School Board Meeting December 8, 2025

001Call the meeting the order. Silver Falls School District. >> Now have uh attendance. All are here and we'll have flags. I alian 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. >> Agenda review. We entertain a motion. >> Move to accept the agenda as presented. >> Second. >> Been moved and seconded to accept the agenda as presented. All those in favor? I. >> I. >> Oppos? Nay. Consent agenda. Look for a motion on that. >> Move for approval. >> Second. >> Been moved and second to move for approval of the consent agenda. All those in favor? I >> I opposed. Nay. Mr. Lever, come on up. Mr. reliever and his representatives from a state championship football

002team. >> I'm going to let each uh each one of these guys share a memory and then I can go at the end. So, two at a time. >> We don't bite me. Um, my probably my favorite memory was when we went to Celane our first game and we went over to Idaho and we just had a bunch of fun there. We went to Silverwood after we played. Um, before we left on Thursday, it was a really long bus ride and then on Saturday we went to a Wazu game and watched them play. So, yeah. >> And then uh I want to talk about the Lebanon game. Uh, it was our homecoming game and we ended up losing which is something that we should have lost. We had quite a bit of starters out, but

003uh that doesn't really mean a lot. Uh but the thing about losing is that it kind of set an example for all of us as to uh it kind of just set the picture for the rest of the uh the season. It's not easy losing. Everybody, nobody liked losing and uh it just kind of united us together. Afterwards, uh the next morning we had like a team meeting together. we spoke about uh the game and it brought us all together and it ended up I think if we didn't uh that game didn't happen, we wouldn't have uh won the state championship and we wouldn't have had the season that we had. >> Gentlemen, before you leave, could you each give your name, please? >> Uh I'm Logan Udo. >> Uh I'm Kane Mack. >> Thank

004you. >> Logan, weren't you player of the game at the state championship? >> Oh, yes, I was. >> Oh, you're not excited about that? >> Oh, yeah. >> Okay. I was introduce yourself. Sorry. >> Yeah. >> Hi, I'm James Collier. >> I'm Ryan Kinsey. >> Um, I'm here to talk about the Wilsonville game. >> Um, so last year we lost in the semi-finals to Wilsonville and that brought great emotion. I mean, a lot of emotion came out and it was honestly really sad and I think that motivated us >> for our drive in the playoffs this year for sure and it was great joy to beat them this year. >> My second death. >> Yeah. And I'm just I mean I'm just going to talk about our state championship and I Yeah. I started freshman

005year, never played football before, didn't know anything about it, and I I really just fell in love with the atmosphere and the game. And yeah, these last two years, losing in the semiis and just not quite getting there and ending our season crying like in tears and then to be able to end this year crying in tears of joy was really just is an amazing feeling. >> Thank you, Jim. >> Thank you. Okay, thanks for the invite uh this evening. Uh just uh want to express to you all in the in the community how how uh proud we are of of our team and how you know it it takes more than just one person or one player. Uh it takes a lot of people to make this possible. Um, and you know, you you

006think three years ago where this district was and the adversity we've had to fight through um to to where we are now and in the track that we're on. Uh, I'm really proud of of that as well. But, uh, it's pretty easy to work with such outstanding kids. Um, I said it in our assembly, but you know, one of the one of the top stats about this team is that they're fourth in 5A in terms of GPA. Um, and it just shows you how dedicated they are off the field, uh, as well as on the field. Um, and uh, you know, there hasn't been a ton of time to celebrate because most of the the guys behind me have jumped into their second and and going to jump into their third sport. Um, so I

007I'm proud of our our kids for attacking the next challenge. Uh, and I think that's an important life life lesson is is we did something awesome that we're going to remember forever, but there always has to be the next chase >> that we have to go attack. Um, and so I'm I'm proud of our kids for for doing that. So, thank you guys. And I don't know if there's any questions or things you guys want me to talk about, but that's really all I had planned. I just I just thought of something that I didn't hear one negative story all year meant. Not one party I didn't hear about. I hear great things about you guys off the field, not just in the classroom, but just good character. Means the world. Um Dan, I couldn't

008be happier that you're here, buddy. A lot of people don't know that we are brothers at Lynfield and when you came here I was completely surprised but you represent this town incredibly well. Thank you. But you guys, you Logan after what you had to go through last year and miss that last game and then be able to have the year you did. Surely proud of all you guys. So I couldn't be prouder to be a Fox. Thank you guys. >> Thank you. Thank you. It it was a uh it was a challenge. Uh it was a lot of heart and sacrifice and logistics and trying to find a way and we always seemed to find one. Um so except one time, but you know, I'm I'm with Logan. I think that that helped us get

009get to the end. So >> Well, Dan, I just want to congratulate you. congratulate all your coaches that work with you. Uh the fine young men and you've all represented this community whether you won or lost. You've represented well as as director or pointed out, you know, no side stories and that sort of thing. That's not always easy in this day and age. but also the the appreciation for everybody that helped accomplish this from your guys, your parents getting you to practices back before you could drive, uh, all the youth coaches and and came before and all that and all the hard work that you guys and all your teammates have put in. Uh, it takes all of that and a little sprinkling of luck and you walk away. But you guys did everything right

010to cut down on luck not being a part of it and so congratulations. A great achievement and you represented the school and the community well. So thank you. >> Thank you. Uh one one quick story about this group is is we have this hard drill on defense. It's called pursuit drill. And it's not a fun drill, but basically you're working on your pursuit angles and and running as fast as you can. Um, and uh it's always a mad dash after school to get everything ready for practice. And the kids started the warm-up and they went right into pursuit drill on their own as the coaches are getting everything ready to go. and they were holding themselves to a really high standard. And I said to myself, man, that that is a player-ledd team. I think

011we've got a real chance. So, proud of them for that. Anyway, >> I need to write some of this stuff down cuz I'm going to forget it in a year. But >> anyway, thank you guys so much and thank you for all your support and go Foxes. Congratulations. Well done. OUR student representatives here this evening >> back problem. Good evening. My name is JJ Brown. I am a senior and one of the ASB school board representatives. Tonight, I will be speaking on behalf of Adeline Kenzie, the other school board representative, as she was not able to make it tonight. Our tree of giving events are slowly wrapping up with only a few fundraisers left for our high school students. All of our community events has had great success and we were so pleased with the

012participation from the community. Clubs are having a busy December with our speech and debate traveling to Clackmiss to compete on Saturday. And our FFA is having their annual Christmas tree sales at Wilker right now. Our choir performed at the Grotto last Thursday and have their holiday spirit concert on December 17th starting at 7:00 p.m. in the auditorium here. Coralas are also busy as they sing at the Silverton and Mount Angel tree lightings this past weekend. Choir and band also have their holiday fundraiser concert on December 10th at 7 p.m. We look forward to seeing what they are up to for the rest of the month. Now on to sports. Fall sports officially wrapped up on November 28th as our football foxes defeated the Summit Storm in the 5A state championship game. Way to go football.

013Winter sports have kicked off with girls basketball winning their first game against Cascade last Thursday. and they are traveling to McMinnville this week as they are taking on Springfield at home on Thursday. Boys basketball kicks off their season on Saturday against Redmond at 6 p.m. here. Boys and girls swimming traveled to Malala on Friday for their first meet. Girls wrestling competed at the Battle for the Capital at McKay last Friday, while boys wrestling competed at Rick Herren Holiday Classic on Saturday, also at McKay High School. We cannot wait to see what else our winter sports will accomplish this upcoming week and the rest of the winter. We are so proud of the foxes and all the hard work they have put in throughout the school year. Thank you. >> Thank you Patrick. I believe you're

014up for school report. Victor point and Evergreen. All right. Well, good evening everyone. Uh, appreciate you giving me the opportunity to be able to speak about two awesome schools uh, here in Silver Falls. And I will preface with saying I'm, you know, super excited. Definitely was a lot of learning for me, too, coming from four years at the high school. you know, everything from pushing mops around corners, helping kids get out of cars, riding bus rides, uh, routes after school. But it's been so enjoyable just being, you know, there with an amazing staff, amazing communities, and really amazing students. So, I just have a few things I just wanted to share and then, uh, couple highlight points. You will see uh, each of you do have a little sort of a holiday thank you card

015from some of our classes at Victor Point. I do apologize if some of you get the eighth graders. I think they a little more of that humbug spirit and don't want to sign anything above just print their name but uh so but definitely out there and we do appreciate all that you do and so I just wanted to give you a little something from Victor Point. So just a few things always just start off with some of the number pieces um looking at current enrollment for both schools. Uh you know down one or two uh in each obviously at the same time have a couple kids that are looking to join uh one student looking to join Victor Point right after break. So, still kind of staying about the same uh looking with that. Uh

016do also want to highlight the two uh highest attendance rates. Thank you very much. Uh right now in the district, I have absolutely nothing to do with that, but I at least can put it up here. Uh but speaks to our our connections that our teachers and staff have and the the importance that our parents and families have on making sure that our kids are present so we can uh do the important work of learning. Uh I wanted to give just the last year's you know OSAS data just be able to show you know these we know are are schools that that do perform you know really well and we have things we want to celebrate. So looking at our end of year uh you know we see this is evergreen for example looking at

017the math and ELA blue is obviously our above green would be meets our yellow is nearly and red would be below and then be able to look at victor point as well. So again sharing that and all this will be shared with you but just the we have really amazing students and our staff that do a lot of work with this but part of why I wanted to share that was to say it doesn't just come from nowhere and so this is where we start. So this is actually our beginning of the year like dibbles data. So looking at where our grades are at Victor Point uh anything that's in red we're looking at is that kind of our well below we need to do some work. We always say kindergarten is that caveat of

018there are some of them just coming in for the first time having instruction and we do more progress monitoring. We usually see a lot of really great growth and when we come back and share with you later where all those students end up. Uh but seeing that we don't end or we don't start all you know in the green. We do have some great kids that are coming to us but there's a lot of work that our teachers and staff do to get those uh OSAS results uh results at the end of the year. And then evergreen as well. You know, we see a lot of work that we're going to focus on. Um, and our teachers, we have already met and completed, as I'll talk later, around our core review where we dive into

019this data and actually pick apart each of the sub uh po uh components of those tests to really highlight what is the area we want to focus on for each grade for the whole classroom. So the teacher can really be much more uh if you'll pinpoint and precision in what they're going to focus on uh for the whole whole school or for the whole class. And then on math this is our I Ready beginning year diagnostic. So also able to see uh where we're looking at yellow they would consider one grade level uh below. Again this is the start of the year. So where are we going to see these students as they are exposed to the curriculum and the content and go through. So, Victor point, you know, have some great students, but we

020also know we're going to have a lot of work because we're going to really want to see as much green, as many students meeting benchmarks by the end of the year. Uh, Evergreen as well. Again, kindergarten. Yeah, we got work. We're going to work on them because they're brand new. They're excited. We're there. They're little sponges all ready to to soak up all that great knowledge. So, all that means we want to make sure that we have a focus on something. And so these are two uh building goals uh that we have sort of across for both buildings. Uh and also what I myself am focusing my goals on. So when meeting with Kim and talking through what we're doing for this. So you'll see one's focus with our middle schoolers on math. Uh one

021because we know when we can make sure that our students are at grade level as eighth graders especially coming into the high school having a much better chance to be algebra ready focused on that and be able to again path towards graduation towards higher level mathematics. uh we know focusing on that for eighth graders and for middle school is a really important uh piece. So that's one of the goals that we're focused on uh is our n our uh 90% of our students that are at that one two or we're going to move up to that level three so meeting or higher for middle school math. And then the other is with uh obviously our new K5 literacy curriculum really focusing on uh where our students will be in that uh reading fluency foundational literacy

022skills uh as major 3 dibble. So what we'll be able to see how is this new curriculum specifically looking at the growth of our students in uh their abilities as we'll measure. So there are a number of things that we're kind of doing and we kind of listed through here uh of this is sort of the the the how what are we doing? What are we focusing on? So we obviously have our continued training and implementation districtwide but obviously working within our buildings of the new K5 uh phonics curriculum. uh we do the core reviews working with uh the Oregon literacy project uh as well to try to really dig into where our students are as a whole. We later will have what we call our 20% meetings where now we start looking at where

023the students that are still not quite meeting what can we do to provide resources and supports. Uh we continue to have the ongoing collaboration with our district literacy team. Uh we meet and as a whole district team to calibrate be on the same page talk through what this is going to look like. how do we support our teachers in meeting these needs? Uh we'll do those regular progress monitoring. We'll have our next one, our interim assessments that will come up uh sort of in the beginning of January through uh beginning of February where we'll be able to again see, hey, how did those first few months go? How have we moved the needle? Where's the growth that we see in our students? Uh we've been working and redefining refining and implementing sort of updated care

024team process uh so we can make sure we're meeting you know both pulling data as well as getting information from teachers to meet academic and behavioral needs. uh working with our teachers, their professional goals aligned to student achievement and specifically looking at some of those data points that I shared already of how do we you know what are we looking at what are we assessing in not just our students but how we are doing as instructors in the classroom and working with our our students and we've talked as a leadership team of really wanting to one of the great things that I've so appreciated with both of the schools Evergreen and Victor Point is the involvement of our parents and our community. So really saying how could we even harness that and be more specific

025because we know we send home a reading log that says hey read 20 20 minutes a night like 90 100% of those kids fill that one up and we you know mark off the my son's sitting there coloring in his leaves that he read books that night but could we be intentional about we're going to focus on specific skills and give some resources supports to parents so we actually can be targeted in what's happening at home as well as what we're doing in the classroom. So that takes some work with our teachers and communicating and creating resources and support so it's uh accessible for parents and for families. So that's one of the things that we really want to work on looking at moving forward. Of course we want to highlight the fund as well.

026So kind of put a little collage of some of the pictures that you'll see. Uh some great opportunities we've had at Evergreen. Uh we actually had it happen at both schools. I have the pictures for Evergreen. a great partnership with ODFW, Oregon Department of Fish and Wildlife, where they'll bring in salmon eggs and they put them in the classrooms and we let them go through the whole thing and the kids see them hatch and they name them. I'm pretty sure about 90% of the ones at Evergreen were named Bob. Not I I just I said that one's Bob, that one's Bob something, that one. So, there's all variations of Bob. Uh, and we then, as you can see on the bridge, released all the bobs, uh, into Drift Creek, uh, because we had, it was

027awesome, a a uh, one of our students, their uncle actually works for ODFW as a biologist. And so, I was able to come in and talk with the students uh, what went through. We drove them up to uh, Drift Creek and were able to release them out. And theoretically, I learned that of the hundred or so we put out there, maybe we might see three. That's a good return if we see three fish come back. So, we'll see. We'll see if any of the Bobs come back at that point. Um, also how which was really great, the uh Oregon uh uh Portland Opera has like a traveling opera piece that came through and did a whole assembly and was able to talk with the students about what that looks like and what does it mean

028to be an opera singer and then they actually got to see a mini opereta that was done for all the students there at Evergreen which was you know really they're far more talented than I am uh to be able to do that. So, just some of the, you know, the fun pieces that we have. And then at Victor Point, you know, we continue to have our our kids are out there on outdoor school. Uh there's lots of pictures of fishing. There's only one I have of anyone that actually caught a fish, so those ones are probably pretty safe. Um, always really appreciated our uh student of the month and there we actually have all of our Vike award winners. So, our teachers get to pick two students of the month and we have little what

029we call very important kids. you got caught doing something awesome and then we put those into a hat and you get to pull it out and get yourself a pizza party and you know sometimes dominoes is the best uh best motivator sometimes. Uh and our see our teachers there working really hard with our new curriculum and supporting our students uh as well as then some of our middle school students sharing their writing and the pieces that they've done. So a lot of really exciting things that are going on. Um, and we're just, you know, really thankful for the opportunity to talk with you today and want to be able to answer any questions or things that you may have. >> Guess the only question I have obviously a bunch of great stuff on the um

030implementation of the new um phonics program. How's that going? Is it is it a heavy lift for the teachers? Just kind of curious what that does look like. It's a I think it's it's anytime you start something new, there's always going to be that like, okay, how do we make this fit and let's make sure and so we've really been trying to channel the like, hey, we're going to do this, we're going to do it with fidelity. We know that there's going to be road bumps and hiccups as we figure this all out. Um, and it's been great because they've been getting multiple days of support and training. Granted, you know, some of that is kind of as we're going at the same time. So what we're really seeing is continued of implementation and support

031as we see how we improve in that ability to use it. So I think actually looking at the data and seeing how our work on that has helped to move the needle will help to add more to that. And so I think they're just they're more getting familiar with it. Like once you do things repetitive over time just like for our students we know it lowers that that cognitive lift to be able to like I know the process. It's the same for our teachers. the more and more they're using that is lowering that cognitive lift for them as well as the instructor. >> Thank you. >> Um first of all, I just want to say thank you. Those are really impressive scores. Just seeing the growth over the different grade bands was pretty exciting. Um

032your parent academy, I also think that's really exciting. Uh I just wanted to make certain that you're doing that for math as well as ELA. Are you planning? >> Yes. So, we've been talking about that the middle school team really wants to focus that on the math piece because we know especially we've identified where some of our and we really want to be intentional actually at fifth grade with some of the math pieces. Uh so in our leadership team looking at what can we do to help our fifth graders to be sixth grade math ready knowing that that can actually help us so we can then make sure we're algebra ready. So, we want to focus on the things that we can do there and trying to I mean, we all know we would love

033to have more resources, more people support, but every school, all of us are in that same boat. I know Kim would love to give us everything, but that's her job is to make sure that we're keeping the ship straight. So, we've had long discussions of how can we think more creatively outside of the box of we can't keep one, you know, what we say the definition of insanity is let's do the same thing and hope for a different result. So, we need to try something different. Can we look at Saturday math, you know, camps? like can we look at how we send home different work and pieces and be more strategic in how we do that. So math would absolutely be >> and helping the parents understand how to support them. >> Yep. >> That

034would be wonderful. >> Yeah. Because the math is even new for me when I sit there and look at it like so you know making sure that that we're there to support and how we how we do all that. >> And sorry one more question for those kids who are really achieving particularly at that eighth grade level. Are there any plans or enrichments for them to kind of jump into some pre-alggebra or algebra work or is that >> Yeah. Yeah. So, I think we we often try to talk about we don't necessarily want to go too wide with things. Can we increase the depth in which we take students in that grade level because we do know sometimes we you know miss out on other components. Uh but we definitely want to meet the child

035where they're at. So, is it that can we take the same content maybe apply it at a at a greater level like take some of those same standards and put to real world applications some bigger questions maybe we might start to introduce some of those higher level topics. We want to balance that because we also know uh and I just know coming from the high school sometimes those decisions have ripple effects as we get down later to their high school years. So we just want to be really intentional. So really meeting every child where they are. But yes, we want to make sure we meet the the need. >> We'll make sure our tag kids are getting too. So yeah, thank you. This is exciting stuff. >> Absolutely. Thank you. I really appreciated what you're

036doing to engage parents as well to to help the child to to learn things and support what's going on in school. On your academic uh um goals, are those stretch goals or they something you expect to achieve? >> I always like to look at things as an attainable stretch. Does that make sense? Like I I I want it to be a stretch, but I also don't want to, as I tell my teacher, I don't want to beat ourselves over the head if we don't quite get there. I'd rather do the postmortem to look at what was the reason why maybe we didn't quite get there. And the journeys more be more important than the end result. But yes, I want to make sure whatever goal we're setting is attainable, but also is something that we

037know is going to not just for us, but actually support them. Like this is important for the students. If we can get 90% of those kids that are below or way below, that really helps us up as a whole ecosystem of of learners. >> Good. Thank you. >> And you know, psychologically it's always goals have that impact. You know, uh you you set it at 100%. Well, if you get halfway or 50, but if you set it at 50 and you only get halfway, you're only 25. So, >> exactly. Uh, one thing I thought might be helpful for some people are more familiar with each of the schools than others, if you could just real quickly uh, line out the two schools how the grades are divided by classroom. Just a visual. >> Yeah. So,

038um, probably the best way if I can go back. >> So, obviously with Evergreen, we're looking at three teachers. Uh, so we have three three grade blends. So we have a K12 classroom, a 345 classroom and then a 678 classroom. So uh you know definitely we talk around our teachers there are interdisciplinary and multicontent experts because they are on the fly between multiple contents, multiple grade levels, um standards that go. So they are experts in how they're, you know, I walk in, you know, for Mr. Murphy's classroom and we're moving from eighth graders are working on math while the seventh graders are doing an independent study on an activity and then we're doing a rotation back in. And I mean there's a lot of movement that's happening or uh Mrs. Buckley's, you know, got kindergarteners

039who were still working on some letter recognition and all those pieces to uh second graders who are early emerging readers that she's sitting there in her classroom and how do we meet the needs? So they have a lot of skill and how they they go about that. Uh Victor point we're looking at we only have one uh blend. It's our third grade. Um, so it's a two three blended classroom and a 34 blended classroom. And then at straight grades, one teacher for each grade, uh, K through eight. Uh, there. So >> is enrollment at Evergreen, is it spread pretty even between each grades? >> Yeah, give or take three or so, two to three, but uh, for the most part it's roughly, but it's not there's not a massive like 10 swing between one grade

040to another. >> Last one, Patrick, just for me. Uh, attendance. How do those numbers get uh calculated like regular attenders versus um how how does that what does that what does that percentage mean? 95% of what? >> Yeah. So that's we pull that off of our our SIS system. So I Heidi Everly helped me to pull that. So it's looking at the percentage of our students that are are attending that are that are there in attendance on a regular basis. So, we're hitting a um and >> So, that's like the regular attendance number is what you're saying. >> I believe that's the number that came off there. I can triple check to make sure. That's what I got from Heidi off of the report cuz mine was finicking. It was double counting one grade in

041a blend twice. So, the number wasn't accurate. >> So, I'd have Heidi pull it for me. >> No worries. Thanks, man. >> Thank you, Patrick. >> All right. Thank you all. >> Patrick, can I Thank you. Okay. And now we have the Silver Falls Education Association. Come on up. All right, first and foremost, we wanted to give a huge congratulations to the Foxes from the football team for winning. Uh, I, you know, I was yelling and screaming at my TV like it was Sunday. I even got my dad to watch. He was so excited. Um, uh, we've got nine days until winter break and it sure feels like we've got nine days till winter break. Um, holiday programs and rehearsals are in full swing. That is why Katie's not here. She's in the auditorium right

042now with her kids for their program. Um, and all of the other festive related activities that are going to be crammed into the next nine days as well. Um, we are very thankful though for the quick response and actions that kept students and staff fa safe at Robert Frost this past week. Um, that's not a text I like to see. Hey, I got cancelled. Our school uh is out because we have no trusses in our roofs. Oh, great. Okay. Um, but we are also very glad thankful for the staff that were really flexible today and moving classrooms a couple of times and being flexible with the changes on the fly for today too. Um, it only shines a bigger light though on the importance of a bond that we need passed for our schools to

043keep things maintained and upkeep so that that doesn't happen and isn't becoming a normal thing as our buildings age more and more. um the safety and well-being of our staff and students are dependent on these buildings and we need the ability to keep and maintain them for their safe learning environments. Um and then our first early release is on Tuesday. So Thursday, not Tuesday. >> I was like, it even says Thursday. >> No panic. It's Thursday. Um and we are really grateful for that time so that each building um can address the needs that they have at their individual site to help their individual students and kind of make those adjustments and meet with teams and go over data and all of the things that are going to be happening across all the schools. Uh

044one unforeseen issue that we saw was that the last uh two early releases we had was that we had 25% more staff than we did. So creating those schedules of who's going where and when um became quite the puzzle in a lot of our buildings on how to get prep time and lunch times covered. Um it's been a very delicate dance. So making sure that everybody has their minimum lunch and prep times that are outlined in our contract and that everybody is, you know, kids are covered where they're supposed to be. So that has been a unexpected consequence that we did not realize until it was oh okay we got to restart. So otherwise we are surviving the next nine days. >> That's all I have. >> All right. >> Thank you. Thank you. Okay,

045now we have the public comment portion of our meeting. Like to speak, come up. Do we have anyone first? Do we have anyone online? Raise hand feature online. >> Okay. Okay then. Uh staff reports and Kim. >> Okay. Thanks, Daniel. >> All right. Here we go. Thank you. Thank you, Mr. Chair. So, um, we're looking at December already. Time flies when you're having fun. Um, we're going to talk about, well, I have some of my own photos from the state championship because I was I'm a big football fan, so I thought that was really exciting. Um, we're going to talk about I'm going to go over the Robert Frost repairs with you guys and then um I'm going to talk about the long range facilities. Let me give you an update on that. So, I

046want you to look really closely at this picture. What do you see? >> Orange. A lot of orange. So when I walked through here, I figured that 80% of the crowd at Hillsboro Stadium was Silverton folks. And so I just thought this was such a great picture because it just shows how much community support our athletes and students have. And you know the 12th man theory is that or woman that is that that really makes a big difference um in that type of environment when you have that huge community support and all those people cheering for you and making all that noise and and just being really excited when you win. And so I just wanted to show you that photo because I thought it was really cool and it was a real was a

047real testament to our community spirit and how we support one another. Um these are just a couple pictures from the uh the assembly we had. So some of the athletes spoke and then um and Levi Shera gives a pretty good speech. I'm not going to lie. And then uh KJ was presented the trophy uh from Dan Lever and and that was really an exciting moment. So I just thought that was a really cute photo. So I'm going to share with you guys. Okay. Robert Frost. So, I I want to talk about this in a public session so that folks get a better understanding of what we're looking at with some of our long-term deferred maintenance. So, on uh the 3rd of December, we got a call I did from Jeff and he's like, "Hey, Kim,

048we got a problem over at Robert Frost. Can you pop over here?" And a couple of the vents had fallen down in the kitchen a little bit. It wasn't a huge amount, but it was kind of noticeable that they were kind of popped down a little bit. And so, um, when Daniel and Jeff and I and Elise was there, a bunch of us were there, Tony was there, um, when we started looking at the truss system above the kitchen, we noticed that there were a couple of broken trusses. So, Daniel had heard one uh kind of pop, make a noise, and he had investigated and found one, and then um, you know, we ended up finding five total above that area. So there were three kind of above the kitchen and then a couple more

049above the functional skills classroom. And so we immediately called the engineer and ZCS engineering was on site within probably an hour. So >> that's amazing. >> It was Yes. Um and we you know they're really good partners for us. They helped design the seismic refit refit or retrofit at um Silverrest. And so they have been a really good partner to us and I and he's been Kevin Hassik has been a good thought partner for me a couple of different times. You know I've called him about the the middle school and you know some of that reconfiguration and you know how we should what would be the best way to do that. And so he's just a really great they're great partners. And so they zipped right over there and they looked at it and and

050I've asked him I had a couple parents say you know hey why did that do that? And I we and Jeff asked Kevin today and Kevin's like it's a variety of factors. The building is old. So the building was built in the 60s. Um the construction he says is not the highest quality construction in the world on that end. The other end is fine. So these were built at kind of different a little bit different time. And so the classroom end he found was really structurally good. No issues but that other end needed some it needs some repairs really honestly. Um, and so he looked at every truss in the building, every single truss. And there were five total that were broken. And so he created a plan to shore those up. And Broamp and

051Jagger, which is the contractor that did the work at Silverest, uh, Jeff had them on site the same day and they were working. And so the first thing they did was repair the first two that Daniel noticed. And then they went to work after the engineer came back through and said where the other issues were. And so the building has been cleared by the engineer. It's completely safe to be in. But it does bring up the question about what do we do with these aging facilities that need major repair work or upgrades or maintenance. And this, you know, there there's no real cause for this. Like it wasn't caused by a leaky roof. It wasn't caused by, you know, storm damage or whatever. um he said it pretty much is just because of its age

052and its quality of construction is is his thought on that. So if anyone asks you that that is what he shared with me. Um so the building is cleared for students but there's bracing inside. So I'm going to show you a couple pictures so you kind of get an idea. So this is one of the trusses that was actually broken inside the building. >> So I got a quick question. >> Sure. Um, were any of these items on any any of the maintenance lists were they identified as a as a problem earlier as a weak point? >> No, these are new. I mean, I think these are relatively new because Daniel has heard a the Dan is the custodian in that building. He's heard two of them break recently like he >> So, I guess

053my question was it wasn't on any radar that hey, we've got a problem here. >> No, this was not on our radar at all. Now, we knew the roof is getting old at Rob Frost. So, the roof was put on in 97, I believe, and so it's nearly 30 years old, so it's 29. So, the roof needs to be replaced at some point, but we had no idea that this was an issue. Um, and and so it it it's going to have to have structural improvement inside the attic area on that side of the building. And it probably should have a new roof while you're doing it. >> I guess I'll I'll piggyback on this. So, I went through the BLRB whole report. Mhm. >> Cuz I was I have personal copy cuz I was

054like, "How does this happen?" You know, I see there's a crack on the other piece of wood there. There was five others that don't look like this. And I'm like, we paid a lot of money for these sight assessments. I have no evidence that they ever went in there and looked. >> Mhm. >> And same. I'm going through the state one right now. They just gave them >> It's There's nothing. And they were just there. Yeah, I'm going to talk more about that when we when I go over the long range facilities plan. That is an issue like you know when we were looking at the depth and the and the specificity and the detail in the state report like it's a good kind of general picture but it does not give you detailed um

055things that need work like and and they didn't go on the roofs. So my concern is like we spent a lot of money on that last assessment and you look at a home inspection and depending how good they take pictures of everything, every floor joist if they think it's rotting like when they do these side assessments and we got one for every building makes me concerned now about the rest of the buildings and how good that assessment was on those buildings. >> Yeah. >> And so you know this was it makes me very uneasy. I'm glad I'm absolutely certain that Robert Frost after this is probably going to be one of our safest buildings um with the amount of attention being paid to it. Um but I'm like, you know, I think rightly concerned, >>

056you know, based on looking at the report and there's no mention of of any trust being looked at, period. Yeah. >> Just exterior or interior roof. You you meant you mentioned the bond and and if if a bond would have passed, we would likely would have still had this issue because it was not wasn't on anybody's radar. >> Yeah, it wasn't. The roof would have been replaced in the bond if it had passed. So, the roof was on there, I believe, but no, there's no mention of this. I can't find this anywhere. Like, I dug around too like a squirrel like you did. Like, where is this? Is is this anywhere? >> I couldn't find it anywhere either. And I think it's a relatively newish problem. Like, I don't think it's been this way for

057a long time. Um, so >> yeah, cause do they any like I mean how does this happen? >> Because he said he said it's just um poor quality construction and age. He really doesn't have another although we had an earthquake a couple weeks ago. He doesn't I mean I don't I didn't ask him about that but there is he does not have any >> anything specific that caused that. H. >> So, I think it's I think you're going to have to go in Jeff Alderman and I have talked about this at great length. I think you're going to need to go into this building, have an engineer design a plan to strengthen those trusses in the building and, you know, add additional trussing under the roof. Just on that side, the classroom side is fine.

058And I will say that um our friends at Robert Frost uh especially Taran and Dan and all the people that have worked on this project um the last week or so have done an amazing job you know managing the complexity of this inside of school when I call and say hey Taran you got to send everybody home uh because you know we ran Tom ran it by Pace and Pace is like you probably should evacuate the building but we were already in the middle of doing that. So, we did send kids home that day >> because it's safety first and you just never know. So, >> well, sorry, >> this kind of begs a question then, >> do we need to like we have obviously some buildings that are similar or older and I don't

059to Josh's point, I don't know if those got inspected. Is this something that now we know this is an issue? Should we start taking like some of the other buildings specifically the trusses make sure like this could >> Yeah. So, let let me wrap this portion up, Derek, and then I'll answer that as part of that long range facilities uh plan because I think that's within that within that portion of my presentation. >> This is some of the bracing they did inside the building. >> This was the first one that was done under the first trust they found and it's in the kitchen. And on the far left in the kitchen, just across from that, there's another one which uh makes it so Paul can't use the oven. So, I mean, this is something that

060we have to repair. We're going to try and repair it over winter break. um if we're lucky. >> That was my question. Like because the temporary bracing, what's the plan for those? How long are we going to keep them like this? Because this does shut our kitchen down. >> It did. And Elise did a great job like um pivoting and having Paul and his crew work over at the high school. So they are Paul goes over to the high school and he you know crafts cold lunches and takes them back to Robert Frost. But that's not a good long-term solution. And so >> um we have prioritized getting this fixed over Christmas. The interior work is not weather dependent because you don't Jeff doesn't think you have to take the the deck off the roof.

061He thinks you can just come underneath and support things. >> And so the engineers are working on a plan right now and then we'll have to get bids for that. >> Um so, you know, I think hopefully we can get that done um over Christmas break, I hope. >> Yeah, because this is not a great long-term solution. I mean, Paul's kitchen wasn't great in the first place, but now >> it's not a very big kitchen to be in. >> No. Yeah, it's not a great kitchen. >> Um, so I'm gonna go I'm going to move on. Any other questions about that before I move on? >> I do. Thank you for your capital improvement funds. >> Yeah. Wasn't that a great idea? >> Yes. Um, they're going to have to pull the sheetrock underneath to

062expose. They're probably going to stick frame it in place. We think they can get that done. And >> you actually don't have to pull the sheetrock. So, we have out we have to make sure that we can we can get up into the attic, but there's I don't think they'll have to pull the sheetrock because I think the way they're structured, I think they can just go up under the roof. I they there's big cross beams across the bottom that hold the ceiling that are actually below the trusses. >> Okay. Do we >> You might be able to tell. >> What are we thinking on cost for this project, Kim? >> We don't know yet. Um, we did put $500,000 into a capital improvement fund which is designed just for this type of issue. Uh,

063we did have one we did replace speakers in the high school gym out of that fund because we had a donor that helped sponsor that. Um, so we did take $25,000 out of that to put new speakers in the gym because they weren't seismically safe. So in an earthquake, the old speakers would be dangerous for kids. They might fall on kids. So we we did that project out of that fund. That's the only thing that's come out of there so far. So we have I think we have ample funds in that account to do this work easily. >> But we won't obviously no cost or timeline until bids have been >> Yeah, we need the the engineers working on like what kind of plan needs to go in there. So, he he built a temporary

064bracing plan and he had that to us by Sunday so that we could get back into the building because we don't want kids to miss school. >> Um, and part of the bid should be to Excuse me. >> No, you're good. >> Part part of the bid should be to to include part what what our defined timeline is so they can build that in >> so it can get done over Christmas. >> Well, that's important because that we lost two days of school. That's my other thing. And we are doing the early release days. Are we going to have to add days on to Robert Frost? >> We have cushion. We have cushion. And I can send you the calculation. Tony did the calculations. I mean, um, I think we're probably right at the limit

065right now. So, if we missed another day for some reason for snow, Robert Frost would have to make up a day for sure. >> My two cents. I know there's a timeline. I'd rather them do it right. And we have to push the days longer than get it done by end of break. >> Yeah. Yeah. We we'll definitely prioritize this and try to, you know, do it as fast and as efficiently as possible, but and so that it's safe for kids, >> right? >> Safety first. Yeah. >> Well, good job, Kim. >> Yeah. Thanks. >> Do we have an update on on um Is it okay to share an update? I don't >> Oh, how's Dan doing? >> Yeah, >> Dan is very feisty. I was I don't know if Taran's here right now. >>

066No, she's in at the program. >> Yeah, she's in the program. Yeah, Dan. Dan's uh making good progress and he he has called Taran several times and he's texting or giving her a hard time and I went to see him in the hospital and he you know he he was doing well and knew who I was and we had a good you know little chat for a second and uh he's doing well. >> Yes. >> So we we wish him a really speedy recovery and we'll do our best we can to support him as with whatever he needs as he goes along. >> Yeah. And that did not have anything to do with the, >> you know, building issues right here. That was it was an accident. So, yeah. >> Okay. So, we'll head in

067if there aren't any other questions. >> Okay. So, long range facilities updates. So Tom put together this great I might I'm going to let Tom talk about this a little bit if he wants, but Tom put together an RFQ for um a long range facilities proposal uh for a company to come in and help us with long range facilities planning again. So we did Josh was on that team. We did a long range facilities and I've seen Wallally's name on a couple things too. Um some planning and that started in 2019. Um, but in order to apply for the awesome grant, if we go for a bond, that whole plan has to be updated and it has to be less than five years old. And so, because that one was started in 2019, it needs

068a refresh. And I think it needs, you know, a little deeper exploration. So, we were on the phone with um, so we, well, I should go back. We interviewed two companies. So, we only had two people bid this project. Um uh these types of firms don't make a ton of money on these are done for districts uh mostly as a service and to you know to help set up bond work and different things and so um they uh they they both came in and interviewed and they were both really close. So a brick interviewed and so did Sodorm and uh they did a great job. I would have been comfortable with either company. This one was a little just a slight just a edge the other one out just by a little bit. Um they

069do have an employee on their team that was part of the team that built the original high school which is pretty cool. So he has a lot of um he has a lot of in-depth knowledge about uh the old high school and this one which is kind of cool. And so um this project is going to be between 85 and $100,000 uh to do this whole all this work on long range facilities which includes all the meetings, all the surveys, all the um facility assessments and we have asked them to do a pretty in-depth facilities assessment with some of the structural things we've seen. So, uh, when we talked to them today on, uh, Zoom meeting, you know, we were like, uh, we need, you know, a couple of these buildings in town need, you

070know, to have a deeper look at what's going on. So, um, we did request that and that is why the price is a little bit higher. Uh, we did have a donation of $50,000 to help pay for this project, which is really cool. uh with the caveat that we if we're preparing for a bond with a long range facilities planning uh you know process that we have an artist rendering an architectural rendering of what our middle school campus would look like so that as we present our bond project to voters they can understand what we are looking at as far as improvements um and different things. So we thought that was an important part of the process and so um that we would like to see that in uh the work that brick is doing.

071Um again this process is required for the awesome grant and the awesome grant has to be applied for by July 15th and it you apply for it before you go out for a bond which seems backwards. >> It seems awkward because you do all the work applying for it then you might not get it. um because if your bond doesn't pass, the awesome funding is not available. But um Piper Sandler, which is an actuarian and they do a lot of work with bonds in the state, um they have told us that our awesome grant amount now would be about $10 million. On the previous bond, it was going to be about four to six, I think. And so it's gone up considerably. It depends on how many people are in the pool and and who's

072received a bond recently and all those good things. Um, so we are getting ready to uh finalize a contract with brick to do this work for the district. And you know, we've made some really we've made some pretty hefty demands about really getting into our buildings and um giving us a really clear picture of what's going on. Any questions on that? And you do have their full proposal in your board packet. So, if you want to look at um part of their plan, all all that is in the board packet. >> No, just so everybody's clear, the how the awesome works, that's above and beyond whatever a bond is. >> Yes. >> So, if a bond's 100 million, that would give us 110. Bonds 200 million, gives us 210, >> right? and and we have

073a way I mean Piper Sandler says that we have a way to do a replacement bond. So the high school bond comes off in June of 2027 and so they have a way that we can do a really good bond that would do a lot of the work we need to do in the district and it would not raise the taxpayers taxes at all. So but we want to see this long range facilities plan is the first step. >> Yes. And it's really important that we, you know, really carefully analyze our properties, what condition they're in, what repairs we need, and how we best serve our students because, um, our kids deserve the very best. And so, we want them in buildings that reflect that. >> Didn't the awesome grant reduce? >> Did it? What?

074>> Did Did I see that they reduced the amount? I think was wasn't it a four million and they did I see there was a reduction in that or it's just me making that up in my head probably >> no I h I have not seen that and we just met with Piper Sam that was a couple weeks ago wasn't it Tom that they shared 10 million so I don't >> okay >> it would have had to be really recent >> and it varies all the time as far as the amount because of >> how many are given for bonds >> it also varies based on your student count >> yeah your size of your So, lots going on in the district. So, lots of strategic planning and long range facilities. There's a lot of

075things going on. >> Okay. Okay. Thank you. >> You're welcome. >> Okay. Uh Thomas, financial enrollment. >> All right. >> Steve Jobs. >> I know. He thought his mom was calling. >> Look at You're handsome today, buddy. >> My update's pretty pretty quick. So overall, the district's enrollment is down about 12 students uh than it was a month ago. Um although Oh, I was supposed to do the slides. Um although note last month had a surge of enrollment over the previous month. So the the drop is actually only down about four students from October 1st, which is a lot less than last year for the same period. So last year from um October 1st to December 1st, we were down 10. Um, so relative to to October, it's it's not so bad. Most of the

076changes are pretty small. Uh, I think probably Scots Mills is probably the only one that's more than just like 1% or so in terms of change. Um, and that's my enrollment update. Any questions on enrollment? >> Okay, good. >> I know the numbers are small, but >> has anybody done any work at understanding why some of these students are leaving? Yeah, >> that's that's my question. >> Yeah, I mean Yeah, like sometimes they move like we had a student that moved at Robert Frost like Taran and I just talked about that student. I mean there's a variety of reasons. >> Yeah, >> there's no central theme you're hearing. >> Not especially when you're looking at numbers like this. I was just >> just a few minutes ago after the primary grade program over here at

077Rob Props. I was talking to somebody and they sold their house and somebody's moving into it and the people are moving into it are from Molala and they've got three school age children. So >> I assume we'll be getting three more kids somewhere. >> Yeah, probably. Yeah. >> So things like that. >> We I mean enrollment fluctuates in districts all the time. The important thing to note is that we budgeted on 3550. So, we budgeted on a significantly lower amount to make sure that we were not cutting ourselves short budget wise. >> And 12 out of 3648 is not >> Yeah, it's not >> very significant. >> It's not. >> Last year we were down I think 30 from where we were in September or October to the end of the year. >> Yep. I

078think 28. Heidi said that's that's fairly average in terms of proportion, but that's something that we could do a deeper dive year over year to see if there's a change, too. So, I do have good news followed by a little bit of bad news. So, I'm going to dwell I'm going to really milk the good news because that's that's a really great thing. Uh, so it's a quick budget update for for month number five. Um, note the January update will be kind of a deeper dive because that'll really be the halfway point of the fiscal year. So, we'll have much more information. But on the revenue side, just like last month, uh we're really kind of the same or a little bit uh ahead of of last year, which which doesn't mean much. It just

079means there's no fires. There's nothing that's unexpected that's happened in terms of revenues that we are um receiving. So, everything there is is basically on par and on pace for something similar to last year. If we were It's really early to project, but if you were going to project, it' probably be about the same last year. 99.9% of your your budgeted revenues. The good news is really on the expenditure side. Uh the year-to- date spending in terms of the budget is actually lower than last year in in most of the main categories, wages, salary, benefits, services, materials, and supplies. The only reason why it shows 28.6% of the budget spent this year compared to last year's smaller 26.9%. It's kind of in that insurance transfer other we had the TAN loan that we had to

080pay back. So the amount was larger. So the year-to- date was smaller relative to that. So it kind of skewed it like you had a smaller percentage. Um so while still being conservative, we're not even to the halfway point. We were having to do a forecast. We would now forecast about 1.35 million added to the fund balance. I think last month I said about 890,000. So that's kind of increased and the confidence has increased. I am excluding any potential OD budget reductions or budget cuts just just from this. So you can see this cleanly by itself in terms of our general fund and how it's doing healthwise. And there's a couple reasons for that. There's still not enough clear guidance on what the impacts will really be from OD. No decisions have been made yet.

081Um everything OD has looked at as far as potential reductions, it's not really even 100% clear if it's going to be this fiscal year. there could be next fiscal year when they actually make those decisions. So, we know there'll be some impacts probably eventually. Uh we just don't know what those are. So, back to the good news that that's great. We're doing, you know, we're continuing to go on the trajectory we want to, which is increasing uh the projection of increasing our funds um our our fund balance and our reserves. The bad news is and I I mentioned this a little bit earlier uh I think last meeting or so I said that in December PERS was going to release its preliminary employer rate. So that happened this afternoon >> and uh it doesn't look

082really great. It's very preliminary. So it's there's still a lot of things that are up in the air, but it shows our obser which is so what some people call tier three in which is 80% of our employees going from 10.97% to 16.81%. Which is six percentage points and a relative increase of 60%. Wow. The tier one tier 2 rate which is about 20% of our employees would would go up from about 14% to 19% so about 37%. But that that 60% increase for for our obser employees is is concerning. Um that could represent an additional million dollars in expense beginning July 1st, 2027. Um so that's something that we are really thankful that we already kind of set up a a PERS reserve. We have a PERS reserve fund that we increase the contributions

083that go into that to start trying to offset um to offset this. We're also really thankful we're looking at, you know, five, six years ahead of time in terms of our budget modeling to see how we can best make decisions and prepare for something like this. The next step in the process will be February when the earnings for this year, which actually look really good because I think PERS, the overall PERS funds are making about 9% year-to date and uh the assumed rate in in their actuarial valuations is 6.9%. So that could represent several hundred million dollars of their, you know, 80 billion or so in in investments that can help offset. So this is kind of like an update for today possibly to be changed in February when they go to the next step

084in the process. >> That's one thing we know for sure. It's like the weather in Oregon. If you stand at the same place for more than 15 minutes, it will change. >> Pers will change. Yes. >> Yes. Yes. Pers will change also. Uh so I I do have a question for you. So that figure of going up to 16 or 17% Is that then before the return on investment is applied or is that just automatically still >> for this year's return >> or for which you >> I'm not quite sure how how we're providing a 17% contribution >> that's yeah >> on the tier three >> I don't understand that. >> Yeah. So it's based it's based on their unfunded actuarial liability. So what they project as future costs and where they are now in

085terms of being funded because PERS is uh I don't know the exact number. I think it's like 82% funded. >> If it was 100% funded, they wouldn't need to increase rates because they have all the reserves to pay the future costs, >> right? So because I think in terms of the reserves because they're behind and because costs are going up, salaries are going up, so future retirements are going up. And then depending on what happens with their earnings, if they have a year that's not the minimum 6.9% in terms of what they earn, it's below that, >> then that just makes the the gap even bigger and bigger and bigger. So uh it would probably be worth having a separate thing where we go through PERS and the different elements of that because it is

086kind of interesting all the factors at play. Yeah, I have to say that I obviously I think it's necessary for us to understand not that we have a lot of decision power on this, but I think that uh public education would also be good on that because I think that as a state right now, I think that as I am learning this position and I'm starting to read other things from other places, I am getting more and more ashamed >> to to observe the behavior of our leaders in Salem towards education and educators and it's it's embarrassing literally. I'll give you one example of how complicated it can be or even surprising and that is sometimes when they do u staffing reductions. Let's say some schools have to lay off some people that increases the

087gap because then you have less employees paying into >> PERS. >> So it's like a double hit. you're you're already in the red >> and you still have the same amount of retirees that are >> collect you still have the same future costs that they're they're you know so it's it's really interesting the pressures against it to >> to meet its future needs. >> I mean we can have someone come from OAS or from Piper Sandler or who's the other one? Carol, what's her name? >> Carol Samuels. Yeah, we can have her come and present to the board if you want to know more about hers. It is super complicated. Um, I was just talking about it to Representative Rick Lewis today because um, we were talking about, you know, the level of funding in

088the state of Oregon for K12 education. We're not the worst in the nation for funding. And I said, "Right, but like two and a half million dollars of our budget this year went towards PERS." >> And wouldn't that have been great if we could, you know, provide an instructional coach for teachers or, you know, hire another teacher if we needed or an IIA or, you know, whatever we needed. that we spent $2.5 million on >> perh >> um and I said so if you take that out of the equation but they're not doing that you know when they're figuring out they're just doing the state school fund per dollar blah blah per student they don't factor in the this other cost that we are required to pay and that is a huge hit to K12

089education and it needs to it needs to be accounted for Kim >> is that an intentional decision that's being made not to factor it I you know I don't you mean the people that are like saying how what the student per cost is I just don't know if they even know and I mean I was at Steven Floyd interviewed me today from our town and I said >> you know he was like well you know how how are you budget-wise and I said well there's the PERS thing and he started talking about another um journalistic outlet that's doing a a a piece on that per state amount we get per student and like we're number 16 and I said, "No, we're not." I said, "We might be number 16 purely if you look at just

090the state school fund allocation." But if you factor in the lack of support for facilities in the state of Oregon, like they give they they don't, you know, I mean, we haven't had any facilities help the whole time I've been a superintendent or an administrator or teacher for that matter. And then um you know, all the PERS and all these other things that we are are having to pay. Um, plus I think sometimes at the state level there are things they could do to help us uh contracts for different uh curriculum and different things like you know like if if a hundred districts in the state of Oregon are using youth and equity for early literacy it's in the dashboard. Well, they didn't get us a contract with either of those providers. Like if they

091had state contracts for some of these things, it would decrease the cost for district. It's like the same thing in the accountability measure. They're going to give us four to six assessment providers that we have to use for an interim assessment. Have to, but they they're not we don't get a state contract to help us pay for that. Now, we already use STAR. It's in our budget. Um, but you know, like other districts who are not using a product right now or who can't afford it or who are very small are now going to have to absorb the cost of another unfunded mandate. Um, the other thing they don't do is they don't they Brandon could talk to this like they don't they don't pay for high-cost disability. They pay 28 cents on the dollar

092for our our highest need students that need the most support. There's major major major problems with education funding and for them, you know, for for a blanket article to say, you know, we're number 16. Why are we number 50 in rank? And I said, and he goes, why are we near the bottom in reading scores? And I said, well, that's a whole another story. If you want to talk about assessment and how and retention, student retention and all those this is complicated stuff. >> Yeah. >> Before we move on, because I know we need to, but I want to I don't I'm not good at understanding persons. I'm not a public employee. So, say a person makes $60,000 and 16% of that is like $9,600. Okay. Are we saying so a teacher has a salary

093of $60,000 we're going to withhold out of their paycheck essentially $10,000 on top of Medicare, Social Security? How we have to pay on top of >> pay on top of it? >> They have to pay on top. >> That's our contribution. >> Yeah. >> So this is not withheld from their >> the district our district uh and the way the bargaining agreements are is that we pick up the purse. >> Yeah. because that's that's what I because I know we got two contracts. >> Employee employees portion is 6%. >> Yeah, we pick up the employ this thing we're talking about. >> So 16% plus 6% >> plus any other unfunded actuary liability or or so your PERS rate might be 30% in total. So if you make $100,000 just because it's easy math math that's

094another 30,000 the district has to pay >> pay pay to per it's crazy. So remember our benefit rate when we look at our fully loaded benefit rate health all the stuff pers we're talking on average 50 you know 55% of extra >> cost my daughter work for the state markups are so much higher than the actual pay that's going out >> just an FYI just to be clear this is nothing to do with with silver fall so every school district has this on average me trying to understand you know what this means to our teachers what this means to our you know our staff con like what this literally really means out of people's paychecks. I'm such a basic guy, you know. I'm not you, Tom. I'm not smart like you. And so I need

095I need a little help and this really you just put it into context. >> It's employer it's employer cost which is which is why some school districts have make cuts and layoffs and why others probably will next year. Just it's a lot to face >> and not every district pays 6%. Some districts the teachers have to pay that%. The teachers here are lucky to have that. >> Some ESDs don't pay 6% either. I mean the re the real cost of it is what it costs us for instructional support for students. That's the real cost because it takes it directly out of our budget that huge amount. >> Tom, I've never thought about this before. You mentioned the 6.9%. Um is that year by year or is it over a time frame? As an investor, what

096you look at is is over time. >> That's that's the assumed rate each year that they will get 6.9%. You know, keep in mind PERS has a lot of private equity and a lot of like government investments and it's not just like the stock market. It's a smaller. >> So, you might hit that one year, you might be below that another year, you might be above that another year, right? >> But it doesn't matter because they'd go by year by year. >> Well, the real problem is that they promise tier one employees 8%. Yeah. >> And it it has not with it hasn't maintained that level. I mean, >> that's a couple of rough seasons. And this is scary like if you want to give people raises like say you want to >> this could

097scale >> it's like >> right with with with increases then your purge costs go up and then if >> the stock market does not do well investments do not do well it's a year of 0% then your employer rate really gets higher because now you have to make up for the increased gap of what you have to pay in the future for retirees >> to be continued. So February will be the next. Well, they'll have the earnings. Thank you. >> EB and flow. That was >> okay. Here, that's everything then, Tom. >> Yes, sir. >> And then Tony, the staffing report. >> All righty. Thank you, members of the board. Now, I get to talk about the biggest factor that our budget pays for, which is, of course, our staff. you know we don't make

098widgets what we do is we support student learning >> and um every year at this time we give a staffing update it's usually around the mid-occtober or so then when the numbers of the class sizes start getting settled our placement and assignment of staff starts getting settled so around this time is a good time to give an update and we do a comparative compared to the last year uh this year's update is is no different but we did make sure we still benchmark mark to the 23 24 year because if you recall that's the year before we did the the layoffs. So you know last year it was a it was just one to one conversation over the two years but now we have so in addition to the 23 24 FTE we have the

0992425 and the uh December 1st of this year's numbers. The first thing I'll start with saying is that in the HR world, we tend to talk a little bit more about FTE, full-time uh employment uh versus number of employees. Uh for instance, I could say for number employees, we're around 470 471. Uh but in FTE, that number is a little bit different and it's really a more important number when we're thinking about budget. uh because you can have an employee a lot of our aids maybe seven hours or seven and a half hours but that's not necessarily a full >> FTE. So it's important that we really distinguish that factor because it does sometimes this will show numbers that then people might not fully understand. That's why when I do the individual building reports which

100I'll zoom through in a few minutes you'll see that I also tag to it the actual number of employees the number of bodies that we see. Okay. So in this first >> quick question, I'm sorry. What is confidential employees? >> Okay, I'm going to get I'm going get to that. Okay, so what I do in this first uh slide is I break down the overall staffing and we have several groups of of employees. Licensed pretty straightforward, the teachers uh and other licensed staff classified are support staff. Administrative, those are those of us who are in Silver Falls, we consider those the licensed administrative staff. So Kim and I u we have supervisory employees. So now for instance Tom is considered in that group because he is not a licensed administrator but he is an administrator

101confidential. Uh right now we only have two confidential employees. They're both in this room right now because and they're confidential because they're designated that because they have intricate involvement with policy matters and therefore they are not members of the represented unions. and you have Debbie and you have my assistant Marissa Franklin. So there's your two. We used to have more. Now for instance, there was one we had three, but that was a controller position and the controller position now has moved to supervisory uh because with that reconfiguration, she actually has a few employees that she now supervises. So that explains partly that big that drop of that one. >> Can you Tony? Can I mention something on the administrative? the administrative looks particularly high, but that's because we have Elise Hansen as the director of

102student achievement and wellness and nutrition in that number. And so, um, there actually is one, we don't have the Sedexo contract any longer. Uh, so that is why that is a little bit higher. And we also prioritized having a principal at Scots Mills and Silverrest each. So that wasn't a good split. So >> um and so well so we can see that you know we have about 411 um FTE compared to 396 last year. That is a change but I think what's going to be important now is that we look at what causes those changes. So we can see that in general education teachers uh you can see on the far two right columns you can see the change in the FTE and also the change in the number of positions that we have. So,

103and general ed teachers were down too, which was a reduction of there was a teacher at Scots Mills. And then also, um, we eliminated a TOSA position that was a student success advocate at Robert Frost. That teacher ended up getting transferred to Scots Mills because technically Scots Mills could have lost two teachers. Um, when in in special ed teachers, we have a net loss of one. counselors. We've added a few positions, but you'll see that's an example where you can add a few positions, but it only added 6 FTE. Um, and then we have a few people who are smaller FTE split across different buildings. The area where we have seen the the biggest jump, and this is an area where both Kim and I make sure we let the board know when we do

104have have incremental ads during the school year, um, is should be no surprise to you, our instructional assistant areas. We've added three instructional assistants and a lot of those are due in our special ed areas where you see instructional assistant 2. Instructional assistant 2's work with our students who need the most intensive support usually in our area of special education and those are areas where coming into this fall we have noticed that there is relative to previous years there's fairly substantial additional needs in supporting these students. The next thing I do on uh in this report is then start breaking it down by school. Now I won't sit here and have go through every one of the different buildings. But I will give you an example about how I run through it and then you

105can look through that at your leisure and then please always feel free to uh let me know if you have any questions about that. But what we do in this uh chart then is that's where we really start doing our analysis about what's happening in individual buildings. So you can see we start with of course looking at what's enrollment change at those building because that puts context because you can see here for instance B creek you can say well it looks like they did well they have two new positions. Yeah they lost one aid but they got one aid and they also got a teacher. Wow. But you can also see that they also increased the most relative numbers across the district adding 26 students. And you can see how that breakdown is to the

106current number of positions and where the change is. So you know um again at the BU Creek school one of the things that was unique there is that we also have a social studies position that is split with Scots Mills. primarily the individual is at BU Creek but they we do have them go to support uh social studies work at Scots Mills. Um I'm going to run through I mean so you can see these for the various different schools. Um, and at the end of my presentation, I'll ask if any of you have particular questions about schools. But what I wanted to get to here while here in Sequoia Falls, important thing to think look at is the addition of the hybrid program because that has resulted in us adding um a few teachers to

107the program, but we also reduced the social worker position there. um Silver Crest. You can see this was one of the schools that I was worried about the enrollment because you can see the enrollment change um is down four students and yet that they're the same same staffing. This is one of the schools I really watched carefully because they're at that cusp. You know, you may recall a few months ago they were one of the schools I was really close to having to think about in staffing. Um, and again, we know this is an impact on students, but we also know each of these has an impact on the overall budget and where we allocate staff across the district. The high school um is has seen a little bit of change, but you can see

108really not too too much. If anything, we reduced to general ed teachers there. Kim and I worked a lot with the high school staff over the late spring and summer to really look at their um their staffing allocations across departments and through that work there was some condensing they could do. Now that commencing is relative because if you hear from some educators in some of our departments like English department particularly they will say they are relative their other departments more greatly impacted by these changes and they aren't but that's why you know when we get to the budget season uh in a few months that's where we'll have to start talking about decisions we make about where do we allocate those dollars u because we do know at the high school where you see these

109changes more drastically is we have a big portion of course that's allocated to CTE right and so there will be some decisions that we'll talk about once we get more of Tom's numbers and once we get a better sense about what our enrollments will be for the coming year so um discussion points there are some points that I just want to leave you with in doing this report the first is it doesn't show up on here but you'll notice on the introductory slide you also see this I made sure to add Marissa Franklin um who I just introduced you to a few minutes ago on that because really it's through her work that she does a lot of these numbers. She is the one who really manages these numbers. Um I my a lot of

110my work is on policy and of course working with uh employee challenges I should say. Um Marissa is the one who's processing all these hires. Of course, I do the final approval on them, but she's processing the hires. She's processing all the data, making sure these systems are getting updated. She's she's involved with the um integration between the work that comms controllers do and then with what we do in HR. It's an important role um because we're seeing that as we're providing support to our employees since we have net had a net number of employees we've also realized there is at some point where you have to think about the support that's provided to support employees >> and that's why you will see that um a week ago Kim had sent an email on our

111behalf that we need to do something and and there's another big reason for providing more support for Marissa's work is and this crosses over to teaching and learning a little bit is safety and security which we just talked a little bit about. We are really needing to do a little bit more work on safety and security. Right now Marissa is doing double duty supporting my work in HR but also helping with safety and security. We're at a point now where a lot of these things are going to come a lot of the safety of our employees whether we're talking about the daily safety and security but we're also talking about there is a reality I had a as you might imagine late last week I had a visit from OSHA >> um and the first

112thing they asked other than some of the basic facts of what happened they said well I'm going to be contacting you about making sure I can get all your safety committee meeting minutes and notes and all your quarterly reports for facilities and maintenance inspections. Well, that doesn't happen in a vacuum. So, that's a factor to always consider. Some other things to think about is that um you won't see on the school level reports, you won't see clerical put in there because I really focused it on what's happening in the classrooms, okay? But they will show up in the overall numbers that you see. Um some there's a special conversation that's been happening over the last few months that I want to mention to you and it is kind of tied to the safety. Um I

113mentioned how the IAS we've added a few IAS with some of the challenges we've had with our students who need the most support. We have had an increase on incidents um safety incidents uh accidents and uh those early on in the year were significant enough where I pulled together all the instructional assistants. Um Marissa and I met with them uh at the end of a school day and we allowed them basically to talk to share some of their experiences. Out of that work, we developed several uh steps that we're going to do in safety and security being one. also uh providing more um opportunities for our instructional assistants to have time with their teachers that they work with to have more discussion about the intricacies of the student needs and how we balance that between

114what the teacher doing, what the aids are doing. Yes, a lot of that was work with Brandon Larson, Director Larson has a lot of that work to carry out now moving forward. But it's very important in this and it's going to come up again in the in the spring because in addition to talking about budget numbers and staffing numbers, um I have been very open about this that um I think we're at the point in time where between all the mandatory trainings I'd have to make sure our employees do providing the opportunities under the recent Senate bill for time for our classified staff to meet with employees I mean with teachers on their students are supporting And with our emphasis this year on literacy instruction where we know the value of our instructional assistants and

115helping that they are educators. They have specific roles but they're educators. I'm at the point uh those of you on the board last year probably remember when I made this comment that I don't think I'm at the point as an HR professional that I can adequately say that I have enough time with our classified employees to meet all the mandates. I'm likely going to make a recommendation that we think about adding up to two days to our classified employees at the beginning of the year to help with some of these very things that do end up costing us money because their safety reports which end up being we have several employees on time loss for workers comp. Anything we can do to help provide um you know relief for that is going to be a

116benefit in the long run. So, that's what I wanted to leave you with. Uh, as we go into budgeting next year, and remember, we're also going to be going into in the spring bargaining again this year with both groups. Usually, we staggered them. This last spring be primarily because of our budget situation last spring. Uh, we only focused um on a one-year contract with the teachers union. They they were very supportive of this general work that Kim's been trying to lead at our district. But so now next spring we are going to have to meet with both and you know our employees just like we have we're facing increasing cost our employees and their lives are also facing increased cost of living and things too. So I mean it's understandable that we're hitting this this

117intersection of a bunch of competing factors that we're going to need to think about. And again, they all come down to people because we're the people business and that's where the lion share of our um the dollars that we get go to a lot there. Any questions I can answer for you? >> Just a comment. The in the old days the uh school by school profiles that you showed here. Basically, we had that as part of the package for the budget committee. I think it'd be helpful to do that again >> to include that. >> Sure. >> Y >> that's a good idea. the comment. I mean, thank you to Marissa and you. That's a lot of work and I I really appreciate seeing it. >> Um, I guess one question would be, um, when

118you see a huge influx for like one particular school like But Creek, I mean, I would hope that that triggers a question of like what's going on there? Like why is there such a big gain >> versus other places? >> Yep. Enrollment. There's some a little bit of enrollment shifts. I mean, uh, Principal Palmer could speak a little bit more to it. We have noticed, for instance, at that school that, um, we're seeing, uh, students who were previously enrolled in the private schools. Um, some of them are the religious schools are are little by little starting to trickle back. You know, during the COVID years, remember districts across the state, a lot of students were moving to more of the private schools or, you know, we used to call them parochial schools or or religious

119schools, right? Um and that school somewhat by location but also by just the the normal demographic trends is seeing a few more of those students coming back. Um it's also a little bit of a testament to the good work that's happening at the schools. We get a fair amount of people who are requesting intermediate. Um and then but likewise you can see from some of the schools where we've lost enrollment you can also look at demographic trends, housing trends and whatnot. So all these factors come into play and where we have to like at that those first few weeks of the year where I we have to think about some possible shuffling of those toys because sometimes we don't know until day one when especially when kindergarteners show up really how many number we're going

120to have. That was a big issue with Robert Frost this year. we started seeing even though overall numbers were a little bit down there was a big hit at kindergarten level which makes us have to think about the grade spans that that we're assigning our teachers to. But great question >> and to manage high needs kids you know that that kindergarten grade level that there's a lot of kids that need extra support in there. So the the staffing at that level is very important. Uh, one thing I noticed on the high school numbers, looks like we're down 66 students, but with Sequoia with our hybrid program under Sequoia that was a net gain. So, is it potentially not as big of a loss? We're thinking or >> Yeah, I think part of the kids are

121Yeah. >> Yeah. It's not as big of a loss, but it is a there is a little bit of loss. I think actually the school that was kind of the most stable was actually I think the middle school >> those numbers. Um but we're going to keep watching that as well as we go because it is a big it is a number one factor in assigning teachers >> right >> is the number of students that are coming through the door. >> Then my just another comment I'm hearing it from teachers as well just the additional need for support and so it's good to see that you're hearing the same thing paying attention to that. So thank you. >> Thank you all. >> I uh I just want to comment all of you over there. I

122appreciate the thoroughess and transparency and getting this information to us and in a way that we can understand and uh it's very beneficial because uh uh there will be budget decisions later and and this sort of thing and it really it really helps paint pictures for us and so I I appreciate and I know that doesn't just happen. I know you just don't pull up a Google and bring that stuff to us. takes a lot of work by you guys and everybody that works with you and everything. So, we really appreciate that. >> Thank you. >> Okay. >> Board elections. I heard from two of our members that they thought it'd be best if we voted on our on OSBA elections. And so do I >> as a group is that what we want to

123do and then if it is we'll go through the process. >> I'll I'll throw out um I was one of the I thought that we should um I think there's a piece to it. Um you know I've heard time and time again Josh talks about modeling the way and I think we have an opportunity and kind of a a need to have input. Um there's a whole generation of people that were not allowed to vote and so I think how to due diligence. Um I think it's important. Um with that said, I'm kind of slightly indifferent about you know some of the candidates they're running not opposed. So I think um as a as an exercise and um as a nod I think we should and so >> that's kind of where I landed with

124>> I'm in agreement with that. I think we we pay a lot of money into SBA. We do have one contested race. I think we at least need to weigh in on that one. >> I I agree. I mean, there's the more that I've been in this position, you know, first I was I was kind of with Phil like, oh, it's just not. But then how much I just am always aggravated sometimes OSBA leadership, but I'm sure there's a lot of um people in the community that are too, but they don't have a say. Their say is through us. So, I think it's it's our responsibility. So my question is is the information that was provided to us I really couldn't tell the difference between the candidates. So I I will vote as a no

125vote like not as I'm against it. I'm just going to abstain from voting because I don't feel that I have enough information to make it educated. As far as I know, I don't see much of a difference between any of those candidates. And and and and I agree that we give them a lot of money. And so far, I think we're and I looked at the benefit package that they have on their website, and I'm I I tell you that if it'd be out of my office, my membership would no longer be in there. Uh but um so I that that's my uh official position. I I will vote absent or whatever you abstain. >> One thing I would like to remind everybody here, every one of us at this table is able to send

126in a petition to run for these positions and make a difference at OSBA. Every one of us. Just remember that. >> It's a good point. Takes extra time and you're absolutely right. >> Just remember that. Uh well, is there consensus that we do the vote? >> I mean, I'm >> just a show of hands. It's fine for me. >> Okay, we'll we'll we'll take care of a vote then. Okay, the first position is a contested one. And uh I would not do justice to say Saté's name full. I know I couldn't. and Karina. Uh, and so what we what I propose we do is we have some discussion around those two candidates. Uh, since that's the contested one, I'm sure we'd want to cast a vote there. And then uh and then at the time

127of voting, just each of us when you're called, tell which one you're supporting. So I open it up for discussion. So, I want to speak for uh Dr. Shagiri um Sata. I' I've had a little bit of interaction with him in the past. He's he's he's excited about the possibility of being on OSBA and hoping to provide some change there. So, I I I'm supporting him. >> He's the same for me. My background comparatively aligns more with my positions. Well, I'm kind of uh I'm kind of where Daniel is as far as knowing well enough uh people in coming. I I actually did attempt to do quite a bit of research on each one and uh to learn as much as I could that was out there without sitting and watching all their board meetings

128and doing that sort of thing. Uh uh Sat Satya, is that how you say it? I think so. He just goes by the first five. >> I I I will never be able to cast a vote there uh for him. Uh because he does not display what board membership is about. He has a social media that is says it's his directorship position for Salem Kaiser. And then he's also got his uh uh his party of choice that he's uh committeeman on and he's got that on there. And you got to go a long way before you find any post on there about anything for betterment working with kids in Salem Kaiser. uh the line share of it is very political, very national orientated in in his politics and he's had press conferences where he calls

129out his fellow board members for them him thinking different than them and had press conferences to do that. That's >> that's not my thinking of how board members should conduct themselves. So, I'd be really troubled there. I know uh Ortiz is presently on the board. She was appointed by OSBA uh I think it was last year and uh they had both of them actually applied for that position of appointment and she was chosen. Uh but they've both been board chairs. Uh he he was when back in 2020 I believe is when he was there was uh anyway there's too many things I've seen there that I could never support him >> I did not know that. Thank you for sharing. >> Yeah. >> Any other discussion? We'll call for a vote. If not we need

130to do that in action item later. >> Oh you're right. Thank you, sir. Yes, we're just discussing now. Uh, did we have anybody have any input on any of the other positions? They're all uncontested. >> Uh, >> I'm going to abstain on both on all those. >> I can't support them. And >> that was kind of to my I was I was kind of torn with the principle of voting and then >> then yeah with the candidates that we we had. So >> well any further discussion? may also get another chance when we in the action item if you think of something. >> Okay, we'll move on. Work session location, >> Kim. >> Yes, that was me. So, quick update for you. So, um, Debbie and I went through the upcoming board meetings to try

131and determine where we could do some board board work sessions at different buildings throughout the district. So, you could tour the building, see conditions. Um, it just so happens that Robert Frost uh is first. It's on January 26th. So, our work session will actually be held inside that building. And we're hoping that um Robert Frost team What was that? have the meeting in the attic. >> No, you're not going in the attic, Daniel. It'll be in the library. Um, and we will have Robert Frost staff present, you know, some highlights of what they're working on inside the building. And then Mark Twain is next on the 23rd of February. And then, um, we start getting into budget time and we don't have a March uh, board work session. So, the only place we could put

132the middle school, which was another building we wanted to visit, um is on the regular board session. If that if the board doesn't love that, then we can move it forward further, but >> it's fine. Do a regular board session there. >> It would be okay. >> Yeah. >> Okay. All right. So, that's >> before there. >> Yeah. Okay. So, that's what we came up with. So, those are just changes in location and we'll we'll make sure we blast those out to the community pretty good and um advertise those in those building communities so that folks can come and join our board meeting. It's great to have people chime in and and attend and so maybe we'll get some community input that way. >> Okay. >> And it's so kind of like a building showcase.

133>> Okay. uh calendar on the board budget final or budget calendar. >> I don't think we have to do that yet. Those are just the proposed dates. >> Okay. >> On that. Yeah, that's >> so we won't be >> sometimes sometimes the budget committee meetings move a little bit. That's what we had initially. Okay. Uh then uh let's see. Then we're >> pardon me while I >> I had to re refresh here. So I'm out of sync for a second. >> I think you're just on public comment. >> Okay. Oh, public comment. Yes. >> So do we have any public comment? >> And do we have any hand raised online? >> See anybody online? I don't see anybody with a hand raised. No. >> Okay. Okay. And then for uh our only uh action item

134appears to be the uh OSBA elections. So is there any more discussion before we elect for position 11? I guess it would be. >> Yes. Go ahead. >> Um, >> no, I mean I am a little bit troubled seeing some of this stuff, Phil. And um, >> I think you've got to note realize the kind of board he's on with Sam Kaiser. >> Uh, and >> boards were supposed to be I don't care what board it is for public education. We should be working to come to the meet middle and work with each other. >> That board is troubled. So, >> yeah, board should boards are supposed to operate with one voice. It's a collective voice that supports kids >> and not supposed to be divisive like that. >> I know I did I did

135reach out to OSBA about an official action like >> do we have to vote? She says no, you just have to take the action that you guys would just chose not to vote. Um, you know, I'm leaning just abstaining at this point. I really don't know if I could support either one of them, you know. I understand where he's coming from, you know, but I also mean if one of our board members was doing this, I'd probably fly up a wall, you know. So, you know, um yeah, that's where I'm at. Any more discussion before we vote? >> I'm gonna nominate SAT just because he he's I I understand where you're coming from, Phil, but OSBA needs to make some changes and and he he can help make some changes there. >> Well, like I

136said, what we'll do is we'll have the discussion. We get on the discussion, then I'll just go down the line and vote. Any further discussion before we do? >> Well, I'm just curious what happens if I abstain. >> Then you're not supporting either one. >> Okay. That's an that can be an official action I take. >> No. In fact, >> we just want to make sure that it's following. >> We we'd have we have one of them has to have four votes before we turn into OSBA. That one of them won. >> And if they don't, >> then we don't turn anything on no OBA. Like you said, there's no no requirement. >> Okay. And and I think that's for me I think that's fine too. I think uh it was important for us at

137least like have a conversation and take the action >> and if we don't like >> the candies are presented before us we've kind of had discussion looked into it as opposed to not discussing at all >> and we didn't punt. >> All right. >> Yeah. >> So >> okay I'm good. >> You're good. Okay everybody fine. Okay. Debbie if you do roll call and we'll each say our vote. Shauna >> Ortiz. >> Josh >> I abstain. >> Sarah >> Ortiz. >> Derek >> abstain. >> Phil >> Ortiz. >> Daniel >> abstain. >> Wally >> sa. >> Okay. So no one got four votes. So we turn in. Now, do we want to what do we want to do on the un uh unopposed ones? >> Let's do the same thing. >> Okay. So, uh let's

138just go through position 12 then. Uh I'm going to butcher it. Oliv Oliveros, I think. >> Aloe vera. Aloe vera. There you go. Yeah. You think my Spanish would kick in, but it doesn't. >> My Mrs. Steuart wouldn't be happy with me. Uh anyway, go ahead and and call Debbie >> Oliveros. >> Josh >> Oliveros >> Sarah >> Oliver >> Derek >> Oliveros >> Phil >> Oliver >> Daniel >> abstain. >> Okay. So, Olive gets our vote for position 12 and then for Fuller for position 11 in the legislative policy committee. Fuller >> Fuller >> Josh >> Fuller >> Sarah >> Fuller >> Derek >> abstain >> Phil >> Fuller >> Daniel >> abstain >> four >> do we get four okay so and Fuller will get the vote there and then Hornage. >> That's

139a hard name. >> Hornish. >> Josh. >> Harish. >> Sarah. >> Harish. >> Derek. >> Abstain. >> Bill. >> Harish. >> Daniel. >> Abstain. >> Okay. and Debbie, will you take care of getting those turned into SBA cores? Thank you. >> Okay, >> that's about the most fireworks we've had in a while. Uh, future agenda items, anything. >> Pass the bond. >> Sounds good. Um, I'd like to get a review of the accident or Robert Frost and and the factf finding and and >> that's not a board. >> That's not under the board's perview. That's an operational detail and it's personnel related. >> Well, I'm looking beyond personnel is what what are we going to do about the accident and what changes are being made? So, not focusing on the person, but what what did

140we learn from this and what are we going to do next steps? I >> I'll see what I can relate. >> Okay. >> Yeah, I'll see what my ability is to share that with you. >> Thanks. >> You're welcome. >> Okay. We are ajourned.