> Um, last meeting you had talked about how this is going to impact the community school. I was wondering if you can go a little more into that and how and how that will work and then talked about um kind of like the consequences if a community school chose
027not to go to camp. >> Well, they don't have a choice to tell. Okay. So I was I was wondering how that how that works. >> Um so forc community sold right now doesn't is not required to use the chart of accounts that we're currently in and they are not required to do a lot of the different reporting that we do. They do their reporting to us and then um but they don't have to follow the current PBAM and they don't have to follow the current chart of accounts. So now we're taking a smaller 200 student school district that is using QuickBooks or similar smaller software accounting system and needing to convert to this 26digit um I think it's 26 digits uh account code structure and have to shift their entire model. Um I'm unaware
028that QuickBooks has the capacity to do that work. So, for them to be able to do the full conversion to 100% following the PEAM and chart of accounts and monthly reporting to the state, um that's going to be a significant overhaul, probably much greater impact for them than us. Um and it's now in law that they have to. So, if they don't, then it's up to the district to make sure it's happening. And what does that multiply? Sorry, I'm just Yeah. >> Which part of the the like if I know from my understanding community school is it it's its own thing. So how does how does that fall to the district to be a responsibility to enforce but they because we're their sponsor district. So all of their state funding is passed through from us.
029So we get the resources for the community school enrollment. pass it through to them and then we have a contract with them saying that they're going to meet certain guidelines. Um, so the funding passed through. If we don't have all of the information or they don't pass it through to OD at the end of the day, then our funding could then be at risk. >> Thank you. >> I I mean, what is the um is the rationale to do this? Is it BBAM? >> BBA. Yeah. >> Is it for alignment of all the schools or what is the rationale for this? >> It's part of the accountability measures that were passed last year um statewide and it's to start aligning school districts, increasing transparency, um making sure that there's just overall financial accountability across the
030state. I think there's been a lot of districts I don't know how this is necessarily going to solve the systematic problems across the state by requiring us to all convert to this new system. Um we're supposed to have less uh reporting at the end of the day, but yet we're supposed to do more reporting uh more regularly and monthly uploads. Um, so I'm just unsure how this is really going to solve the systematic problems across the state, but it's part of that accountability measure that was passed last summer. If I could add just a little bit to that. Um, one of the questions that was asked in relation to the development of SB41, which is the accountability bill that we're talking about, is what are schools doing with all this money we're giving them? And
031what the Department of Education had to admit when they were asked that question is they can't answer it. partly because they don't have the systems themselves. Uh well, let me take that back. They collect a ton of information from school districts internal to the Department of Education. They don't have either the staff or the capacity or the internal software to help help them turn data into information. I really do believe based on the information that we send to them on a regular basis, if they wanted to know what Forest Grove School District was spending money on, they could very easily determine that. Director Clinton could correct me if she thinks that is inaccurate. Um, but they don't have the systems right now to do that. And so part of what the accountability bill mandated is
032that the department of education figure out how to get eyes into the finances of school districts and the revised charter accounts and the updated PAM is one way they feel that they must go about that. The other aspect of this work is that the accountability bill does give explicit authorization to the department of education to direct funding for a school district a portion of their funding. The syncing of our system with their system will allow them to be able to do what they have been mandated to do, which is to reach into a school's finances and direct the use of those finances if it comes to them. So I think there's multiple purposes behind this effort to update the accounting system with the department of education. But at the crux of it, I think director
033loot is correct in saying that this isn't going to solve the problem for districts that have found themselves midyear in a position where they need to look for furlow days or lay people off, especially not now that we can't use furlow days anymore. um this effort won't solve that problem in any way. And I I don't have a great deal of confidence that the insight the department thinks they're going to get through these changes will provide them any more inferences or conclusions about how we're spending all this money that they're giving us and whether or not that's effective. >> Yes, sir. When you talk about department of education, are we talking the state department of education or the federal department of state? >> Any other any other state have adopted such a program? Are you
034aware that >> there are states across the nation that have completely overhauled their financial their school financial system in particular? Um I am not a school finance expert but I know that has been done and I I know that for those states where I have read this work has been undertaken. It has been done over the course of many many years. It's typically a a 3 to fiveyear effort to overhaul a state financial system because it is so incredibly complex and because the ripple effects, the unintended impacts could be pretty significant if this isn't a slow intentional process with a lot of feedback loops so that we don't unintentionally create harm through the updates that the Department of Education is proposing. So I I do know states have undertaken it and they've done so with
035professional expertise and support over the course of many many years. >> You want to add to that >> question? >> Yes. >> Um so do you see this being like a financial burden for us as well on top of it all? >> It will have a financial impact for us. >> Will that will that come out of do you see an impact coming from like our classroom resources? We may have to make choices between how we whether we expend resources in the financial office to manage what will be required of us for this transition or expend those resources somewhere else. So there there likely will be a tradeoff. I we don't yet know what that trade-off will be but we anticipate having to face that. >> And how is that a part of this budget
036as well that we are working on? That's not even there yet. Okay. That's something that we'll have to we'll have to navigate. Thank you. >> And my understanding was that OASBO did say they were in agreement with binding areas where things could be streamlined and offered several options. In fact, I specifically remember you saying this in an meeting maybe options that could be done within without all of this that would have helped and would have gotten to the goal, Kate, that you were just mentioning. and the answer and that was not none of that was taken but that was given as an option so it wasn't like districts weren't saying hey yeah there's some areas for improvement here to align >> I think there's one of the challenges I think is that the hope the
037approach might not have been the greatest um where in my perspective people that aren't in this work every day were the ones creating this new chart of accounts not quite understanding what it is and what it looks like and feels like at the district level. Um OD has received a lot of feedback from districts since October, November and then through the spring. Um and they have shown areas of improvement on their chart of accounts. They reduced a couple of digits. um they have kind of revamped and went back to some of our current structures and places. Um there's still a lot of places where there's just no give. Um but and the other piece that they did give us is another year. So instead of implementing it this summer, it's going to be summer of
03828 will be the start. Uh but we will have to budget spring of 207. to budget the 2728 school year. I think I have it one more slide. >> Right. And to um expand on that, we will have to face exactly your question this time next year because we will need to plan for whatever resources are necessary to implement July 1, 2028. >> Yeah. We have July through December of will be our planning and time to reset the software systems and uh redevelop everything. So our 20 our spring of 27 when we're sitting here in May of 27 is when that'll be in the budget. >> I think is the software vendor um aware of this? I'm sure >> the software vendor we have three vendors that we have our accounting soft or our account
039code structure built into the main one is uh school ERP pro infinite visions they're our main accounting software and the state is working collaboratively with them to do this restructure and that's where they're telling the state that it's going to be no cost to districts but That's not running a software version like this at no cost to so I'm very skeptical. >> Thank you. >> And they're willing to support in some areas, but we still have all of our customized reports. We have budget controls set up differently. We have a lot of custom reports um set up in our system. So, those will all have to be redesigned. And our accounting software company is not going to do that for us for free. Not for free. >> Well, I suppose we could tell them that
040we'll be withholding our annual payments by a certain amount to cover the cost. No cost transition. >> Well, that might not play out very well. >> I think you are saying this. >> Okay. I think we kind of skipped around between my three U PBM chart of account slides that I have here. Uh the last thing I did want to mention just is the April 20 or April 16th 2026 state board meeting I also have linked in this document and um there's an interesting memo in it that talks about the financial impact to districts which is the one that I believe is underplaying the cost to districts. Um, but also Grant County, ESD, and Proval School District have testimony in there that I think their letters were really well done. Um, and a great resource.
041>> Before we move on to answer the question about Centennial and their levy, they do have a levy. >> All right. Now, um I'm going to move on to specific questions about the budget document itself and questions that were um from specific areas within the document. One reminder that I have is and I didn't go over it last meeting. I should have um I should have but is within the budget document in the general fund section under each function it talks about what the function is what the function means and then I've gone through the detailed notes and pulled out anything of significant change and then tried talking about it under the notes section underneath. So if um FTE increased by two, it would say FTE increased by two due to X Y and Z.
042And so every major function within the general fund has some specific notes in it. The first question that came up was on page 39, general fund requirements by major object. The other objects category increased by 15%. And the primary cause or driver of that is our property insurance. We've had two very significant increase years for property insurance. Um last year we estimated I think 10 or 12% increase and it actually came in uh much higher than that. So we have that to make up for. And then this budget is also anticipating between 13 and 15% increase depending on which policy we're looking at uh for the upcoming budget year. Um but property insurance, casualty insurance, liability insurance, cyber security insurance, those are all increasing significantly. So that would be the increase on there. >> Those
043aren't driven by claims that we've made. I presume just >> No, they're driven by claims other people have other jurisdictions have made. >> Sure. Well, that's across the board, isn't it? I'm on our >> our church leaders board and >> yeah, >> insurance there will take a look. >> This isn't isolated just >> somebody coming at the pill squirrel school. >> No, >> the next one we have is page 4041. general fund requirements by major function uh function level 2140 school psych reduced by 14%. We moved 1.0 FTE to grant funding during the year. We moved.3 FTE to function 2160 during the year. We also moved the youth contract youth contact contract to our student investment account as part of our balancing um for the year. And then we also reduced computer hardware in that
044budget because the budget for 2026 included a one-time purchase. So we did not need to have that in this year. 2160 other treatments increased by 31%. Uh that was because of FTE changes that happened during this physical during 26. And then um items that are within that group are like our occupational therapists, adaptive PE and physical therapy. So those were just changes that happened during this year. Pages 4041 um function 2550 pupil transportation increased by 17%. This one we've been bringing to the boards most this year as over budget uh in the budget control group and this is because we la late late last spring we went through an RFP process and we finally negotiated a final contract and so this current year we've been over budget because of that final contract. when we budgeted
045last year, we didn't have the RFP process complete and so we didn't we put in an estimate um but once we finalized that new contract and RFP process, we were able to build in the actual rates this year and adjust for last year. The other thing is is we did increase the 87 FTE for student transportation support uh during and then that should be it. Uh interpretation and translation services function 2680. We moved most of our SEMA translation and interpreting contract to student investment account uh for this budget. Page 43, human resources increased by 89,000 over the prior year's budget. This is because of a couple of different things. One is the tuition reimbursement costs as part of our union negotiated contracts. We have new ratified contracts and so we have that updated in this
046budget. We do have an increase for software costs for training uh and 321 training including 321 insight and public schoolworks. And then our classified compensation study consulting is also in that area. purchase services on page 46 under our grants from our special revenue funds. Purchase services increased by $1.7 million over the prior year's budget. And in the last couple of slides, I talked about how we were shifting expenditures over to SIA. So that's why you'll see some of the uh purchase services increasing in our special revenue requirements. We also have a new grant for high dosage tutoring and house bill 34.99 EL accountability that has purchase services included in that. Our supplies and materials in our special revenue funds also increased by 1.1 million. And a lot of this is just our placeholder. wanted to
047talk a little bit about a difference in the way we budgeted grants this year versus prior years. This year, well, let me start with prior years. Prior years are grants on how we've budgeted it this time during the year is we looked at the last two years on expenditure spending trends and then we budgeted appropriations based on historical trends. This year we did something a little bit different and we actually looked at all of our major grants and we had our grant administrators budget line item detail for us. And so this $1 million is really just a placeholder for anything that's not in the major grant bucket. And so we didn't distribute it by lines. I just put in an appropriation amount. But this will cover all of our small grants that I didn't individually
048line item out like our smile grant or um associated student body funds. Um so this gives us an appropriation to be able to use and expend all of those grants. It's just not line item out. Whereas the budgets that we've really focused on in here were our big ones. Our title 1A, our uh House Bill 34991, our SIA grants. And these are all in detail itemized out. They have staffing. The other ones are not staffing. They're mostly either services or supplies. And so there is a a lump sum in there to give us that appropriation to expend those miscellaneous grants that we receive throughout the year. >> I have a question. Um going back here to the 300,000 high dosage tutoring grant. Hey tutor, what is that? >> Yeah, I can answer that question. So
049the grant itself makes offer to school districts identified for not making the amount of literacy progress that the department of education was looking for. So we were identified as one of those districts. The grant has to be used specifically for those activities that qualify as high dosage tutoring. And what that means is essentially small groupoup or one-on-one services provided to students in the area of math or literacy um during the school day. It could also be after the school day. So there was some flexibility in how we structured this. Um we were given some guidance by the department of education for those schools where they felt like the tutoring was most useful. Um, this is an example of the Department of Education softly entering into some of that uh direct coaching and directed spending that
050we talked to with the charter account updates. Um, and they were largely right in terms of the guidance that they provided us and which schools needed support. So, we contracted with a organization called HeyTutor. A tutor is an in-person tutoring service. Their staff come to our schools. We identify students through the use of our benchmark and progress monitoring assessments who can benefit from the extra intervention. We group students based on their actual gaps and needs in those specific content areas. And then they work directly with the tutors that he tutor provides for a period of time during their school day. It's not every school day. It's a couple days a week. Um but they are provided some intensive tutoring in their specific skill gap area. Um this is relatively new. We didn't start the school
051year with this grant. This came after the school year had already started. So we we have everything in place right now. Uh we are in the process of collecting data as our hey tutor. they collect their own data as well. So, we're cautiously optimistic that we're going to see some good outcomes from this. Um, anytime students get some very directed targeted instruction, that typically is a good thing. Um, so ultimate results to be determined. Um, but early indications are that this is doing doing something really good for our kids. >> Thank you. Um the last question we received was about page 143 our trust and agency funds and those resources it's we call them our 700 accounts um but their resources we're holding on behalf of a group or another entity. So we do not
052have the authority to decide how to utilize those resources. Uh we have two different types of accounts that are built into there. One is our insurance reserve accounts. So, OCEA and OEA are uh unions have insurance reserves where when a employee opts out of insurance benefits, then we take a portion of that insurance cost and put it into a insurance reserve account for them to then utilize and buy down employees uh health insurance costs through the back end. But then they get to decide how much they want to use every year, how much they want to apply towards insurance caps and insurance costs. So it's resources we're holding in a bank account on behalf of our associations. The other one is scholarship and trust accounts. We have a handful of scholarship accounts that have to
053be used for a specific purpose. They're being held in a separate bank account and they are held for the scholarship purpose that was written into the donation at the beginning. So those are resources we are holding on behalf of someone else. That being said, and then the last slide I have for you tonight is just the state revenue forecast. We received the May release yesterday and there was some really good uh information in there. Our net general fund and lottery revenue is up 30 million since June of 25 and it's significantly up since the March forecast. Um and then SIA resources are up 6.1 million since June and 23.7 million since March. Our state reserves maintain high. Um they increased 399 million since the March forecast and those include the rainy day fund, education stability
054fund and then the state's general fund. Um so overall it's good for the 2527 bianial budget. Um we however we still do have advocacy needs and uh that we'll have to do going into this next uh legislative session for the uh bianium. So, we still have a lot of work ahead of us, but it's it's good. I have for you tonight. Um, if you have any questions, we have one more slide after public comments. We can do it before or after. >> Yes. And there's no public comments. Anyway, anybody from the public would like to have a comment? >> No. >> All right. >> No public comments. So then in terms of questions, comments or discussion, um, put a couple of prompts up here this time because I know some of you may not have
055any questions at all at this point, but you might have some reflections that you'd like to share with us and really wanted to create the opportunity that anyone who wants to speak can speak. Of course, you can always pass, but I thought it might be helpful for us to just go around the table here and provide the opportunity for everybody to have either a comment or a question that they'd like to say. So, if we could start across the table with Director Lozano, you have a reflection or a question you'd like to ask. Oh my goodness. I have a list of questions, but I'm not going to answer those right now. Um, >> could you use the microphone, please? >> Oh, yes. Sorry. >> I'm sorry. >> I thought I was using my mom voice.
056Okay. Well, I mean mainly it's just the appreciation for I know the time that's invested in creating this budget. Um so thank you to everyone involved in all this. Um there's a lot of moving pieces and long-term considerations. So it's uh been a process to watch it all come about. a lot of questions, but Eileen, you've been really great about communicating and reaching out and, you know, talking and so has uh Dr. West. So, thank you. Um, so I guess I mean just as it being my first year obviously looking at all this is just a lot of reflection um and not only like current realities but long term as well. So just very appreciative of everyone and you know still being in a healthy place with a budget compared to many other districts I
057think says a lot about our background here in the school. So thank you. >> Great. Yeah. Uh thank you Elma and I would um echo what Elma has said. Um thank you. has been a um a rewarding and informative experience and I think as a reflection the one thing that I appreciated most was a clarification of the board of director's responsibilities um the difference you know the the difference between your responsibilities as a superintendent u Dr. West and the responsibilities of board and um having uh been a part of this community for a long time. Um I thought what was happening in the past was a lot of board um driven but I now understand a little bit more about that. So I how it isn't always word driven. So I appreciate that clarification. H
058>> I think uh format-wise I commented during the week. I really appreciate the left side of this book where I read through and it does explain the increases and decreases and then I did have a couple questions which were answered here tonight where I was able to call or call or just email and say even though it says it was increased here, can you explain a little bit more? And so thanks to Dr. West and so I lean for being able to always answer every question. I feel very confident that every question has an answer and will be answered and so it's just being able to surface. Um this is my third year so the first year I was looking at this book I it was there's a lot going on. I feel like by
059the third year I I am now starting to really have a depth of understanding about the budget but there's still a lot more to learn as a school board person. But just even knowing um more it makes me more appreciative of the work that goes into it. I know it's you and your team. And the the last thing um that I wanted to talk about is I listened to the board of ed meeting this morning and I was there was a little bit of progress today. The board of ed directors actually were speaking up and they were speaking about school budgets and the impact of their decisions on budgets, but they were surfacing details because there's a super former superintendent on that board and several teachers on that board. They were finally surfacing the things
060that we are saying here at that level. And so I do believe there's becoming a greater shared understanding about how these budgets work in different layers of our community. And I think as we build in this community, I don't know how to do that, but continue to have the conversations to show people this book that we see is there for everybody to see, including those explanations. And for almost every question I've had for community member, I was able to find a place where it did explain that and then if if not, I could direct that person to the right people. So just building the communication with our community and building the trust. But I think why that's going to be key is, and we're mentioning it tonight, legislators and another senator yesterday was told by
061a different lobbying group that schools do not need more funding. So legislators are hearing from all different people, not only that we may or may not need funding, but they're also still hearing from every different special interest group. We need the funding for this, we need the funding for that. So they're not hearing. And so in our community, I think the more aligned we get on what how we spend our money and what the funding is needed for and that aligned advocacy just makes makes a stronger um outcome. And that's all based on this clarity of the documents and the revamp of the documents we have in our meeting and being able to read the budget and share with people. So I think we're headed in the right direction as far as getting the word
062down and out and then just working to continue to elevate and and ask questions throughout the year, not just during the budget process. But so thank you. >> All right, I'll I'll come down a little bit. was said before of the the clarity of this budget and last year's budget was able to be understood but this having been the layers of clarity everything I've looked for I go why don't they define that and then you flip to a page and there's a reference and sure enough it's in here so thank you for this it's been dramatically different and did an amazing job um is it possible and on questions that remain unanswered I keep coming back over the last two years on the attendance and I having 64% of the students only attending 90% or
063more of the time districtwide seems makes it really difficult to move these other performance metrics and no matter what even if we doubled our budget if the students are not showing up and getting the services it seems really difficult to make progress. Yes. Is there are there any metrics on the the students that are attending that are regular attenders compared to the students that are not when it comes to their performance and so on of if the students hey the students that are attending actually just 80% of the time more that's really where the curve is or it's just I keep circling this attendance side and it just seems really difficult. Yeah, we we are not disagregating our data the way you just described and that is an excellent idea. Um, we definitely could do
064that and and should do that to take a look at I I like the way you phrase that where's the curve. So, what is the metric at which we start to see performance decline? I can say based on national research that I've looked at, there is a correlation between attendance and academic achievement. Seems like a no-brainer. When you are in school, you are typically learning and when you are not in school, you are not learning the things that you are then assessed on. So that seems very simple. Um, attendance is something that we absolutely need to work on here in Forest Grove specifically. Um, and as a state, it's a statewide issue. So, thank you for bringing that up. It's something that we definitely need to improve on >> our system, too. Sorry, that got
065into your question. um is our system that we have for attendance is that pretty like accurate? I guess the the way it's managed I know we briefly touched on it previously but if the student doesn't arrive I believe within 15 minutes uh it becomes a absent absence right something like that >> no our attendance system is a positive attendance system so the student needs to be marked absent they're not presumed absent um so that's a little bit of a twist on what you're saying there >> okay >> um or marked tardy if they walk in 20 minutes after class has begun. Um, in terms of the accuracy of the data, I can't say it's 100% accurate. As a former high school and middle school teacher, I can tell you sometimes I didn't get my attendance
066in until the end of class in the next period. Um, I'm sure that is happening in some of our schools. But I have reasonable confidence that our attendance is accurate enough to draw the inferences that Jordan is referencing. >> Is there a certain level on the minimum attendance? What's the threshold there of you're are there students are there metrics in here where they're showing 5% of the time and it's still there or what's the cut off of >> there? The cut off >> for being included. >> I'll flash back to high school. I had a friend, he only went to a few classes every once in a while, but eventually he got a letter on, "Hey, if you don't show up tomorrow, >> maybe the 10day." >> Yeah, we >> Yeah, that's a good point.
067So, if a student doesn't attend for 10 consecutive school days, then the state requires us to do what's called a 10-day drop. That's the nomenclature that we use. And essentially, we disenroll them from school if there's 10 consecutive absences. That is a little bit different than what I think you're describing, which >> showing up a week for once a week. Yeah. >> You dip in once in a while. Um, and typically students like that remain enrolled throughout the entire school year. Are they included in our data? Yes, they are. >> Thank you. I'm glad we brought up the 10day drop because I think in this era where we have students who are being threatened by outside sources and their families are being threatened by outside sources through no fault of their own. that we have
068students who are reluctant to come to school and they will hit that 10day drop and be dropped. And we have a responsibility, in my understanding, to find out where they went so that we can forward their records on to that school district in the event they reenroll someplace else. Um that's a very unsatisfactory process for me personally because it's not our fault that the student is not coming to school. It is somebody else's fault and they are not taking the responsibility as adults. Um and that that concerns me. Um this is I guess the silo activity that I have talked about in the past. You people are sick of hearing of it. We talk about housing. We talk about child care. We talk about education. But this is something that crosses all of that. And
069it's it is a school's job to teach public responsibility and public awareness and to become an educated informed member of the electorate. If we do nothing else, we'd better do that. And we don't get that chance because somebody else doesn't see the responsibility and the importance of of education of a free and appropriate public education and we are getting blamed for that. I I one of my comments here and I borrowed this budget from Miss Clinton. I apologize. I scribbled in it. >> You can't you can't give it to anybody else. >> It's yours. >> But I'm always reminded of that great philosopher Pogo who said, "We've met the enemy and he is us." >> It's almost like we're engaged in a circular firing squad at times. And we need to the school board needs
070to take its responsibility seriously. And I think we do and and and there are things we can improve on. School district needs to take what it does seriously and society needs to take what it does seriously. Um we can't just dismiss people because they are in this country without documentation. I'm not going to use the word illegal. Um if that is the most serious quote crime flows quote they have committed of coming into this country we are still responsible for them under the constitution and we still have to take care of it and other sections of this society are not doing that and are actively preventing schools from doing what they should be doing. That's that's one comment I have and I want to second what you what what everybody else said about the excellent
071job you've done on the budget. The budget message is something that I spend a lot of time with because if I start looking at Miss Clint's figures, this thousand yard stare comes over me and you add flesh through the skin and bones of that budget document when you write the budget message. This is something that you have to do. A plan is a budget and a budget is a plan. uh one of your predecessors put that into my my head a number of years ago and I try not to lose sight of that that there is a figurative holding of hands between you and and Miss Clue when you're putting together this budget so that you know what the numbers are and she knows what the figures are that you are using putting she knows
072what the poetry is that you're putting in there. So, thank you both. Um, I don't have any other questions other than I hope someday we get the message to the state legislature and to uh the federal department of education before it goes the way of the California conduct. um that we that we are all in this together. It's not a my job, your job type of situation. Thank you for putting up with me. >> Well, well said, director. Uh you said it for all, I think. Thank you so much for for uh being here and for David. Thank you for your experience and leadership together because you've done a great job with this budget. this is my fifth budget. Uh and it was a very very interesting just to read through the lines where we
073were like the first budget I was there and the fifth budget I am here today and then um I wasn't very happy with it but you know that what can you do about it? There's nothing you can do about it. Uh the numbers are there and uh it's very important to keep up with the numbers. We don't want to go under the numbers and we don't want to go over the numbers because you don't have money to go over the numbers. But transparency is very important uh to be communicating with the community. Uh like you said earlier uh transparency and communication is very very important that what you've done this year with having all the uh forums that we had this was very important so the community knows what's going on and to continue on
074with this. I think that would be a great uh great venture in a way that people out of here know what's going on as soon as we can. uh not just the last two three months of the pro project but right from the beginning of the year I mean I just saw that here the updated thing for the May 20th release revenue growth is updated is coming up so are we going to get something from that might be getting something from there no okay well this is the only question I have I just there's any way that we're going to get something from that or not >> no way okay that's Why didn't we take it to Reno and put it on red? Well, um >> um I'd just like to say um for the
075team, you know, Eileen, you and um your whole team and you know, the whole community in the district office um putting together the budget and I have been here since 2011 launching and reviewing these budgets and I remember a number of years ago when you took Corvalis and Lynville, there was must have been five different budget books and we had team and we went through them and we picked out the best things that we thought would help to improve >> um you know the budget so that people could understand it and you know it continually evolves and and the budget booklet is for people can understand it. So um I'm really appreciative as I you know each time it gets easier. Um, and I want to say that, you know, we're in a point now
076where we I think when you said, um, we have a lot of work ahead and I really think that perhaps an idea is that as situations come out, you know, whether it's July or September or November, that you email the budget committee and say, "We could really appreciate um you reaching out to a few of your neighbors, um to your church group, your organization group. This is where, you know, we're really challenged and we need more people." And I think one of the things that's um it hasn't surprised me over the years, but this primary that just happened, only three 4,000 people voted. And that's Orc and Cornelius. and and I don't have the exact numbers but I think force Gro's population is between 25 and 30,000 and I yeah something like that and Cornius
077is 13 15,000 and only 4,000 people voted. So my thought is is that if somehow um a communication could go out and if each person just went and called two people, three people and um and a form letter or something and just we just have to reach more people to get involved and understand what's going on because um it's when you see a crisis like this happening and and it's affecting our students and are affecting our future. And you know, it's really good to see the state revenues are stable. They're not going backwards, but um it does not look good for enrollment for the next three to five years. So that would be my only suggestion. And again, I uh I really appreciate the whole it takes a village and um and we are so
078thankful that we have such honest people with such integrity and willingness to work and and help people understand our budget. So again, benefit >> standing up is very very important and I just don't see it right now behind us here. The comments we tell the community what's going on and nobody shows up. Like I said in the first meeting, I wondered how long we're going to be in here. I really thought we're going to be here for about a month or so just talk about the budget because of what's going on uh during during this year. But hey, you know what? We did. We discussed it all together, but no one else in here came to discuss it with us. No more than just the forums when they were here, they talked about it. That's
079but you would think there'll be some kind of comments from the community. Why it doesn't happen? I don't know. I don't I have no idea. Um I think just echoing everyone's appreciation of it was very digestible. Um the budget just understanding it overwhelming. I think this is my first time looking at that many numbers and and trying to just understand everything. Um but I think you did a beautiful job of articulating everything and explaining everything. Um, I also enjoyed the clip that Christy sent out of you explaining um I don't know if you seen it, but it's been it kind of like goes with the engagement that we're wanting to see within the community and kind of taking something that can be so complex and breaking it down and just having those little snippets of
080you or anyone explaining certain portions of our budget or whatever conversations we're having and posting those online with consent, of um can make it so that our community members can be more engaged. I feel like a lot of it is is very overwhelming and watching a 2-hour video of a budget committee can like it's a lot it's a lot to take in. But those little snippets of this is the important issue or this is what we want people to pay attention to and just putting those a little online and being open to taking in those questions I think would be very valuable. Um, I myself took a poll with my friends and my community members online and they also agreed that they would like to see some sort of mini breakdown of what we talk
081about, whether that be a little snippet of videos or I even offered a volunteer to just give like a five minute summary of what was spoken about. And I think that can really help with um community engagement and kind of helping correct people's perceived notions of what it is exactly a board does and what we do with our money. um because I think it's easy for ideas to be perpetuated but maybe not so much the stuff. Um those are just my thoughts on it. But other than that, I thought it was great and I think my only question is how does summer school programs is is that included in the budget or how does that work? >> That's a great question. Summer school programs is included in the budget um in the 200s or the
082special revenue funds. that is part of that. Um that extra million dollars also supports that where because we didn't know if we'd have the grant yet when we built this budget. So that extra million also covers some of that. Do we Sorry. Um, so I guess if it is in the budget and that's covered, do we anticipate kind of like decreases in what we're offering during summer school or we like are we should we be worried about that or are we are we good for right now? >> No, this is an excellent question. Um, the state of Oregon did something different with their summer grant this year. And before I describe the difference, I'll describe what was. Um the summer grants for last summer were um allocated to school districts based on their identified literacy
083needs. So school there was an algorithm created that ranked all the school districts across the state and literacy was one of the key variables in that algorithm. There were some others as well. Uh demographics were looked at um last summer. So the summer of 2025, Forest Grove was identified for a summer grant. Um that process that the state undertook received a lot of criticism. And so for this summer, the state opened up a competitive grant process. It was no longer a formula grant that was issued to school districts. It was competitive. So we applied as one of many school districts across the state did. We were awarded the grant. Um, we were awarded $1 million for a three-year period. So, this is different in that it is a three-year commitment that the state of Oregon
084has undertaken. So, for the next three years, we are at least in theory solid in receiving a million dollars per summer for summer programming. Will it result in reduced funding or reduce programming? Absolutely not. In fact, if anything, it bolsters the programming that we had already planned. Um, this district has benefited from migrant uh summer programs for many, many years. Um, and so that has served as a foundation that we can use to build upon additional programming when we receive additional monies. Um and so last year for example we partnered with Adalante and Paris with Centro with the city of Forest Grove to offer some summer programming and then we had our own internal very rigorous robust programming to go along with that. We're going to do all of that this summer as well plus
085some more. Um we also partner with CBAP using those summer program funds. And oh you're nodding your head. Do you know what CBA is? Okay. Excellent. Uh for those of you who don't know, it's a it's an exceptional summer program where um students with special needs um participate in summer programming alongside um what we would refer to as typical students. um and they have a fantastic summer program that includes in some cases some academic um content and academic learning, but in addition to that, it's the shared experience that the students undertake. Um so if you're interested in um seeing a program that is full of joy and excitement every single day that the students come to school, I recommend that you volunteer for Sebath. It's it's pretty cool and so much fun. >> Yeah. So,
086you've done it. I have. Yeah. >> Yeah. It's incredible fun. >> Well, very rewarding. >> Those are all my questions. Thank you so much. >> Very well. >> I guess comments I would offer. Um, I would echo what others have said that the quality of the materials is excellent. I can tell this has been refined over many years. It keeps improving and getting better. It's not your first rodeo by any stretch and it shows that it's well put together. It's it's comprehensive. It's understandable. So we kudos to you for putting all that together. I know it's a huge huge amount of work. Um as I think about the process that we went through this year especially um the discussion about the reduction in forces that happened in the listening session that we had I think
087we all took a key learning that we got the order backwards a little bit there the listening session prior to making the decisions would have felt better. I don't think it would have changed the outcome, but I think it would have helped community members and those affected staff members feel uh a little bit more listened to and heard prior to the decision. So, that's a good thing for us to learn. I would also just encourage those of us who are young in our tenure on this committee to stick with it because it takes a lot of years to get some skill around this budgeting process. Um you can't do it once or twice and feel like you got it. Um, so it's an investment and but it's really well worth the time and I certainly
088intend to continue my service as long as I'm able to do so. Hope that I can provide value to this to this effort. >> Thank you. >> Um, I echo what everyone else said. It's very well organized. It's very easy to read. Uh, I've been doing this a long time. this is my last year and um um I appreciate how well organized it is and you make it very easy to understand. I also appreciate that we are not doing deficit spending this year and I appreciate that you guys are focused heavily on the contingency fund because I think that's going to be very necessary in the next five plus years as our enrollment goes down. And I really hope the community understands that this year is not the only year of cuts. That the cuts
089will have to continue in the future. >> Thank you for that. >> Yeah. >> Well, well, we're not going to go quite that far. Um, thank you for taking the time to go around and express your thinking or ask additional questions. That's super helpful. Um, I think at this point we go to our options and after we review the options, um, we'll turn it back over to our committee chair. Um, one thing I do want to say though, regardless of how tonight ends up, whether we take a vote to recommend the budget or we continue to a third meeting, um, I do want to put out there the questions don't need to stop today. So, as you go through the book, if you find additional things that you're curious about, please reach out. We're happy
090to continue to answer questions. With that, I'll turn it back to you. I'll actually turn it over to Nick Cares to continue. >> Thank you. Well, we have three motion, three options to approve the budget as is to amend appropriations by major function, increase or decrease or remove or we have or we can adjourn to allow time to digest and consider additional information. Uh we can go ahead and have a roll call on the first vote which is approve the budget as is. >> I believe Mr. Chair, excuse me if I could. Um, I would make a motion to approve the budget as is. >> Second. >> And if it's seconded, then we would >> discuss that. And if we approve that, then I think we're pretty much done. >> Correct. >> Yeah. Correct. So
091I I think I heard >> second. >> You seconded. Director Franco. Yeah. Second my motion. All right. Any discussions? >> Go ahead. >> Yeah. I um I really appreciated it having everybody say something about their thoughts. I think one of the things for me personally, I can decide what I think about the budget, but it was important at least for me, this is just me making a decision on approving and then again this still will come to the board for additional discussion and then whatever feedback we hear between then to be able to talk about. I was thinking about it's just helpful for me to hear that to check my own thinking and see that okay everybody else these all these different perspectives but I get the sense that for the most part people were
092feeling comfortable so that was helpful to know I mean I know you made the motion Pete but I just think it was important to get a sense of where everybody was and I think in the past and I'm not just there were times where I didn't realize maybe there was some questions still or there were people that had questions and I wanted to make sure before I voted but there's you know it's a conversation about am I voting for if I approve the budget if I like this budget and comfortable yes but I think the extra layer for me this year was thinking about okay I want to check and make sure I like this budget but let's that's why we have a committee and so that's what I've appreciated on this committee is I
093think it's important if there's a person that's like no I still don't feel comfortable that doesn't mean I wouldn't vote yes but At least it gives me a feeling of where we all are as a group and I think that's a piece of the work we're trying to do as a that's my only >> I agree with you and like I said earlier I just not feel good about this budget but there's nothing I can do about this budget because I see the numbers I see very common um my teacher and then we talked it over and then there's many things about it that uh things doesn't you know I mean it's not They don't add, they do add, but unfortunately it's a it's one of them that we we just don't have any other
094choices in a way. That's how I feel about it. >> I do feel encouraged though by the effort behind at all though. And I would add that we had that forum that where we were in the circle room and there was a considerable amount of tension. >> Yeah. >> In that room and that was good. Um you know we do own the fact we got things though the cart before the horse on that. But that's that's a lesson learned and we will apply that I'm sure next year >> when we have the discussion this kind of discussion and when we try to u give more information to staff to make the wisest possible decision. Um I think we we've we've we've learned that lesson. We've done some of those things. We will continue to learn
095lessons. We will continue to be yelled at, but we will be continue to be yelled at in a fashion that drives us to do the right thing and I think we're doing the right thing. I wouldn't call for question. Let's call for a question. We have a motion was uh and then seconded. We had our discussion. So, let's go ahead and vote for now. All in favor say I. I. >> Any opposed? But the budget passes. Thank you very much for passing the budget and thank you very much for being in here with us all together. Enjoy your summer. >> Thank you for doing a great job as chair of the budget committee. That's >> not a pass. >> I might um just a point of order. I might ask that we redo the vote
096as a roll call vote on this budget. Yeah, >> I don't know if I can amend that vote how that works. >> Yeah, I I would also ask you can for items. Okay, can >> I make a note of discussion before >> additional discussions? >> So the the last year I voted to adjourn and have additional information and time to review. This year I think the the I call it the round table or the community discussion was really important and gave a lot of insight and the knowledge that just even the the thoughts that that brought to light and sometimes it was existential and sometimes it was budget related and I think I'm going to vote to to approve it but I'd like to encourage if those discussions or those opportunities present themselves in the
097next year. I know we can't meet as a as a forum in the meantime, but but those opportunities are there to meet more in the future with community or have it to be open to the public even if it's not directly around the budget time. I think that helps and I certainly couldn't imagine it hurting. So, I just wanted to make that statement. >> Thank you. >> Okay. Any other discussions or thoughts before we vote? All right. Let's go ahead and do the roll call. Jennifer Thomas, >> yes. >> Susan Field, >> yes. >> Mindanda Fischer, >> yes. >> Risa Franco, >> yes. >> Kate Gandowski, >> Nicholas Huff, yes. Christie Captain, >> yes. >> Alazan, >> yes. >> Jordan Miller, >> yes. >> Petrux, >> yes. >> Right now, we can say we please
098the budget pass. Sounds good to you. If there's not no other business around here tonight, then the meeting is adjourned at 7 32. Give you good job.