School Board Meting July 21, 2025

001[Music] Call the meeting order of Silverfall School District School Board attendance. All board members are present. And now we'll have flag salute 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. >> Okay, that's good. Thanks. >> Now, we'll have uh we'll take care of nominations and election of board chair and vice chair. And so first I'll go over procedure and uh before we actually take care of it uh I'll open nominations for uh chairman of the board and you then you can nominate individuals. There does not need to be a second for nominating for these offices. And then uh there's discussion and when we're done with nominations and discussion then I will call for a vote

002and it'll be a roll call and each individual will name the individual they're voting for and once we have four votes for or more for the same person then we have our chair and then we'll follow the same procedure for the vice chair. Any questions about the procedure? >> Nope. >> Okay. Then I open up nominations for chairman of the board. >> I move to elect Phil Weezner, board chair. Once again, second. >> Any other nominations andor discussion? I think just a comment. Um, you know, I'm definitely in favor of I think you've done a fantastic job this last year. I think uh continuity of leadership is important for us for this next year and um I think having you at the the lead again I think would um put us in a good position

003to be continue to be successful. So you have my full support. >> Thank you. >> I guess I should share why since I did um I think the job is pretty hard. I think it takes a while to learn it. Um, I honestly still don't know everything that you two do being those positions. Um, Phil, I think you were instrumental um, in kind of leading us and turning some stuff around, helped us kind of see some things that needed to be changed. And, um, I just think you've handled yourself really well. Um, I think you sit really well in the middle. You're a former educator. You're retired. I think you have a lot of time that some of us don't grant and you're busy. You're a very busy guy, but um but also outside of

004that performance-wise, Phil, you've just done a great job. >> Thank you. >> Any other nominations? Since there's only a candidate, I'll call for question and there'll be a yay nay vote on for uh whether for Phil Weer for chair. All those in favor? I >> I >> oppose. Nay. >> Eyes have it. Okay. And now I'll open up. Not. Thank you everybody. Thank you very much. It's an honor. Uh nominations for vice chair. >> I nominate Derek Foxworth. >> I'll second that. >> Derek Foxworth's been nominated. Any other nominations andor discussion? >> Um I'll just say Derek did a great job with the number two. really good on policy, especially with a lot of the the personnel stuff, just diving into it. That's kind of what you do up there up in Portland. And u

005you're a great fit for it. Thank you. >> Derek's been great to work with. He does a fantastic job of point counterpoint with me when we're in discussions and and on on things. And uh uh I think we compleiment each other well and that one of us sees things that the other one doesn't sometimes when we're going through some of these things and trying to get everything right and we still miss things sometimes but uh not for lack of trying. Uh, so I I I appreciate and he was extremely instrumental and proactive and did a great job concerning superintendent evaluation and lead being the lead on that. >> Phil, I'm I'm great with the the decision for him too, but um the question is can people selfnominate? I was just curious. >> Yeah, you can.

006>> Yeah. Okay. >> Yeah. >> I just want to make sure that that was an option. >> Are you looking for a nomination? No, I don't know. I am not. I was just making sure if people like I really would like to do this job. >> It sounded like it. I'm just >> I would I would No, I'm happy with Derek. >> Yeah. >> Okay. If there's no other nominations, call for question and a we all vote on uh for uh Derek Foxworth for vice chairperson of the board. All those in favor? I >> I >> oppose. Nay. >> Eyes have it. Congratulations, Jerry. >> Thank you. And thank you for the uh confidence and uh look forward to another year working with uh our current board members and our new board members. So, thank

007you. >> Uh the consent agenda. Whoops, my bad. Uh agenda review. Uh so, entertain a motion on adopting the agenda as presented. >> Move for approval as presented. Um Can you can you specify what you just added so I don't have to look for it? >> We had adjusted 6C six I think it was I got to go back. Hang on just a second. >> 6C6. >> Yeah, we added the $50,000 fidelity bond amount. >> Okay. >> It didn't have a didn't have a price tag. So >> 6C7 also. Yep. We added that because that was reviewed last year as part of our policy adoption. >> Okay. >> Thank you. >> And 6C8, we added the million dollars that the district is covered for. So you guys would have more information. >> Thank you. >>

008Mhm. >> I'll second a motion. >> Been moved and seconded to adopt the agenda as presented. >> All those in favor? I >> oppos? Naz, nice have it. Okay. And moving on. Public comment. Okay. If you'd like to speak during the public comment or attending virtually, use the raise hand feature in Zoom. If you're attending in person, please approach the public comment table located in the front of the board. >> Uh, >> hey, Phil. Can I interrupt you real quick? Sorry. Sure can, Mr. Chair. Um, we did the agenda review, but we did not approve the consent agenda. So, I think >> Oh, that's you are very much right. >> Well, it wasn't me, it was your friend. >> Yep. Yep. Entertain a motion on the consent agenda. Thank you for that. >> Move for

009approval. >> Second. >> Been moved and second to approve the consent agenda as presented. All those in favor? I >> All those opposed? Nay. eyes have it. Thank you for that. >> Okay, >> quick comment on that. Uh really like those hires, Kim. >> Oh, yeah. Thank you. Yeah, I'm super excited about those folks. Yeah. >> Okay. If you wish to speak, please raise your hand to be recognized by a board chair. If attending remotely, please raise your hand feature with Zoom. For the record, please provide your name, relationship to district. Please keep individual remarks three minutes of speaking as a representative behalf of a group of three or more. Comments may be extended to 5 minutes. Second public comment period will occur late in the meeting and this specific to discussion and action items

010only. Board will not hear complaints against individual district staff or board members during public comment. Please understand that the board's primary role is to listen to you and likely will not receive an immediate response. Finally, remember we all model the way of our students and ask you to share your thoughts respectfully in accordance with Silverfall School District board decorum agreement. Anyone here? Anyone online? Okay, good to go then. Administrative staff reports. Looks like you're up first, Kim. >> Yeah, thank you. Um, so you've got in your packet, um, an announcement about some new administrators that we've hired in the district. And so, um, I'll have you turn to that real quick. So, uh, Taran Wald has been, uh, moved over to the Robert Frost Elementary building and she's really excited about that position and we're

011really lucky to have her. She's a really dynamic administrator who makes a huge difference for kids. So, uh, Taran will be at Robert Frost next year. Um we want to welcome Joseph Tger and he is going to be an assistant principal at the high school next year and he also is a really charismatic energetic um leader with u you know a strong love for systems implementation and curriculum adoption and so he's he's really excited to get going. So I'm really enjoying u both those people in those positions. And then Rachel Ays um is going to be the principal at Scots Mills Elementary. And uh she's what's really great about Rachel in that position is that she has a tremendous um love of special education, a tremendous knowledge base and she will be a really huge

012asset to this this bed teacher in that building. Um and also she's just really connected to the district community. you know, all these folks are from around our community, which I really appreciate because it gives them a good uh knowledge and context of of our district and what we bring to the table. And so that those are all really exciting hires for us. Um the great part about Rachel is that uh she's she'll be point 6 principal at Scots Mills and she'll be point4 sped. So we're going to meet tomorrow and kind of define what her duties look like, but the great part is is that um this gives Scots Mills principal coverage five days a week. And so I really enjoy that part of it and uh it really gives us uh more peace

013of mind when you're talking about safety and security for students. And that was one of when OD did their safety and security assessment that was one of the things they commented on is that we have small buildings in the district that often don't have a leader present because they're split between buildings. That is a a huge concern of theirs. So um really excited about that. And then we had a we had a person on the consent agenda tonight that um is not on my administrative update, but um James Rise is going to be returning to the district. And I haven't even notified the building yet. This is probably a fauxaw, but um we're just really excited about him coming home. He worked in the district previously and uh another really dynamic leader, super energetic, really

014um just an outstanding individual and we're really excited about having him at Central Hall and Proudam next year. So um that's my update for the admin group and then um sorry no you're good. >> What's going on Silverrest? What are they going to do? We have an admin up there. >> Yeah, theres Gerlet was okay. >> You're okay. That happened like a >> lot of moves. >> I know. I was like, "Okay, >> it is I I'm hoping I think sometimes you have to find the right fit, right, for whoever you've got in the mix." And so, you know, trying to figure out what is best for the district and what's best for kids. So, you center all those decisions on what is best for our students. And so, I hope that these are really

015great placements for people and I think it will uh be a really outstanding team. It's a really outstanding team. Congratulations on the hires and uh and also all the time of the interview teams for all these different positions and what they go through in screening and and everything and and filtering out and uh uh it appears like a good good group you've got in place. >> Yeah, it was really great. Um we had team members from both schools or on the central hall and Proudam job interview and same way with Scots Mill. So, we had employees join us um both classified and licensed and I think that's really a good um opportunity for them to lend voice uh to you know how they want their building to be run and what that looks like uh

016for them. So, that was really an exciting process. >> Did you have any parents involved in the process? >> I did. I had a parent Yes, I did. I had two parents actually on the uh Central Hal Proudam interview. I couldn't snag one for Scots Mills um but I did for Central Hal and Pratum. So, um, huge thank you to, um, Kelly Stron served for us and so did, um, Mrs. Craig. So, they were both in on the in the in the fun, Becky Craig. So, that was a great time. Yeah, it's nice to meet parents and interact with them in that way. >> Yeah. >> Any other questions on that? >> Yeah, Kim, I mean, so are um um all the admin positions unfilled pretty much? >> Yes. >> How about how about how

017about um >> how about the rest of the staffing in general? Yeah. So, principles are busy right now um staffing positions and so, you know, like Theres Gerlets was in the DO today um interviewing for I think it was a counseling position. Uh so, that's going on all over the district and um you know, we're getting some pretty high quality candidates. I know uh Taran was pretty excited about um some of the teachers she hired at Central before she left. And so she Taran is still managing some of the hires for us for the buildings that she serves uh served and will serve because uh you know we we didn't have James in the mix yet. So >> um once he's here then he can take over those processes but she's been busy working on

018those. >> Okay, good. Sounds like we'll be fully staffed. >> Yeah, I think so. Yeah, we're working on it. Yep. >> There were we did have quite a few openings, so it's really nice that we're getting all those full. uh seismic update. You have a you have a photo of the exterior of Silver Crest right now. Um I was up there poking around the other day. It's that that's a very very uh well-managed site. So Bro Camp and Jagger are doing the construction on that project. Um they are right on schedule. I am happy. I I almost hesitate to say it. Um but that building is supposed to be finished on August 22nd before teachers come in. And for those of you that are new to the board, this is um a seismic retrofit uh

019from OD grant and it uh is about a $ 1.7 million project that includes the contingency. It's actually a little less than that. And um you know, they're retrof they're redoing their complete remodel on the library and the music room. And so it's going to be a really beautiful addition to that campus. And uh we're really excited about the work they're doing up there. They're doing roofing and some different things right now. siding and roofing, I think. So, it's it's looking pretty good. Any questions on that? And maybe we can, you know, maybe if if any of you want to tour that building when it gets closer, I'd be happy to run you up there and take you through. Uh, the next thing on my list is a federal funding update. Boy, this is a

020long document. I'm so sorry. It's literally four pages, I think. Um, so and this is a document that's going to go out to staff and the community tomorrow. It and it talks about all the different federal grants and programs that we have in the district and it it is a little bit different than u previous years. So normally in the field of education K12 in Oregon, we get an update July one about, you know, kind of what the final amounts for our title programs are going to be. And if you go down to the ta and I guess I should explain what title programs are. So title programs if you don't know are grant programs from the federal government that are designed to um help students in high poverty areas, students have special needs, uh

021students that are acquiring English as a as a second language. So any of those types of um high student needs that we have in the district these programs cover. So, title one is usually used to u promote math and reading instruction and to to give kids intervention and a more robust um uh program for that. Uh last year in title one, we budgeted um 558,000 and spent that. Uh we took that down a little bit in our proposed budget for 2526 because Kim and I were not confident about um whether that would be fully funded by the federal government. um it actually was fully funded by the federal government and so the allocation for that is considerably higher but I don't have the final final so I have the preliminary final it says final on

022it but I don't ever really totally believe it till October um when it comes into the system so uh through OD so it's showing 679031 so that that one is a positive game >> I I have a question >> yes Daniel >> so in your explanation you you were talking about the free lunch program uh that helped us. >> Yeah, I can explain that. It's kind of >> I I have two specific as you explain. I do appreciate you explaining it, but >> I wanted to know so how much did that cost to have the free lunch? Was that a separate grant that supported that? And then how efficient was it? How good like how many kids did we end up feeding? >> Oh, we've had a lot of kids. We fed all the kids

023in the district. Thousands and thousands of meals. um that wasn't no additional cost to the district. So that is another grantf funded program and it's it's done with federal dollars. And so um you to to qualify for the community eligibility program, your poverty level had to reach a certain rate. And so traditionally our poverty level has never uh qualified for that. But when they they reduced the rate and so we have more we have more qualifications that way and so we were able to enter the program. There was no cost to the district. That's great. >> Um, I will say what happens when you enter the C program is that it's more accurate in capturing all your students of high poverty. And so a lot of times like if we were doing free and reduced

024lunches, we have people fill forms out. They have all this paperwork they have to do. This way everyone just ate for free. But what happens is the federal government has another way to capture it. So they use SNAP benefits. What are the other things, Elise? >> Uh, summary BT and >> Medicaid. Yeah. So, I am a little concerned about the Medicaid portion of that and I'll get into that in a second. Um, so I think that that captured a higher poverty uh population which in turn title one is based on your poverty rate and so that in turn gave us better uh allocation for title one. >> Does that make sense? >> Yep. >> Okay. I'd like to add that we served 30 to 40% more students for this last school year than the previous

025school year. >> Great. >> Yeah, we did. Our our service was way up. And actually in the summer, I was going to tell you guys about the summer meals. We've already served 8,142 meals this year dur during the summer. >> As of today, we're about 8,700. >> 8,700. Yeah. So, we have hundreds of families in the region that and those are all free as well. And um Elise has done an amazing job of advertising that and getting the word out in the community. And so we've got lots of kiddos that might have gone hungry in the summer that are really taking advantage of that program. >> Sorry, I know we're going on a slight >> detour tangent here, but um is that breakfast and lunch, those 8700 or is it just lunch? >> It's breakfast

026and lunch. >> Okay. >> Yeah, they get um service is Monday, Wednesday, Friday. And so on Monday they get Monday lunch, Tuesday, Wednesday breakfast and lunch and Wednesday breakfast. And then on Wednesday they get the Wednesday, Thursday, Friday. And then on Fridays they actually get Friday, Saturday, Sunday and Monday's breakfast. So they're getting meals for seven days, breakfast and lunch for seven days a week. >> It's a great program. Yeah, it is a very cool program and we we hope that the that the federal government will continue to support that effort to feed hungry kids in our region because I think it's really important. Um, title two, title two is designed to improve teacher and administrator effectiveness. my whole budget around like the things I want to do with teachers, we want to do with

027teachers to help, you know, strengthen their instructional practice are paid for out of title 2 traditionally and sometimes general fund um and sometimes the student investment account, but that entire allocation of $102,000 is gone from the federal government. So that is that is where this hurts me the most because as an instructional leader and a you know a lifelong lover of curriculum and literacy and improving instruction and like my own having my own instruction be really high quality when I was a teacher super important to me. This one bothers me and it's a huge hit for education across the nation and but I'm just being really frank with you. this this one is a problem for us because I have to find other ways to continue to do that work. Um and that's been a

028interesting problem to solve. >> So the the impact is going to be trying to figure out funding to make sure we continue to meet that need. Y >> it's going to be the church. >> I can use a little bit of the title funding. So if it's math or reading related, I can probably dip into that 679 and use some of that. Okay. >> So that that gives me a little bit of cushion. But also that is also our if we needed an additional reading instructor, we needed additional support for kids like if we had a huge group of kindergarten kids and we needed an additional IIA for reading, that's also where that would come from. So there's a lot of demands on the title one account. It's really nice to have title two just

029be set aside for PD, but it's there's no funding in it. Um title three is a program for migrant students. Um and English language learners benefit from title three funds as it supports language acquisition and English proficiency for uh immigrant students and um second language learners. Um our do this is a smaller amount uh was $24,000 in 2425. Uh but that also is gone and so we have absorbed those uh this helped pay for some employee um instructional aids and some different things that has been absorbed into the general fund. >> I'm sorry I have another question just all this >> these different titles. So out of curiosity that seems like and I'm titled three very sympathetic because I'm ESL myself. >> Um how many students did that cover? $24,000. Well, that's Yeah, that's not

030Yeah, you're right. I mean, we already supplement it in general fun $50 a student. >> Yeah. No, it doesn't cover. >> Yeah. No, it's not nearly enough. Yeah. >> No, I know it helps. >> Yeah. Not It helps, but Yeah. Not sufficient. Yeah. Um, title 4A. So, Title 4A is designed to support well-rounded um, educational opportunities. That shows a preliminary allocation. I can't get anybody to tell me if it's a final allocation or not. It shows differently on OD's website and so I'm hoping there's $41,000 in there, but time will tell. That that one I can't tell and I can't get anybody to give me a straight answer on it. Have you heard Tom on that one? >> 4B is gone from the from the federal budget. Um that was a program for 21st century

031schools for um afterchool education and some different things. Um that was really devastating to some other districts, but that's not a huge hit for us. Uh Medicaid Medicaid I'm very worried about. Um so C when Kim and I were getting information from KOSA and OASBO in the in the early spring like February, January, February, we heard that Medicaid was a hot topic at the federal level and we were concerned about what would happen with Medicaid. And so we normally have a resource from Medicaid of about $350,000. And uh we decided to cut that almost almost in half. So we we put it down to 195 because we weren't confident what we would get. It's really easy for us to submit reimbursements and get to that three $400,000 mark. We do that on a regular basis.

032Um but we weren't sure what would happen if there would be enough funding for it at the federal level. If there would be, you know, we just weren't sure based on that big beautiful bill because it mentions Medicaid in there. And so, um, I'm kind of worried about that 195. So, Marisella is taking, um, she's in a cohort right now that is learning how to streamline Medicaid billing, which is really interesting through the ESD. So, I'm hoping that she'll she's my mole, so I'm hoping she'll hear more about how to make that better, faster, stronger, and how to make it happen. >> Well, the reductions in Medicaid was supposed to be targeted at fraud, so I we'll see. But >> it is, but I'm worried about I'm worried about like my my own personal experience

033with processing the cops grant and how many weeks it has taken them to get back to me on one little question I had, which normally that would have been pretty fast. >> It took weeks. >> Um, so that I'm worried about the timeline of it. Like, you know, we submit something because the federal workforce has been reduced, right? >> So, they're trying to streamline that a little bit. I just don't know if those folks are still there to process those. >> Well, they're probably try to figure this out, too. So, yeah, makes >> sense. Correct. Yeah. So, we'll find out. I mean, you know, hopefully we'll be able to get some of it. Um, and it we didn't put the full amount in our budget, which was smart. >> Sorry, I have a question on

034that, too. >> Yes. So, is this is this like in in uh in my office where I bill for everything that's done or is this a per student para uh based on students that are on Medicaid? >> Yes, it's it's and it's based on the services they receive. So, there are certain things and I can forward you guys the information on it for what districts can submit for, but there are certain services that we can submit a a reimbursement amount for and they'll cut us a check. But yeah, >> if you don't mind sending that to me, I >> Yeah, sure. I can send it to you all if you'd like. >> Better. >> Yeah, it is pretty complicated and it's relatively new. It's only been around a couple of years. So, >> and the

035same question just what the uh eligible student services were. So just at a high level, I think that'd be just a good >> document for us to have and be able to intelligently. >> I can ask Marisella what she's billing for and what's being accepted. That probably would be our best indicator. >> Um IDIDA, that is uh funding for students with disabilities education act. Um and it's designed to support students that are on an IEP and that need special education and related services. Um this particular fund is up a tiny bit. So it's coming in higher at uh our proposal in our budget was 687200 and it's coming in at 769320 and so that one's an 80 positive 82,000. So that's good. Uh so that and there's an article about so the state of Oregon

036has join joined a lawsuit with 23 other states because what happens with federal funding is federal funding is appropriated by Congress prior to the budget year. And so these are funds that have already been appropriated to school districts that have been like drawn back kind of in some ways. And so um it will be interesting to see what happens with that lawsuit. So there's 23 states in that >> that may not be settled until 28th. Who knows? Yeah. >> Yeah. There's a lot of these things that are in attorney bill and uh who knows how long that will take. Yeah. >> Any other questions on that large? Tom, you want to add anything to my work? I know you checked it ahead of time, but >> just from what I'm hearing from other colleagues in

037other districts, it's just the real feeling of uncertainty and and chaos. There are others that are asking questions and they're just getting crickets. There's it's taking a long time to get clarification. I know that the their budget year doesn't end it ends in October, begins October. Begins in October, ends okay. >> Yeah, they wrap it up in October. >> So, will we in fact know on these then or could it even go past that? >> We I mean it says final allocation, but I don't ever believe that until I see it come into my account. So, yeah, what happens is they'll populate the the site. I could show you. I mean, but you go on to OD's site and it shows like we have all these reports we have to do to get these money

038>> um to get this money from the federal grant and so like you know it'll it'll pop in what we're getting and so then you're like okay there it is but that's usually not till October. >> Yeah. I mean, we we start working on it before that, but >> my my only advice on this with going with the numbers going forward into next year and possibly the next is continue to assume to have less. >> I don't think anything's going to change. Um especially with Supreme Court decisions being made going particular direction, I say urge on caution >> as much as we can. >> I agree 100%. any revenues where there's any degree of uncertainty, the more conservative you are, it's so much better to be surprised and actually >> Yeah. >> get the full

039amount. >> Assume we won't. >> Absolutely. >> Yeah. Like those those two I mean, you can see on there those two fields, title one, you know, Kim and I came in at 532. That's way below what it actually came in at. And so we were really we were very concerned. We took 5% off based on what we heard. And then on same way with IDEIDA because we weren't sure, you know, we didn't raise that very much either even though our sped population is higher than it used to be. We we were conservative on that one too. And um so next year when we plan for title 2A, it will have a zero. Like the ones that they allocated zero for will be zero again in our next budget. >> So the idea >> Yeah. Is

040that uh is that higher because it's we have more student is then flat allocation per student or did the amount per student go up? >> I don't know. >> You don't know? >> I don't No, that one's really complicated. Brandon, if Brandon Larson was here, he might be able to tell you why. >> Um >> I mean, >> it's hard to say, Daniel. Sorry. That's not a very good That's not a very good answer. I mean, it's not significantly. >> It's an honest answer. I like that. >> I'm always honest. I'm not going to sugarcoat it. Um, IDA is uh was part of the uh educ elementary and secondary education act of 1965. And then there's another bill that goes with it that's later in the 70s, I think 71. Um, those the IDEIDA and

041Title One were uh set by Congress and so they have congressional approval. They're a little bit different than some other federal grants and funds we get. like it's it's difficult to say they're not going to pay us for those two funds. Um that would be those are they were that that that should be turned around by Congress, not an executive order or a budget thing. Um that would be congressional action that for those two funds in in my opinion, but I could be wrong. I've been wrong a couple times. Um >> anything else on that? No, I appreciate the uh the overview. It's very very helpful. >> Keep us keeping us up to speed as much as possible. >> So, yeah, I'm trying. Yeah. Um and I will release that out to the public because

042I think that's good information for people to know. Um and we do we have we'll put that in the we have a newsletter or part. We have a insert that goes in our town newspaper that comes out. It'll come out like in August, early September. And so that article will be in there and so will just kind of a general budget update. just kind of a general one >> that's easy maybe less complicated than the federal update. The federal update is pretty complicated. Um so this is the last thing I have for you tonight is um an assessment a site assessment review from OD's safety and security team. And so this was a really interesting um I requested this because I wanted to see kind of where we stood and having this site information is

043really important for any type of grant you write uh for safety and so we had them come out and they looked and you've got a full copy of this PowerPoint in your packet. Um we've been working with them. This has been really interesting work and they were really instrumental. OD was it's the best. This is this is the best group at OD that I've ever found. Um they're the most helpful, the most responsive. Like when we had that swatting incident, they were here. They were supportive. They called me immediately afterwards. Kim, are you okay? How's it going? Um like they knew all about it. Like uh really amazing support. And so they came through all of our buildings and kind of looked to see what they thought we should improve. And it's not all expensive

044stuff. some of it's lowhanging, pretty inexpensive, easy stuff. And so they are going to present to our admin team on the ETH. So they're going to come in and discuss this site assessment review with them so that they kind of know where their own buildings are standing. Um they have some recommendations. So we we are doing a school safety committee that is centralized this year and that was a request at PACE from PACE and from OD. And so instead of having it be just per building kind of siloed, we're doing a centralized safety committee in the district office and we're going to meet monthly. And so we're really excited about that. Um and we're going to include, you know, local police and fire sometimes. So we'll alternate. Sometimes it'll be just a pure safety meeting

045and then sometimes it will be more of a collaborative kind of com committee um that includes community um first responders. So um it's going to be kind of an interesting committee. So, it's there's pros and cons to a centralized safety committee versus a by by sight. What was PAC's reasoning for requesting that? >> State law. It's state law. I They Yeah, they said it's based on state law to have a centralized >> Will you have really will individual buildings? >> You're supposed to have both. Actually, >> I was going to say, will individual buildings still have a safety committee? They will and then there's a rep. >> Yes. >> To a districtwide >> Yes. Yeah. So, each building that's what I'm used to in my >> Yeah, I was getting ready to go into that.

046So each building has their own team member and for this first year it a lot of those buildings it might be the building principal to kind of you know >> expedite it a little bit at some point you know we would reach out and see if there are other employees that are interested. There's always people that are interested in safety and we have building safety protocols now. So they have building safety meetings. They submit their uh you know their notes or their minutes to the district office and we review those. So it's not that we don't do it but I think this is a more explicit way to do it. Right. >> This is a better way to do it. >> In reality, we're doing both. Then we're doing that. >> We're doing both. They're

047going to do a site per site meeting and then that person brings they'll bring whatever accident reports they have, any other information they have. So, for instance, like um on a district level, I kept getting complaints about the darkness of the parking lot over here. And then we had a donor donate all those lights and I was like, "Oh, that's so great." Because like we I had several people say, "Kim, that needs to be lit up. That's really dangerous at night." And so like you know you could bring a concern like that. Hey this is burned out or this is not working right or you know we have a trip hazard on the you know I mean there's a bunch of different things that could come out of that person reporting to the meeting. So

048the meeting will be not only enhancing our district safety protocols throughout the district but it'll also have sight specific information that they share during the meeting. Yeah. And I can when when we get the agenda together Tony and Marissa and I are working on this as a team. So, um, Marissa's been really helpful. Uh, part of what they looked at were, um, recommendations for to assess, uh, functional needs planning. So, and we have a new form that we've created for, um, students that have any type of special need during an emergency. So, for instance, if you were in a upstairs classroom at the high school and you're in a wheelchair and the elevator's disabled, how do we get those folks down into the other parts of the building? what does that look like? Um, you

049know, and and do we have people trained to do that? So, like really like looking at some of the nuts and bolts. Um, so we have a new PEEP form that we've created for that. And so we're working on all these different pieces of this uh an incident command system. Derek could tell you all about this. Um, but you know, how do we utilize staff training and awareness of emergency procedures? Um, and how do we identify areas of improvement? like how did we debrief it? So that was part of what was really impactful during the swatting incident was that that hotwash or that debrief with OD. We did that with OD. We did it with Lamd and then I went and did it with all the law enforcement agencies that reported here that day. So,

050Mount Angel, Jervis, uh, Clackmus County, Marian County, State Police, S, Silverton PD, Silverton Fire, Legacy Hospital, all those partners were in the building and talking about like what what we could do better, what we what we saw, what we did great at. Like, in my opinion, like when we emptied this building out, super organized, like the like the actual lockdown part of it where the kids exited the building, it was fast, it was expeditious, it was it was good. we got over there to the middle school and that was on a little on the rougher side. So like just really examining those things and really talking about what that looks like so that when when or if we have to do that again and then starting to practice. So like the district has not practiced

051reunification drills and that's something that we have to start doing even though it's really complicated and laborious and the kids are like why are we doing this Miss Kellison? Um, but it is an important part of safety and Josh, do you have a question? >> Yeah. So, because we, you know, it was just a weird day for both you and I because we both happen to just be here. >> Very weird. >> Um, it I just I don't really I mean I missed that we went to that debrief meeting and I think I missed like the first 15 minutes. >> So, one thing that I noticed is like when the kids were they let the functional skids kids out the back and they didn't really know where to go >> cuz they said they're used

052to going out to the fields. Is that the first time that we've ever practiced going to the middle school? >> Yes. >> So that was okay. >> Yes. So the the students are used to mustering out on this side. And so yeah, the the functional kids, the fun functional skills class did come out through the front door. I'm like, "Oh my god, don't come out here." Because that's where the ICS was. I'm like, "Oh my gosh, these guys should come this direction." And so then I'm like, "They need to go to the back, like out the back door." And then my state police trooper said, "I don't know if that's been cleared." like they have to have they have to go through a green zone, they can't go through a red zone. So, if the

053if the hallway and the rooms haven't been cleared, then the kids can't go that direction. And then someone said, "Yeah, it's been cleared." And so, then we redirected them out the back. And once we did that, I just stood there and I said, you know, when when this hall emptied out, the one the far one down, I I just kind of guided them out. The police guided them out and I was like, "You're okay. You're okay." Like, and just shuffled them out the door. go to the middle school, you know, just giving them some reinforcement. But, um, that was >> it did a great job. I was just curious procedure- wise because it seems like it had to adapt and change and it feels like it did successfully, but it seems like listen to this

054incident commander recommendation sounds like we need to update it to kind of what we did essentially for >> Well, I think it depends. So, what happens is normally, yes, we would muster out there and then we would transport kids to our um offsite reunification zone, but they moved our reunification zone. And we talked about why they did that because this is such a giant building. They were like, "Well, do we have a crime scene in here?" >> And so, the the question of whether we had a crime scene, there was a door jar on the roof. there were a couple weird things that made them hesitant about um either just releasing us out of lockdown or you or using our other reunification site. And so that was that was a police decision even though now

055that I know more that is actually my decision to make. Um and now that I know more about that I would be stronger in that situation because I learned something from that. But you know, you're I was surrounded by all these really tall >> a >> lot of law enforcement. >> Yeah. All these really tall law enforcement and I really respect those people, right? So when they tell me, "Kim, we should just go to the middle school." I'm like, "All right, well, you know, um and that was complicated for us because we there were kids there still. All the middle school kids were there. And so now that I know more, like I never would have released the middle school kids from school. I would have just had them stay in their classroom. So I

056would have left them in a secure." So, I mean, I made a couple mistakes like but also I didn't know they were going to send us to the middle school. So, and it was very near release time. I mean, I have a whole narrative on this. I'm like I'm on like page five and I'm not even out of the office yet. Um because that was really that was a very stressful thing. Um that was very complicated. So, >> sorry about that, Kim. I was just curious. >> No, you're good. And I really appreciated you being there that day and managing the parents. That was super helpful. Um they they looked at threat and hazard assessments. So um and connecting with the county emergency management office for assistance. So I I attend that meeting, the EMAC

057meeting. It's really interesting um and doing more tabletop exercises with um so so OD is coming in on the 8th to to go over this slideshow and they're going to do some table talk top exercises with administrators. Um we use the I love you guys standard response protocol. That's a really common protocol. It's really good. We have um they've recommended that we make sure there's updated language and posters in every classroom and so we're handing those out at the back to school breakfast. We're updating all the evacuation maps. So some of these are like lowhanging fruit. Like these are not expensive things to print posters and make sure people uh know all the new uh language. Um high risk and high pre county. That's not anything really. Kim, some uh some long lowhanging fruit on

058the uh ICS. I know there's quite a lot of significant training on the FEMA websites that might be worthwhile for like the building admins just so everyone depending on what the event is. That way they're speaking kind of the same language and again that's at no cost. Um so that might be something we can start looking at working in. >> Yeah, that would be good. I actually reviewed some of those when I was in Winston. I've been through some of those FEMA uh trainings. They're really good. um security camera coverage. So, um that is not a cheap thing to fix. Um we need better security camera coverage, especially at the high school. >> Is that what your cops grant is trying to cover? >> That's what the cops grant would have covered if I had

059been able to get Sam to approve me as the uh lead administrator and not Kim down. Yeah. Sorry. Two weeks trying to get him to fix it. >> So, you're saying that that's if is that grant's dead? >> That's spun until April. We'll write it again. It's all right. It's already written. It's going to be like two seconds to put it in next time because I have it all done. Which was very frustrating. It was It was all done sitting there ready to copy and paste and I can't get them to give me access to put it in because it it goes sam.gov then grants.gov then just grants. I mean there's all this system. >> It's amazing. >> Yeah. And diamond. Diamond is the overall package of how you get into these systems and it

060never would put me in just grants. So I never could move I could never move out of grants.gov because I didn't have the right authorization. >> I just really appreciate you doing that and staying on top because it's >> it's a huge need. So >> yeah, it it was really frustrating. I was really my my kids were like, "Ma'am, mom, that really worked you up." I'm like, "Yep." >> I'm working on it for three weeks. >> They can complicate how to make a grilled cheese sandwich. Really? correct >> really really well. >> Um we have intercom issues in our gyms and um higher volume areas. So a lot of times kids can't hear. So Brett's starting to work on those. Some of those can be fixed um by the tech department and some of them

061need some work like they need some we're doing a a new PA system in the high school gym. Uh half of that was donated by a donor and then we took the other 25,000 out of the capital fund. um for so because that's a huge safety concern in a building this size. Uh we don't have functional blinds in the building. So a lot of our buildings are older. They're just missing some of these parts. Uh we had lack of exterior lighting and parking lots, blocked exit doorways. Like these are easy things to fix. Door locks not working properly. So we noticed that when we were doing the clear on the high school. There were doors in here that even my key wouldn't open. And I have a grandmaster. Like they're just some special key. There's

062like five or six doors. Jeff's rekeying those except it's causing a it's causing a key issue. But >> yeah, Doug, didn't we just re key the whole high school like last year >> or two years ago? >> I think it's been re I remember we had discussions on it's probably been within our time of the board, I think. >> Yeah. I'm not sure why those weren't part of that. >> Helen would know. She would know. >> They have an orange dot on them. So, if you go out in the in the hallway right now, if you find a door with an orange, it's got a dot on it. >> Yep. >> It's not on the same key. Um, some buildings needed improved exterior perimeter fencing. Um, doors that were propped open exterior doors. Hard no.

063So, we will go over this with staff, too. Principles will. And they they don't love the principles that split building time. So, that was a that's a security concern for OD. >> Did they like Obviously, we have buildings that do that. They talk about um you know if the principal onsiz isn't there like having an acting principal like for the day or that time period and would that fix it right because we have a budget issue and they're talking about it's a safety issue if we can mitigate it by just saying hey you're going to have the entire building like is there middle ground there >> I I think there's middle ground but a lot of like when we that requires a stipend so what you would do is you would give a teacher a

064lead teacher a stipend and Tom can attest to this We we reduced the stipens in the district by from $600,000 to $300,000 last year and so I mean part of our general fund savings that ending fund balance that we have is due to reducing the stipens. So those were some of the ones that we took out um some of the >> that used to be standard practice partic particularly in our small buildings have have a head teacher and they take over. >> Yeah, it has other complications. I mean, it's not a perfect system. It's better to have a principal in that building, but it's also not feasible budget-wise. Those those small buildings are very expensive to run. Yeah. Um, let's see what else do we have. Uh, the middle school has a lot of things.

065It's lack of camera coverage, accessibility. the old high school building. They're worried about that building because it frequently gets broken into and so it it needs to have the security alarm coverage, you know, it just it just needs things better cameras >> or go away. Huh. >> Or go away. >> Yeah. Yeah. Right. Yeah. um staff training on standard response procedures, community collaboration. They that was actually a strength for us was our our ability to um interact with uh law enforcement. Um one of the issues at the high school is that the the main doors out here created a a an issue for law enforcement because it's not a secure area because there's too much glass intrusion. like people couldn't see through it and and so they didn't love having the ICS in front of

066those front doors. Derek probably tell you why. So they they never recommended glazing and a bunch of different things. >> They could they could just move the command post and we can keep the glass doors as they >> Yeah, that's my two cents. >> I know. I was like and it was an obvious place to have it because it was kind of like the hub. um the CTE building and students going back and forth between that. OD doesn't love that. That's something that happens in high schools all over the state. So, I don't know how to fix that. I've looked at it. I've walked around out there. I'm like, >> and the kids open the doors for each other, you know, when they're coming and going. And like KJ and I stood there and we

067just spied on them for a little bit. Several kids come through and open the door. Our kids are so sweet and so nice, man. We got good kids who are like, "I'll open the door for you." They do it. I mean, every time I come in, somebody opens the door for me. >> Great kids, >> but that's Yeah, I don't know how we That's a tough one to fix. >> Um, that's just more on the CTE building. Um, what was great about what they found that was really positive was that we had a lot of school pride and respect from students and staff. They thought that was really great. Most most classrooms had good evacuation maps, which was good. um the cleanliness and well-maintained landscaping. So, they thought the buildings were like really clean and

068the landscape looked great and knowledgeable leaders at each site. So, really um great interaction with principles and they loved participating with uh or or being shown around by Jeff and Brett Milikin. So, Brett Milikin has a lot of district knowledge and a lot of tech knowledge. So they they took um them around the district. And so just their top procedural recommendations is to continue to connect with local fire and law enforcement. Um invite them to observe drills. And we already do, they didn't know this, but they participate in our drills already. Um safety and drill calendar, which we already have, tabletop exercises. Um we're going to start doing those this year with administrators. uh routine safety spot inspection, so a 30 minute safety assessment. And they're going to talk to administrators about that on the

069ETH. And uh safety check-in process for the high school in particular. Cameras are an issue. Signage is an issue. So there needs to be more um obvious signage for the offices and traffic stops and visible room numbers added to exterior facing windows. some protective film in some areas of the high school, better intercom systems, and accessibility. So, evac evacuation aids, uh, PEEP forms, and, uh, the our alarm in this building really bothered some of the students, uh, ears. So, that was that was hard to watch some of the kids leaving the building with that. Any, uh, questions or comments? >> Just a secondary one. So this is a site assessments for the safety. I recollect and I tried to find them today. The building assessments for structural. I know I saw them because they are

070out and now I can't find them. Is that >> Oh, the ones I sent you from OD. >> Yeah. Could I somehow >> veritas? Yeah, I'll send them to you again, Josh. >> Because I just know I want to compare to the old assessments and see how similar they are. >> They're they showed that that I mean those assessments are pretty telling. They show like five or six of our buildings that need completely replaced. >> Yeah. So, >> according to modern standards, >> the only comment um I have I know that there's been some recent discussion um kind of nationally just uh about the balance of drills, exercises, and inducing trauma. So just when we're >> putting those drills and tabletops together that we're just thoughtful about not inducing or trying to reduce the impact

071of trauma as much as we can just because you know I think I've seen some where they go way too far >> um and they are way too realistic versus like okay we just need to be >> have a good understanding of what we need to do if and when the bad thing happens but trying to strike that balance. So I know you'll do a great job doing that. Yeah, we've also been working on the communication side of it so that we have better communication with parents. So, we have a Patrick's been working on um like a whole like it's basically like a template for when you have an emergencies. You just go down to whatever your thing is and you copy and paste. You fill in a couple details that's out in like two

072seconds instead of having to call comms or call Patrick or call me or call Tony. You have this all principles will have it readily at their fingertips. We're also working on an emergency operation procedure manual uh for the district. So those are those are things that are in the works. And you have a sample copy of that from OD. >> Any other questions? This will be an ongoing topic. >> Yeah. >> Okay. My allergies are getting the best of me, I think. >> Yeah. >> Okay. Tom, you're up with financial report. What did you mean boards? Okay, so um I just have a couple minutes. I want to give a a finance update and then I kind of want to talk about reserves and stuff. So Daniel's already put up the slide, but we'll get

073to that in just uh just a couple uh minutes. But as a kind of financial report or a monthly report, July is a really awkward month. Um we're still cleaning up last year and the new year really hasn't started. So Kim's already given an update kind of on any change which is on the federal side of stuff, >> right? >> Um there's no other news in terms of FY26. We haven't even completed a month yet. Um so really what a financial report in July is is to see if there's any difference from the last report last month. And as we close all our purchase orders, as we kind of we kind of clean up everything and clean up all our grants and get everything signed and and and and dotted, etc., we see where the

074numbers fall. Um, so there are a couple things to note though. Um, there's there's really just a couple changes. One is our projection on expenditures has gotten more rosy from a month ago. So we're now projecting that for the general fund that's 609,000 less. And this comes about from again closing all those purchase orders, cleaning out all your incumbrances from the budget, etc. Revenues are just about the same, maybe about $15,000 less than than what we were projecting last year. So bottom line is last month we were projecting endofear fund balance of about 2.36 million for the general fund. Uh it's now looking like 2.95 just under three which is really great news. >> Yeah. Um and so there's not much change on those two pages. I did want to mention something on page three

075of that financial report. Um, I've shared a a template of a mockup of kind of how I always like to do a budget report, at least like a cover sheet or a summary. And it's kind of two ways of looking at it in two different dimensions. The the top part is kind of how you appropriate, which is by function. You see instruction, etc., etc. The bottom is by object, and these are kind of the common expenditure categories such as, you know, wages, benefits, uh, services that are purchased, M&S, etc., materials and supplies. So, it's good to kind of show both views. And it's also kind of cut in half in terms of like the left half and the right half. The left half, and you can report this each month, is kind of your year

076to date. And it shows you how the expenditures kind of accumulate throughout the year. And then you can compare it to one year ago at the same period of time, which kind of helps answer the question, are you burning your expenditures at a higher rate than last year? You got to compare it to to something. Mhm. >> And kind of also on the same on the right, it kind of gives you a projection uh based on your current burn and influence from last year where where things are going to end up. So you constantly see both views, the past and the future um kind of one thing. So one thing we could do is kind of make this a cover sheet and then you can have the detail behind it for for more information this

077next year. >> I I appreciate this format. uh I are we to expect um the full uh list of accounts every meeting then also if we want to look more into it is that complicated for you >> um it is work uh we could do it quarterly >> quarterly >> yeah that might be one option and that you might want to I have a slide when I do my reserves and I'll show you one of the reasons why you might want to wait because for example the first two months of the year not much is happening Yeah. Yeah. >> Which is which is kind of a peculiarity of our school district in terms of how expenditures and and revenues work, >> but I would just hold that hold that thought for right now. >> Yeah.

078>> I appreciate the percentages that that's really >> it gives you something to tie it to which is >> um real quick Tom. So going forward or we expect the the format we've been getting >> correct >> with just this percentage sheet on top as well. >> Yes. >> And that's not too much extra work for you that way. No, I think we'll just we'll continue with both and kind of see how it works and continue to get feedback. >> I I appreciate it. Yeah. And then my guess my last question would be because it was >> as I've gotten better at looking the stuff by nowhere means an expert. Um I found that July was confusing. Um when when do we actually like tie off the books for 2425? >> By the end of

079August. >> Okay. >> Have a really clear view >> because I like because at one point you got to roll over accounts. >> Yeah. like for your stuff that hasn't been paid or you know so by the end of August. Okay. >> Yeah. We're well more than halfway now. Yeah. Just some other things that we cleaned up then we're ready to pass it over all the files to the auditors. >> Yeah. The So August is like when it when it is tied up basically and Tom will know kind of what our ending fund balance was for the year like an actual amount but you have to wait till the auditor goes through all the stuff to make sure we didn't miss something. So you have to wait a little bit. We're always working in three

080years. Super fun. >> I guess I got one thing to summarize. So I'm trying to wrap my head around this. We were before the tan >> minus 25. Where were we? >> No, it was 3.8 if I remember. >> So we wereative 3.8 essentially. That's what we went for. >> Yep. >> Yeah. >> And then we on top of that we almost hit three. So we figured out a way to pay off the tan and give also another almost three mil in reserves. >> Yeah. Plus we paid off we paid off the bad debt from the previous year. So we paid off $600 from other >> accounts. That is pretty impressive. >> At great expense of our educators who >> yeah huge costed that burden. >> No I'm just still wrapping my head around that.

081like it. >> There's a I mean there's some factors in why that happened. I mean I I see things when I'm looking like you know like I just shared with you that the stipens were half of what they were previously. Um and so like you know we we made we asked all teachers to to give us a time card to get to get it approved in advance. So, used to be we'd have time purchases kind of come in and those are kind of an unknown and so we had amount budgeted for those and we stuck to the budget. So, we said, you know, if you're going to work outside of your contract, we need to know what those hours are and they need to be approved ahead of time. We withdrew all the PE cards

082back or all the cards back into the safe and destroyed them. Um, so we we had 65 cards out. I think it's at least 65 more. And now we only have cards to just like there's one per building, there's one in athletics, you know, I mean there's it's a limited amount of cards that are out and we required everyone to do a requisition and a purchase order and and so there's areas of the budget that were impacted greatly by that that you that's an unknown when you start. We also had a higher beginning fund balance last year than we anticipated. So we ended up with 1.6 six instead of 1.1 or whatever we thought it was. So, I mean, I think there's there's some factors. So, um but it was a very carefully orchestrated plan

083that will have to be uh followed again >> just like it was >> say we're we're not not where we need to be. We need to continue. >> Yeah. We we it'd be better to be around $5 million and Tom will talk about the reserves, but where we're at is triple what we thought we'd be at. So, >> is So, we went through this last year and you know I I'd always told people that well once we get back on when the when the money comes from the state this year we'll be able to add a lot more things back but then the state money was was reduced so did >> it wasn't necessarily the state the reason we weren't able to add anything back in was because of the PERS hit >> right I

084mean they give it to us but they take it right back >> yeah right >> um so enrollment so so we went through what everyone else in the state is going through now. >> Correct. Yeah. We were just a little a bump. >> I'm not saying that's a silver lining. It's just the the fact that we would have had to go through this sooner or later. And I just, you know, has I remember Kim said something about a lot of other districts were asking how we did that, how you guys did that. >> But you could have but you could have managed this differently. >> Oh, absolutely. No, no, no, no. I'm not saying it was a good thing. I'm just saying that it was this was coming, >> you know, this was coming one

085way or another. >> Yeah. It it was three or four years in the making. So when you look at the end balance for >> um like 2223 it's like $700,000 and there's another one that's like a million one and then I could go into my slideshow and look to tell you exactly. I know one is $700,000 because that was what came in from the emergency funds from the federal government. So you basically had a zero balance. If you hadn't had ESR funds, you had a goose egg. >> Yeah. >> And so like this should have been dealt with in like 21. >> Yes. >> 2021. Like it was kicked down the road several years because it wasn't >> I mean we just hired people when we shouldn't have. Yes. So when I say we got

086to rightsize our staff, this is what I'm talking about. is like when you're if I show you enrollment and we don't have we don't have enrollment till September till Heidi goes through it >> and you know I'm I'm anticipating that we'll have a decrease again because we have less kindergarten kids but we're we are supplementing the enrollment a little bit with that hybrid program so there's there's 40ome kids in the hybrid program >> but like when you look at that you have to your staffing has to match that amount because your staffing is 80 80 to 85% of your >> 80% of Your budget is people. >> Yeah, it's people. And so if your people are off >> Oh, it's everything. Yeah, >> it's everything. It's that big alligator gap we talked about. >> Yeah.

087No, no, I agree. It was just >> imagine if we'd still had the gap. Hadn't hadn't closed it and then the hit we're taking on Pur for this upcoming year that we are. >> Yeah. You have to make >> Yeah, we have made a $4 million loan. We've been >> I think you know Kim just since we're on the subject I think it's just I'm going to give you my two cents on this >> the only way I can see this being sustainable so we create an environment where these teachers feel loved and appreciated but I don't think we're really going to be able to go back to the old ways of having this amount of people. So like and I'm not saying they don't feel loved and appreciated. I'm saying if these teachers, these

088educators, I'm I'm just going to make this assumption that the people that the amount of staff we ever had is never going to happen again, which means we have to learn new ways or a different way to do things. And the teachers already, a lot of them are saying, "I've got too many." I think BU Creek next year's got 36 kindergarten kids in one class. >> No, they don't. >> Third grade. There's there's a large sixth grade class at Bree. >> There's So, I'm like, okay, how do we how do we do this? I know the raises are going to come up again because they gave us a one year and we're going to have to figure that out. It's probably going to come out of our reserves, >> but how do we make it

089where the teachers want to be here, understand, uh, love kids, all these things with knowing that we're probably never going to go back to the level of assistance we had before. It's just my thought process. Well, we've had this level of staffing though before and I think it's I mean when you look at like 2011 and 2012, we had this many kids and this many staff members. >> So they they have done this work before when you look at our classroom sizes. They're not they're not huge or enormous. They're not out of the ordinary like there might be a little blip and we had a blip at But Creek last year that we fixed. We hired a teacher when it was really hard to do. And so I think you have to look at it

090from a strengths mindset. This is a strengthsbased thing. The teachers in Silver Falls, this is a great place to teach. We have great kids. We have a great community. We have supportive PTAs. We have dynamic top level administrators in this system who will support you all the way. And it while it may never be like it was, it might be better than it was. There's no telling really. So, I think that looking at it from a strengths mindset, strengths based, and you know, you may have to do things a little bit differently, but we're here to support you. And I want our teachers to have a great experience. Like when I when we talk about union negotiations, negotiations, and all those different things. I I love teachers. I love teaching. I'd rather teach than sit

091here. Sorry. I love teaching. This is I'm I like doing this, too, I should say. And I think I have pretty good at it. But um I love teaching and I remember what it was like to be a teacher. So when I sit in a teacher's classroom and I watch someone struggle or I watch someone hit it out of the park, you know, that's a great that's a great thing to either be able to support that person and make them grow or to give them the kudos and the love that they deserve. So um getting into classrooms is my favorite thing. So, I think that we can we can be whatever we want to be and we don't have to be what we were in the past and change isn't scary when you wrap it

092around the love and the student centered focus that we have. >> That's awesome, Kim. >> Very well said. >> Y >> and you know, just to even simplify it more, it's it's it's celebrating the wins >> and not focusing on what we don't have, but what we do have, right? >> And how we can can use it. And you know, it's kind of like all of us as we mature through life, it's pretty easy for that uh want list to creep into the need list. You know, I mean, we all have things now that go back 20 years ago, they were a want. Now we're it's a need. >> Yeah. >> And you know, so we we get in that kind of traps, too. I mean, you could sit you could sit here and talk

093for 10 minutes about like all the things that the kids did last year in the district, >> like fourth in the state choir competition. We went almost all the way in football, you know, quarterfinals. We volleyball playoffs. Like, I can just sit here and go I can go on and on and on for 10 minutes about all the FFA accolades. >> It's a good place. It's a good place. I mean it's a it's a high producing group of kids that >> and I want to share with you being a newbie one of the things you have really big ears and radar as you pick up what is the culture that you're being in the atmosphere you're starting so from the financial staff and with all the leadership my impression is there is an awareness that

094the the future is one in the details and going through each you know list of contract that's everywhere and and finding out we don't need this anymore and that's5 5,000. We don't need this anymore. It's 25,000. Things change and articulating that the need that you had three or four years ago for something maybe isn't the same this year. So that constant fresh eyes with stuff. It's kind of like that feeling I get from from my staff that the future's won in kind of dollars and cents, not necessarily from a big windfall of multiple millions of dollars. And that that habit of managing the dollars that way is going to be a primary strength, I think, in terms of fiscal management. I have a couple of questions if I may. So, I read somewhere in some

095of the paperwork I was given to start off with that there was a an evaluation of future population and enrollment >> in the district >> because they are coming to present at a board meeting. Do you remember when Debbie >> September? >> I think it's in September. Um, it was done by flow analytics and they they're going to come >> that will be very interesting and help us in a lot of ways. Then I have a couple of questions on accounts here because I'm trying to understand what it entails. So in 1920 donations from private sources, what does that include? Like is it all donation to anywhere in the school district including sports, music programs, whatever? Or is that specific donation? So it's on page >> the one thing I don't like about is it

096doesn't page page one or three. It is a very small font. >> It is. Well, it was not big, but I was kind of I That's why I was surprised because I know but I assume it doesn't include a lot of the stuff. So, like the fundraisers that different groups and organization do that's probably more in the sports budget or in the it. >> Yeah, we have a we do have a fund set aside for that. You know, I don't I don't know the details of >> I just like here it says uh >> what is this? >> This winds it on. tall. >> It's 1920. >> Yeah. 1920 under resource under revenue. >> I think we have like 5,000 years. >> It's page one of three. >> Private sources. >> Might be smaller. >>

097This is 20,000 I think or something like that. Yeah. >> I mean, we have a donor that >> Yeah. >> gives more than that every I know two weeks ago whenever our meeting was two weeks ago, we had a $95,000 donation. >> Yeah. Does that show up in there or does that go somewhere else? >> No, that's not where that goes. And this would be a great little um board work session to go over the numbers and stuff like that and a little just a quick dive over some of the >> Yeah. >> the the basics of how things are broken out. Be happy to do that, >> especially for new people like me. >> Yeah, absolutely. >> I kind of like that stuff. And so >> budget camp we used to call it when

098you're a new board member and you go over stuff. >> Budget camp would be fun. >> I don't have that prepared tonight. I I just so if we if we propose a budget K for those of us that are interested in that I I would like to >> that would be great and I would love to to be part of that. >> So I think uh let me see here. >> Yeah the rest were all budget camp questions. So >> okay >> I'll hold on to those until reserves you were going to talk about Tom. >> Uh so Daniel if we go to the next slide I just want to take like 10 minutes and talk about reserves. And this is not an evening where we decide what reserves are or have it's more just

099me kind of sharing some some general thoughts which will be really good for any anybody new uh kind of to the to the topic. Um so kind of what are reserves under Oregon budget law? Reserves refers to any fund set aside for a specific purpose. Most of the time it's for financial cushion. One of the areas sometimes of confusion is are reserves required? No. Now, GFOA, Government Finance Officer Association, best practice is that you always have a budget for reserves. That's kind of the the the given that anybody would do that, but there's nothing actually in Oregon budget law that says you must. It says you may you may budget for reserves, you may budget for contingency, you may budget for ending uh fund balance. Reserves are considered a component of responsible financial management for

100a couple reasons. Number one, they increase financial stability by smoothing out revenue or expenditure fluctuations, especially during something that happens, you know, unexpectedly midy year, some bad news, a vendor that has to double their costs, etc., etc. Reserves help manage risk. Uh they lessen the impacts from anything unexpected, natural disasters, emergencies. They ensure operations or services are maintained that year. Reserves promote long-term planning. Both auditors and bond rating agencies want to see reserves and want to see reserves that are planned. So there's two kind of main forms of reserves in uh you know local government of municipalities, districts and that is general contingency and then budgeting for unappropriated ending fund balance. So the next slide is kind of the personification of contingency wearing lots of hats. So under budget law, there can only be one

101general contingency line. The amount budgeted for contingency contingency should be reasonable. It should be a reasonable estimate of what are some of the potential costs that could occur in that year. It's not a savings account that you can just stash money in. It should be rep it should represent kind of some risks, some things that are unknown at the time you do your budget. Keep in mind when you when we do the budget cycle, typically the budget office has all the numbers kind of done by November or December. Then it goes to the board March, April, it's passed and everything. The budget starts July 1, but even that summer, things could have changed from what was assum assumed way back in the fall. So things are kind of constantly in motion and and numbers are

102going to be off. So contingency is really good at having that account set up uh where you can pay for things that are unexpected that you didn't really know at the time you made the budget. You can't spend directly from contingency. You can only click >> you you can't spend directly from contingency. You have to have it board approved to spend and then you transfer it into the item which you spend it from. That is the the category. So I want to mention that too. On average most uh public Oregon entities budget anywhere from 1 to 10% uh for general contingency. Show me my pointer. So wow works great. >> So contingency is very different than unappropriated ending fund balance. That's really like putting the money in the safe. That's where you set it aside.

103It means it's not going to be spent. Why is it called unappropriated? Uh because only appropriated parts of the budget can actually be spent. You need like a major disaster. I think the original language was like a um public uprising or natural disa disaster or in budget law. that that was the kind of language they used for something, you know, um >> where you would have then the authority, I think, as a as a board to go ahead and approve moving a supplemental budget to then be able to spend. >> A number of years ago, we had one of these at Eugene Field where the boiler boiler went out really expensive and >> you had to utilize >> that was the only place we had money. >> Yeah. You had to utilize where you had

104that reserve stored. Yeah. But really I think philosophically the main reason for why a district would would budget for unappropriated ending fund balance is to ensure cash flow from one year to the next. >> You want to ensure you start the next year uh with with the amount of resources that you need and that is different for every single general fund. That is different for every single district. And the way to kind of see what might be needed is to kind of get to know your general fund. and our general fund is going to be different than another school districts. And school districts are going to be different than a city or county or or fire district, etc., etc. So, I thought we'd take a look at our general fund tonight. So, here's other general

105funds up here really quick. It's kind of hard to see, but on the bottom left, here's a local government, and this is uh where green is revenue, red is expenses. Keep it really simple. Bottom left is local government revenue where you you get the revenue at the beginning of the year. So maybe you have grants where it's all in advance, you know, federal grants, state grants. You get the money right up front. That's really nice actually to have all your funds right at the beginning at the top. I think I base this on TVF&R. Um, but it's where your only revenue is property taxes. So basically, you're floating with fund balance all your expenses until November. Then you're getting your income, you're getting your revenue, and then you got to make that last through the

106end of the year. And the bottom right would be a theoretical uh public entity where they have reimbursement grants. So you really don't get your monies uh until the very end of the year. So I'm going to look at FY23. I'm going to just pull an actual year. So here's Silver Falls School District 4223. And this is kind of the shape of our expenditures, which is pretty much the shape that we see every year in general. What's interesting is how low the expenditures are your first two months. You don't have a lot of people working yet. You don't have a lot of personnel expenses yet. And actually September through May are all about the same amount. You have a little little bit of a a peak up on in October. That's because some people leave.

107They decide this isn't for them. Some other expenses kind of hit in October, but mostly it's kind of flat September. But does this pointer work? Let's see. Oh, oops. I just had to use a pointer once there. Yeah. From there to there. Okay, I used the pointer. That was pretty funny. Those are all pretty much the same. And then what happens is in June, you have all of those payments. You have the June payment, the July payment, the August payment for personnel expenses, which ends the year. And they get that at the end of the year. So you have a big spike there. That's very unique to school districts. So that's kind of what our expendit kind of like a trend line. It's kind of like you're ramped up. Can you can you explain to

108me? So our fiscal year ends in uh >> June 30th. >> Okay. >> Begins on July one. >> But we still then carry the payment. >> So So in June we we pay everybody in June. So to finish the year so we can be done on June 31st and all the expenditure has been done as far as the >> as far as personel goes >> as people on those particular contracts. >> Okay. >> Yeah. They get multiple checks in. >> Okay. >> Yeah. But don't some people get individual checks if they opt to if they don't want to get one lump sum. >> Yeah, maybe. I don't know. >> I'd have to I'd have to. >> It used to be that way. >> You could like choose to not and just help it helps them

109budget. >> Yeah. >> Do you So then you still actualize these expenses in June of the previous year. >> Correct. >> Even though you may give them the checker later. >> It's a June expense. >> It's like a allowance with your children. >> You don't have the expenses in the first couple months. >> Yeah. But you have them at the end. >> Yeah. >> As per the as per how the contract works, especially especially K through 12 community colleges don't don't have this anomaly really. >> Here's your revenue trend. So this district is like all other school districts really lucky. We get two payments from the state for the state uh SSF fund right at the beginning. So July, we start off really good. So, right away you can see that the beginning of the

110year is going to be good if our expenses are low and we're going to start off the year with a with a nice surge of revenue and then it kind of evens out and then you get your property taxes in November and it's all kind of flat. You have some months where you get a little more, you know, revenue coming in from other things and it kind of blends blends together. But that's kind of the shape. You have that peak in the beginning, peak in November. If you put them together, it kind of looks like that. >> My daughter thinks this looks like a an X-wing from Star Wars. I don't quite see the resemblance, but there is kind of like two wings on each side. They're opposite. The first one's got the the revenue

111on the top. The ending's got the expenditures on the top. >> Well, we're ahead. >> Yeah, great kid. >> I should have drawn. >> Not sure how how well balanced this airplane is. >> No, it won't do. >> But now, let's pretend you start the year at zero. So, what is the net? Now, again, we're using FY223. So, this is the the peculiarities of this particular year. If you did the net what your balance would be from the combination of this every month >> you would see the first three months you have pretty good resources in terms of a fund balance. October is a little low but then you have the surge right in November and then you pretty much have expenditures above revenues the rest of the year. So it just keeps going down

112down down. It feels really good though November and December in terms of in terms of the books. And in this particular year, we actually ended uh in in the negative overall. And it was also, you know, like we were talking about a challenging year because I think we in this year we budgeted 2.5 million is what we assumed to be the beginning fund balance. >> And the actual was only two. So if you started with only two and then you ended I think with a negative 1.4. You've really >> Yeah. >> You've really brought it down to a really minimal um level. So our our general fund really behaves like two people. It's got a split personality. In the first half, expenditures are are above uh costs and then the second half it's the opposite.

113Costs are are above expenditures. >> So in conclusion, there's a range of approaches. You should base it kind of on the general fund and historical challenges and needs. District policies vary differently. We have all they're all over the place. Some school districts have four to 5%, some have 10%, some have a range that allow some flexibility. Some address both fund balance, an appropriate ending fund balance and contingency. So, for example, Newberg sets aside, I think, in their they have a policy 2% goes to contingency as a general contingency and 5% goes towards an unappropriated fund balance. So, they kind of address both, which is nice. There's probably a lot of reasons to have both flexibility and uh to address both ending fund balance and contingency. And we'll have more discussions on this, but that's kind

114of just a general overview, especially if you're new um to how reserves work. >> So, I heard you say that right now we do not have a policy on that. Right. >> We do have a policy. >> Okay. >> And it I believe directs the superintendent to work so that the end of the year fund balance target is 10% of all funds. Number one, it doesn't really talk about the general fund, which it probably should because the reserves are usually tied to your main operating fund. Um, but it and though it says 10%, it's to me at least it's what does that really mean in terms of the language in terms of directing them for that as a target. And so maybe at a future point we can compare uh language from other districts and

115kind of look at how things differ for example >> because ultimately we should have a point where we decide that that's enough and then we change the focus to something else >> and it's important to to note that OASPO the Oregon Association of School Business Officers >> uh they recommend a range of 3 to 8%. Now that's because school districts typically have revenues in the beginning. So that's particular to a school district. You don't have the challenges of the fire district where you have no revenue until November. >> I can tell you one time was 15%. >> And district was very healthy at that time. We got got into a little some hard times. We lowered 10%. And it was good. it was a 10% because I remember I was working in in in Washington

116County and I remember some of my my workmates were sent they had some kids at Sunset High School and they were having having uh classes in like a like a college situation where you have 50 50 to 100 kids in a room >> doing doing lectures >> and we were we were we were able to get by because we had that 10% to to live off of until things got better. >> I should just for clarification for the new board because I don't I think I think it was the last thing we did before you guys came on is we did suspend our policy for one more year because we weren't going to be in compliance with it. >> So, and then we were going to talk >> Well, we've asked we've asked Tony to

117bring that to policy review for >> Yeah. And I would I would um also your >> your ending fund balance a positive your higher your ending fund balance historical you'll get a better bond rate for your school bonds. >> They look at that. So it it it matters. >> It matters. >> Yeah. You never want to budget so that you're at zero. You you want those reserves there. >> Well, yeah. >> It looks like you're you're planning appropriately and you have financial strength. >> Yeah. I will note one other thing is that just having the policy itself is is only part of the battle. >> I think the other half is you really got to budget accurately. >> Yeah. >> And you have to budget strategically. You have to be kind of conservative on your

118revenues and you have to kind of be a little bit liberal in some of your expenditures. >> If you think expenditure is going to be between 100 and 200, we'll put 200. Be surprised that it's less. And then the opposite for for revenues. And I think when you do that in general that creates another kind of cushion because usually those things play out a little bit in your favor. >> We we had a few years there a couple years ago where it was just the opposite and that's part of what got it where it was where the revenue was being estimated high and the expenses were being estimated low and we saw what happened was >> that exacerbates it kind of multiplies. >> Well, when we budget for like you know whatever our teacher cost

119is going to be you know they they vary depending on where they come in on the scale when you hire them. Well, in my mind, I just go to the far right, the maximum on the scale, and that's what I think that teacher is going to cost, no matter whether they are a brand new teacher or a veteran. In my mind, when I budget, I budget the high end because that's what you should be prepared to pay, right? >> And if you if you end up hiring a cheap a teacher that costs less, then you're just money ahead and it just goes into the ending fund balance. If you are always relying if you if you do the median or the middle >> that's a bad idea. >> Well and it begins it subliminally at

120least it can end up influencing your hiring too if you're not thinking the high number >> uh you know that oh need to >> yeah I never base my hiring on what that person will cost for So when it these um um um contingency funds are are these like more specific would they have like a spec >> No, they're just general contingency. >> Okay. >> So it's for whatever is expected. Uh you could be thinking labs you you might hear there's a classification of employees that might be looked at in terms of market but you don't know what that is. But part of the funds could be set aside for an adjustment there. That could be midyear. It could be utilities suddenly go up 15%. It could be something that's broken that you need to

121to fix. Yeah. And and so you you would look historically for what kind of has happened as a guide. You wouldn't just out of a hat say let's put 10 million and you you kind of look at logically what a what a percent. It's easily a couple it's usually a couple% >> right. the the reason I ask if is if there was the more and maybe you just can't but um the ending fund balance the reserves just it kind of in advocates mind for whatever they want more staffing more wages a new fac a new anything it it gets treated like >> like the coffee can with with all the extra money it's just extra money but if but if this is the if this is the family's vacation fund and you and you want

122this. Well, should we take it from this fund or that fund? Which, you know, is it the new roof? Is it the you know if there if there was more if there was for someone to say I want this you can we can respond like which one of these should we cut you know if if instead of just having it be this pile of extra money >> which is why I think it's important to have to have both because one can be spent but you want the conversation to be not obviously what you want but something broke I need I have to have this or whatever and there's more discussion to it but those things will >> will occur it's very tough that the only mechanism to approve it is to reduce something else. >>

123Yeah. Right. And and yeah, so procedures and mechanisms that prompt a further discussion is is is is >> and again emphasizing contingency can only be approved by the board and then we then put it into the the accounting line. >> So just one last question on those. Those are protected from state sweeping, right? Because we're a school district or are they still subject? So when I was at a state agency with the chiropractic board, we always had to watch our reserves because if we went too high, the state would come in. >> Yeah. >> There's no one to do that. >> They can do a midyear. The one thing they will do is that if they if they are not confident in the economy and like they can adjust the school state school fund mid

124year, well, you don't want them to do that. >> Well, no, but that's as that's the whole school. That would be everybody. >> They can't come in and say, "Well, you guys have a better reserve." >> No, >> we're picking once half or >> No, I I don't believe that's legal for us. >> So, one way it's also misinterpreted often is there's something you need in three years. >> Well, let's build up our contingency for that. That's kind of not what it's for. It's for a one year by one year unknown, >> right? >> You have a known thing that you need in a couple years and it's 5 million. and create create a fund as a reserve to >> reserve fund capital reserve funds reserve which is what >> that's what Oregon budget law

125wants to see I think that's part of planning >> contingency is for the unexpected >> right okay that's needs to be remembered because sometimes people when they're budgeting they get to thinking that uh they're actually thinking well if we get that in January we could always take it out of content well you're actually planning on it then so you should budget for it >> that's a roof and that's in two years and we'll set aside the funds But if uh but yeah the suddenly we get a downpour in here in January and we've got to spend you know half million somebody come in and get it fixed then that's >> there was no way to anticipate that >> that's where it kicks in. >> Yeah good point >> Tom I appreciate the the overview. What

126what will next steps look like? >> Um I would recommend just continued conversations. I'll look at maybe what has been done in other districts and show you a comparison. Maybe something more informal or something. And um we'll just kind of look let let the conversation continue. There's no rush. I mean, I don't think we have to make a decision on on a revised policy anytime soon. Just I would recommend it be done this fiscal year before probably the next budget is adopted. >> Yeah. >> Thank you. >> I'm looking forward to budget camp. >> Okay. >> Budget camp. Yes. We can talk. >> Okay. might have budget camp move on to nursing. I assume Brandon's not here unless he's going to be >> He's supposed to be online. >> He's going to be online. >>

127Yeah. >> Okay. >> Hey, Daniel, can you see if Brandon's online for us? >> I don't think that's it. >> Not quite. >> Hi, good evening. Can you guys hear me? >> Hi, Brandon. Yep, we can see you and hear you. >> So, I'm Brandon Larson, director of special services, and I'm here to talk about the nursing RFP and our nursing contract for the 2526 school year. So, about this time last year, uh we had a discussion about um kind of two primary areas. The one was a reduction in the the nursing budget and the nursing contract and and what nursing services would look like for uh the 2425 school year. And then the other piece of that uh was the decision was made for us to go through the RFP process for u the

128nursing contract for for next year. And so we put the contract out for bid and I had a number actually a lot more interest than I thought we were going to get which is great. A number of agencies reached out and just had some questions and were were wondering about the the contract but we ended up receiving four bids. Um, one of them was from Legacy in Silverton who we've worked with uh, nursing service who we've contracted with for nursing services as far back as as as anyone remembers and then three staffing agencies as as well. Um, and the bid the RFP was built uh, based on the reduced model of nursing services that we had for this school year. um which was roughly three to four nursing staff who are there uh for about

12917 hours a day during uh student contact hours and then some additional uh work hours in August before before students uh before students return. So um myself, Feliz Hansen, uh Tony Rosilles, Kim Kelson, and Phil Weezner reviewed the bids and had a really good discussion about um the proposals that were submitted. And there was a lot of really good pieces to all of them. But um in the end uh based on the scores and the discussion that we had, I think we agreed that continuing with with legacy uh for our nursing services is the best option for us at this time. >> Any questions? >> Yeah. Is there is there a version of this uh uh RFP scoring sheet where we see the individual categories? >> I'm confused on the on the shape of it.

130I I can see that the total is higher. >> And but I I don't see like a line where it says like like basically the first one, two, three, four, the five columns of of the very thoughtful process are not populated in our form. So just curious >> the reason I don't see it too is I can't see what we are prioritizing. >> Yeah. >> Like cost or fees are worth more than the experience providing school-based nursing. >> So like just kind of how things were kind of weighted by the evaluators. >> Yeah. So the of the criteria, so there's five different sections to to Josh's question. uh um the overall cost uh the fee for services, the financial strength, stability, reputation of the of the organization, um existing presence in Oregon and the region,

131and then all of those were were weighted the same. Um the category that was weighted the highest was the ability to meet or exceed the performance requirements set forth uh in the RFP. And then um the last column or the last uh criteria area was experience in providing uh nursing services in a K12 setting. And as far as the scoring goes, I'm not sure about that. I know that in previous RFPs we've given sort of a summary. Um but I I don't know that the individual scores are posted or exactly who can have access to to what information. When we did the seismic grant, um the recommendation from the attorney was to just post the scores like this. >> the summary score anonymously. >> Yep. >> This is this is identical to how we did

132that process uh in the spring or well it was late winter maybe. I don't know. >> Yeah, it was December of December of 24 I believe is when it was presented. >> Yeah. >> And that was for the seismic project but same type of process. Sorry, not to belabor it, but um obviously you know uh Legacy scored the highest. Are you able to unpack or provide any additional insight of why they were so much higher than the other competitors or if there's any additional insight? I think that's kind of what the >> fellow board members are like why why do they get 82? >> Why did they win? >> I'm like great great question and that feeds into the um or sorry directly connects to the the weighted scoring as well. So I think for

133us and for me as I I was building this you know one of the the priorities that we've identified is the ability to have on call nursing coverage and especially with uh significantly reduced nursing contract you know before uh you know and for for context I guess from from 23 24 to 24 25 we reduced our nursing contract by about 40%. And so with with less bodies there, uh we were pretty thin. Uh you know, I thought we did a really good job of of still providing a high level of services this year, but for us, just really not having any wiggle room, that ability to have that ondemand uh coverage is is essential. And you know, that's something that was offered by a couple of the of of the agencies as well. But, you

134know, I think for us having that dependability of having it be consistent people each each time uh versus maybe pulling from a pool of of people that could potentially be providing um on call coverage. >> Yeah. An example of that would be one of the biders um and I don't remember which one it was said that they had a pool of like500 nurses that serve Marian and Pulk and Ben. I don't remember which counties. There were several counties mentioned in there and I was like, >> you know, we I mean, we have consistent people through Legacy that the kids get to know and they build a connection with and, you know, that parents trust. I I just I think having that be like an on call thing where >> you could get one of 1500

135people. I just was not comfortable with that. >> So, I'm glad you brought that up, Kim, because that was something I wanted to ask. >> Yeah. if some of our nurse is cross um credentialed with multiple agencies or if they're just legacy stays with legacy because I know I know some of the nurses in our district went to high school with them. They're friends and I know I don't like going to a different doctor. I don't want somebody I don't know giving me a shot like these kids have to do for diabetes. So I think continuity of care for the kids and stability is huge. I think it should be heavily weighted >> and that's what some of these wouldn't guarantee as Brandon Kim commented they they were there would be somebody but it wasn't

136guaranteed how far away they were >> right >> or exactly who they were other than they would be accredited. >> Can you give a overview of what the services are they're providing? >> Yeah. So we last year we had three so uh um the the overall kind of service model at Big Picture is three to four nurses uh working 17 hours a day on student contact days. And so last year we had two nurses working 6 and 1/2 hours 6 and 1/2 hour days and one nurse that worked 4hour days kind of in the middle of the day like the lunch rush kind of the busy time of day. And they will uh they they wear a lot of hats. I mean they their primary responsibility is providing uh health services for students that cannot

137be delegated. Um they also do a lot with our high needs populations as well. uh as well as consistent um outreach and support with families for updating health plans and um making sure that we're up to date with with medications, training for office staff or uh classified staff to pick up some of the the delegated services as well as just being on call if they don't have another priority um at the time to be able to provide some some lower level uh less essential services. and they're on call for, you know, emergency situations or things that happen in um other buildings across the district as well. >> Thank you. >> So, what what's the budget item line line item on this? >> I think their bid was 330 Brandon, but am I right? >> No,

138that's what we had uh we had budgeted. So, uh, last year we budgeted or the contract was for 300,000 and I think our final number had ended up coming in at 296, maybe 2965. So, we were really close with that projection. And then the the bid for for legacy was, I believe, 307. >> Okay. Thank you. >> Yeah. >> And that's that's under budget what we budgeted. >> Yeah. I believe Kim budgeted 330. That's probably where I got the three from. Yeah. >> Yeah. >> For what what's it worth, I like the evaluation process and I like that we're on the budget and I like that we have the local uh nurses uh that are able to be consistent as my colleagues here mentioned. I think that's really important especially for young vulnerable students uh

139to have that security of of of a healthcare provider. uh increases uh confidence and and uh openness of the students into situation that maybe are not related of why they're in there but definitely can have an impact on their life on a long-term basis. That's good. >> Yeah. and our part our partnership with them has has been fantastic throughout the years and in my time in in Silver Falls um both legacy the organization working with them um but then also the nurses on the ground that we we've had uh the service has just been been fantastic. I mean they essentially are treated and act like district employees. So it's been it's been a great partnership. >> Yeah. Okay. >> Any other questions? Yeah, just just just a um um u great great great presentation explanation.

140Um a couple of board members asked about having the individual scoring. Is that something that they could come in and look at or maybe have them emailed to? Would legal be okay with that? Just so any board member that wanted to see a little more detail. Was that something that's possible or >> um I would have >> Yeah, I would have to ask. I I don't know. Legal recommended we not do it that way, so I'd have to find out why. Tom >> Yeah. Not well I can see not broadcast it to to the public but but someone coming in and looking that's that's what I'm saying. >> I think Brandon >> I don't need to see it I'm fine but >> yeah Brandon has those. >> Okay. >> Yep. And and I'm happy to

141have discussions with with any board members if you guys have other questions either about the RFP process or nursing services or even the the discussion that you know when we were going through and scoring because I mean they are you know pretty pretty beefy proposals but more than happy to to discuss any anything with with you all. Okay. Thanks, Brandon. >> Yeah. Thank you. >> Okay. Now, we have the uh draft of our uh board activities and budget calendar. And along with this, we want to uh take a look at that and decide on also what time we'd like to have our board meetings. Uh we've traditionally had them at seven. We change from time to time on occasion when something comes up that warrants it, but our tradition has been seven. But there was

142some talk towards the end of the uh last fiscal year about possibility of an earlier time to help out, especially with some of our staff that lived further away and things like this uh a 6:30 or their time. So, this would be a good time to have that thrown in here too with our calendar. >> I'll start off. So, we're going to start with the time times. >> Yeah, that's take care of the time. >> I know that generally, and I think Daniel, you and I talked about this briefly last time, it's I've been the hangup just because I worked till 6, but I can I'm willing to modify my schedule to get off a little earlier or just come straight just do it a little different. I can I can I'm willing to do

1436:30. >> Anybody else's thoughts on 6:30 or 7? >> I'm okay with 6:30. I I usually I'm done somewhere between 6:00 and 6:15. >> Yeah. >> I can grab a quick bite while I'm wrapping up my charts and >> eat a sandwich in front of everybody. >> It's a couple times a month. It's not the end of the world. >> If uh for those of you with the work conflicts, I think um like Phil was saying the 6:30 I think you know our administrators got to be back early the next day and obviously everybody else has to usually be at work. So if we can if we can accommodate that I think even that 30 minutes >> Yeah. Yeah. Makes a makes a pretty significant difference. >> Makes a huge difference to me. Sorry. >>

144We can keep our comments to the minimum. So, we give them another 20 minutes. >> There you go. >> I'll tell you, >> we have control. >> Come 9:00, I'll get pretty groggy. So, >> that sounds pretty unanimous. Chair. >> Okay. And we'll just tie that in with the motion on the calendar. Uh does, uh, anybody after they reviewed the draft, did anybody have any questions or concerns about the budget calendar? >> Um, just real quick, just let me >> No, I appreciate starting earlier this year. >> Yeah, it's good. It's good for a lot of us. Yeah, it's nice that >> if there is no, >> we can do that >> problems. Uh you can see there we have a couple that hit, you know, spring break and stuff like that which we traditionally

145not had. And then of course uh we have adjustments like we've had in the past we've had a couple work sessions that were some last year that we had some open forum type things and hopefully we'll have some things like that again. But >> this is this is a it's kind of like a budget. It's where we start from. Yeah. Things arise. I was going to say I don't I don't see any planning sessions and I don't see budget camp either. >> That can be a work session or something. So >> yeah. >> Okay. I'll entertain a motion then on this draft along with a 6:30 start time. >> I'll make that motion. >> Second. >> Okay. Okay, it's been moved and seconded to accept the presented draft on our budget and board activities calendar

146with 6:30 start. All those in favor? I >> I oppose. Nay. >> Okay, passes. Okay, we got >> Yes, we moved to the agenda here. Uh, Scott Mills Lot Kim. >> Yeah, this is kind of an interesting thing. So, um, the PTA has graciously, um, raised enough money to put a new play structure in at Scots Mills. And so, they were working with the Marian County on the permit process. And, um, they wanted to shift the location of it a little bit. And when they did that, it got into the buffer area between the two lots that we own. So, we actually own two lots there. And so the play structure, it doesn't overlap onto the other lot, but it's in that buffer zone where you're not supposed to build anything. And because this is

147a covered play structure, it technically is like a it's a building kind of. It has a permit. It has a process. And so, um, and I don't know, my new board members probably don't know this, but I I sold real estate in another life. And so Marian County wanted us to uh just remove the lot line and get rid of one of our lots, which is a hard no in real estate because what it does is it just automatically I mean if you ever had to sell that property the value of it is half because you have less lots and so I'm like oh not doing that. Um so we could do a lot line adjustment. I'm going to go do some further that's that would be my recommendations. Do a lot line adjustment. move

148it 10 ft so that they're both still legal lots that can have dwellings on them and then, you know, so that they stay to two lots and not conjoin them. >> So, I just wanted to make sure I had your uh blessing to go down to the county and kind of try to find another solution that isn't uh deleting one of our lots. No, as I say, whatever solution, the least expensive, least trouble to carry off and still keeps us with two lots. >> Jeff talked to them and he thinks the least expensive is the lot line adjustment and the least amount of trouble. >> Yeah. >> So, we will we'll try and pursue that, but it's probably going to delay >> getting that covered play structure up, which is not great for kids. >>

149Can they Yeah. >> So, they wanted to put the play structure closer to the lot line. is what was the reason? Can they put it like 10 ft other than we don't have to do either of this or what was the >> I tried that too cuz I thought that >> Yeah, I'm just going for simplest. Yes, most efficient back. Yeah. >> Um and they they have some really specific reasons why they want to keep it over there and it has to do with the basketball court and there's there's some stuff. >> Where is it they're placing it >> in that ground? >> It's kind of near I I should have brought I should have brought a map. Um, it's near kind of where the playground is now, but kind of near the basketball court.

150>> Oh, okay. >> They're taking down the old one. >> Cool. >> Yeah. I I haven't seen the whole plan yet. I just wanted to make sure you knew that the lot thing. I did not approve that. So, >> so I I guess when you do come back, if we can >> just for us to be able to give good direction, explanation, >> um the reasoning for not >> um keeping where it's at like >> Yeah. So that we have both like okay if we were to keep it and not have to do the line adjustment there's a good rationale for that and then versus okay it is a significant enough reason to move it thus the need for the lot assessment just so we can explain why we're spending money and not just avoiding

151it altogether >> right and and it's not I mean it's not it's not really I mean it's not our money I think they'll pay for it um but I think you know I've only known about this for a little over a week and I asked Jeff for a map showing like where they originally wanted it and where they're moving it to. So, I've asked for all that stuff. I just don't have it yet. So, when I get it, I'll send I'll just send you guys an email with it >> so you can kind of see where we're at and then >> once I have time to go down to the county then >> some historical context on this and doing all the previous bond effort and going through all of them. They have been asking

152for a covered play area for like 30 years and have been promised or wanted to get it and uh have not been able to. So, this is a big deal to that. >> They actually asked for my help a couple years ago on on this project and where they were wanting to put it at that time. I I haven't talked to them about it for a couple years now, but there was a a uh emergency entrance issue where they wanted to put it and I think that may be why they're have to move it >> and there's leech fields maybe. I don't know exactly where they got their >> I asked for like a site plan >> so that we'd know where all those things are. So, >> but just historical context, this is a

153very big deal for Yeah, we'll try and expedite it so we can get it. >> Yeah, they've been fundraising for a while and they've been persevering. So, >> yeah, it's an expensive project. >> Yep. >> Yeah, >> for sure. >> So, kudos to them for building that for the >> No, there's there's no action plan on this at all. There's just a discussion. >> No, there's no >> No, I just wanted to >> You just wanted to inform us. Thank you. >> In case you hear about it in the, you know, community. >> Well, we've got no public here. Do we have anybody online to about public comment? Second one. He's not answering. >> Okay. You're here as an employee, aren't you? >> Okay. Uh action items. Okay. So, approve the uh >> two of

154them. >> Oh, we already did it. >> Yeah, we already did. >> Yeah, that's that's my bad. Took it out of turn. >> Okay. Okay. Well, we've done that. So, let's go ahead on the nursing uh >> where >> the R RFP approving uh legacy. >> I'll do it. Um I move to approve the nursing RFP for the recommended legacy Silverton Hospital Nursing Services for the upcoming school year. >> Second. Okay, it's been moved and second to approve legacy for nursing services for the school district for the 2426 school 2526 school year. Any further discussion? >> Okay. All those in favor? I >> I oppose. Nay. Okay. Passes. Is there any future agenda item requests? >> Yeah, Mr. Chair, I request that we um at the superintendent evaluation process discussion probably to the next board

155meeting so we can get an early start. I'll probably be sending some documents to my co-workers for the uh evaluation process. >> Okay. >> Any others? Okay. [Music]