001Mhm. >> Mhm. >> Come on and resume the regular meeting. Please and thank you. Uh item number five, agenda approval. At this time items may be added or removed from the agenda. >> I move that the board approve today's meeting agenda as presented. >> I second. >> A motion has been made and seconded to approve the agenda as presented. Do we need any discussion? Director Walker? >> Aye. >> Director Killings? >> Aye. >> Vice Chair Smith-Reed? >> Aye. >> I'm an aye as well. Now we move on to the fun part stuff. Item item number six, Community Impact Awards. The Saint Columb School District Community Impact Awards honors one student, one staff member, and one community member whose commitment to excellent service and leadership truly stands out. And I think tonight we have Vice Chair
002Smith-Reed, Director Walker, and Director Killings are here to present the three awards. >> The student Community Impact Award recipient is Liam Nelson. Could you come up here, please? So, Liam is an outstanding student that exemplifies service, leadership, and academic excellence in ways that leave a meaningful and lasting impact on his school community. Through his actions, attitude, and commitment to doing what is right, he consistently sets a positive example for those around him. Liam's dedication to serving others is evident in the small but powerful choices he makes each day. Each morning, while many students are heading off to class, Liam takes the initiative to remain in the cafeteria and clean up without being asked. His willingness to step in and help, simply because it is needed, reflects a level of selflessness and responsibility that is truly
003remarkable. He regularly seeks out opportunities to contribute, asking staff how he can help and make the school a better place. In addition to his acts of service, Liam brings a sense of positivity that has a noticeable noticeable impact on the school environment. His bright, genuine smile and uplifting presence create a ripple effect among the school students and staff. In a middle school study, his consistent kindness and optimism help foster a welcoming and supportive atmosphere for everyone. Liam's commitment to excellence is also reflected in his academic achievements. As a consistent honor roll student, he demonstrates a strong work ethic, focus, and pride in his learning. His teachers describe him as a pleasure to have in class, noting his positive attitude and the effort he puts into every assignment. He approaches education with the same level of
004dedication and integrity that he puts to serving others. Liam is more than a student who attends school. He actively contributes to building a stronger, more connected community. He represents the true spirit of this recognition by showing that excellence is not only measured by academic success, but also by character, compassion, and willingness to serve others. Liam is a deserving recipient of this recognition, and his impact will continue to be felt by those around around him. Please join us in congratulating congratulating Liam and his family. As the student community impact award recipient, congratulations. You're welcome to use the AI mic. Go ahead. Vice Chairman Preble, get the next one. Staff community impact award goes to Christine Bond. HI, CHRISTINE BOND. WAIT, IS THAT OKAY? CAN I do that first? Okay. >> Okay. Christy Vaughn has made a
005profound and lasting impact on Columbia City Elementary through her compassion, dedication, and unwavering commitment to the students, staff, and families she serves. As a central figure in the school community, Christy creates an environment where every individual feels welcomed, valued, and supported from the moment they walk through the doors of In her role, Christy consistent- consistently goes above and beyond to build meaningful relationships. She greets students by name, offers patience and empathy to families, and ensures staff feel appreciated in their daily work. Her ability to make others feel seen and heard fosters a strong sense of belonging and connection throughout the entire school. Christy's dedication extends well beyond her daily responsibilities. She frequently volunteers her own time to enhance the school environment, helping to create a space that is not only safe and welcoming, but also
006inspiring for students. Her efforts are driven by a genuine love for her community rather than a desire for recognition. Whether she is comforting an anxious child, guiding a family through school processes, or stepping in to support colleagues during busy times, Christy approaches every situation with grace, kindness, and a steady presence. Her positive influence can be felt in every single corner of Columbia City Elementary. Christy is known for her warm, compassionate nature and her ability to bring people together. Her heart of gold shines through in every interaction, strengthening the culture of care and connection within the school. Columbia City Elementary is stronger, more connected, and more compassionate because of Christy's contributions. She truly embodies the spirit of community and service. Please join us in congratulating Christy as the Staff Community Impact Award recipient for April. >>
007Woo! >> Uh Director Killing says that the next one >> You could give me a chair. >> Sorry, Molly. That wasn't planned. >> So, my Heidi here is a dedicated community member whose continued service, generosity, and commitment have made a meaningful impact on our students, staff, and families within the St. Helens School District. Heidi first became actively involved in the St. Helens band program while her daughter Michaela was a student, serving as a volunteer and a member of the St. Helens Band Patrons Board. But even after her daughter's graduation, Heidi chose to remain deeply committed to supporting the program, demonstrating a level of dedication that extends far beyond personal involvement. She currently serves as the treasurer of the St. Helens Band Patrons and plays an essential, uh excuse me, role in supporting the success of
008the program. Heidi contributes her time to the band scholarship committee and regularly assists with uniform fittings, alterations, fundraising efforts, and many behind-the-scenes tasks that help keep the program running smoothly. Her willingness to step in wherever needed reflects her strong work work ethic and genuine care for her students. In addition to her work with the band program, Heidi has also generously volunteered her time and expertise as a former member of the St. Helens School District Budget Committee. That's what her and I used to have. For several years. In this role, she supported important financial planning efforts that impact the entire district. Heidi's also a familiar and enthusiastic presence at games and performances, where she supports not only her nieces and nephews, but all students. Her encouragement and positive energy contribute to a strong sense of community
009and pride. Heidi's dedication, selflessness, and unwavering commitment to supporting students and school programs make her a truly valued member of the St. Helens community. Her impact is felt in countless ways, both seen and unseen, and she exemplifies the true spirit of service. Please join us in congratulating Heidi Clark as the Community Impact Award recipient for April. OOPS. HI. TAKE YOUR IMPORTANT STUFF. >> YEAH, NOW WE'LL move on to item number seven, KSD Public Relations presentation, Casey Warner. Warner? Sorry. Sorry. Just Just spell out your last name. Is it Warner? >> Warner. >> Okay. >> Hello. For those of you who do not know me, I am Casey Warner. I'm the Public Relations at the high school, and I presented tonight the most recent activities for April. >> I'm maybe not. Technical problems. >> There you
010go. Okay. The agenda for tonight is the Rotary Teen of the Month, the District Blood Drive, Wind Ensemble, Prom, and the graduation timeline. There we go. Events. Uh the Rotary Student of the Month was D.A. Davidson. She is a dedicated and compassionate senior whose passion She's passionate for helping others, and she has made a very meaningful impact both within her school and throughout the broader community around her. Uh the dress drive, we had another formal wear dress drive other than the one we had for homecoming. This one was for winter formal and for prom. Uh we went through and cycled out all the old dresses. They got lots and lots of new donations. So, the next uh dress drive for homecoming next year will be a lot newer stuff. Uh the blood drive, we just
011had a blood drive on April 16th, and it was in the high school library. Uh we had 32 units, 28 whole blood, and four power red donations in total. Uh the wind ensemble, the Siuslaw Wind Ensemble won the 2026 Coquille League Champion Band uh for band um earlier April, I think it was on the 6th or the 7th. Uh but this gives them an automatic bid on the OSAA State Band Championship at Oregon State. Um prom is this Friday from 8:00 to 11:00 p.m. There are still some tickets available. Now, they are all $50 for all grades. Um I believe there is a couple of less than 30 left. I want to say 24, somewhere around there. Um but if you are a senior or a parent, make sure that all fees are paid for
012before you buy your ticket. Um the timeline, including weekends and such, there are 44 days until graduation. Um next step on the timeline is this next Monday in the cafeteria will be a lineup from for all the gowns and caps from Walsworth Grad. So, make sure you are a parent or a senior to be reminded to get and pick those up. And that is all. Thank you. >> Thank you for coming. Item Consent agenda. The board on individual basis prior to the meeting has reviewed all material. All financial reports are available to review by the public in the business office. The board considers consent agenda Consent agenda items routine business and will be enacted by the board in one motion. There will be no discussion of these items at this time. The board votes on
013the motion unless members of the board, staff, or public request specific items to be discussed and/or removed from the consent agenda. >> I move that we accept the consent agenda as stated. >> Second. >> Okay. It's been moved and seconded that we approve the consent agenda as presented. Um Director Walker? >> Aye. >> Uh Director Killingsworth? >> Aye. >> Vice Chair Smith-Free? >> Aye. >> Chair Youmans, I vote aye as well. Moving on to new business. Um item 9.1. Declare the school board position vacant and the next steps. Um position one. St. Helens School District Board of Directors is preparing to consider the vacant declaring declaration of vacancy for director position one. In anticipation of potential action, we will want to share the proposed timeline for the appointment process should the board move forward with
014declaring the position vacant this evening. If declared, the the district will begin accepting applications on April 28th, 2026. The application window will remain open until noon, May 11th, 2026. And late applications will not be considered. Following the application The the board will review and screen applicants between May 13th and May 19th, 2026. Interviews will be conducted and the board consider appointment action in open session on May 27th, 2026. We encourage all eligible interested members of our community to consider applying and taking part in shaping the future of our district. Thank you. And last but not least, new business item 9.2, policy EB EB fund balance. First first reading there. Oh, okay. So, on on this policy, our ending fund balance general fund balance needs to be is in board policy at 5%. Um I don't
015think we're there now. Um so, they asked us to make it a 3.5% ending fund balance going forward and then raising it up as we go along to get back to the 5% and we'll adjust the policy accordingly. Any questions on that? No? >> I might 30 seconds. >> Go ahead. >> Going back to the I forgot to Um Yeah, that So, so on this 9.2, and I don't know if EB here knows the answer, but it's talking about the policy where first read, but then later and then it's saying adopted right after the first read, but later um when we get to that part, it's actually only talking about the ending fund balance. It's not talking about the policy itself. >> Well, because the the only thing that they're asking that we change and
016revise of the policy is revising the policy from a 5% ending fund balance to 3.5% So, there isn't really a I mean, they're they're just asking that we review that and vote on it. To decide if that's how we want to I don't know. It It was just the way it was worded. Didn't seem like we were updating policy, just updating the amount. And I just want to make sure you're doing it right. >> No, it's the exact same the amending the fund balance policy. >> We're Yes, we're amending the actual We're We're voting whether or not to amend the fund balance policy. >> Correct. >> to from 5% to 3.5%. >> Yeah. It's just that when you get to it later, it's not talking about amending. It's just I approve the ending fund balance.
017Oh, I see. See what I'm saying? >> Amending Yes, so change the verbage there. >> it. I mean, I just don't know. Maybe we needed to have some different wording to make sure we're saying that one right. >> No, it's it's saying I move that this for later in action items. Saying I move that the board approve the ending fund balance policy D D B as modified. Cuz that is >> Well, if I say it that way, then I could be okay. >> It could be It could >> We can reword it. We don't have to read it exact that way. >> the fund balance policy and so forth. >> Okay. >> schematics >> Okay. Item 9.3, declare all staff appreciation resolution number 2025-2026-009. And it says, "This evening, the board of directors would like
018to take a moment to recognize the honor and honor this incredible staff of the Saint Helens School District. Um Each and every day, our employees demonstrate an unwavering commitment to our students, our schools, and community. It is their dedication, talent, and teamwork that make this district a place where students can truly learn and commit to their future. In the past, we recognized classified staff and licensing staff during separate times of the year. This year, we are proud to bring those recognitions together into a unified celebration. By doing so, we honor the collective impact of all staff, licensed educator, classified employees, administrators, and support personnel who work side by side to support student success in countless ways. Our staff serve in many roles across the district, from the classroom to the front office, from nutrition service
019to maintenance, technology, and student support services. While the responsibilities may differ, they share a purpose. Their shared purpose remains the same, to create safe, and welcoming, and engaging environment where every student can thrive. The Board of Directors is pleased to officially proclaim May 4th through May 8th, 2026, as the St. Helens School District All Staff Appreciation Week. We encourage our students, families, and community members to join us in recognizing and celebrating the extraordinary uh contributions to our staff in the upcoming this upcoming week. To all staff, please know that your work is not going unnoticed. We are deeply grateful for your professionalism, your care, and your continued commitment to the students and families we serve. Thank you to all. >> Yay. >> To all staff that's present, thank you. All right. Getting back to the
020next one. Uh let's see. 9.4, Policy BD DH, Public Comment, Board Meetings, and Meeting Start Time. My original idea was to move uh work meetings set it 6:00 p.m. And we'll start there. That's just my idea, so I'm just throwing it out. >> I don't like that idea. >> And, you know, maybe move public comment up in our agenda. >> I think that we should amend when public comment has to be turned in. I think that it's crazy that it says that written comments need to be submitted through 72 hours before the meeting, but our policy or our agenda is even up to 48 hours, so they're already late. I think that we should accept them up until I don't know. I mean, obviously we can't accept them until it starts. Digital too, because we
021need to have but but right, if they're they need to have a chance to review the agenda before they can submit a comment. I also think if especially we just to like excuse ourselves for executive session if somebody has submitted a comment while we're in executive session, they should be able to I feel like they should be able to submit public record or public comment requests until public comment. That's just my That's just my opinion. I don't know. I know that it once upon a time it was that way. Um I think it is >> I share a little bit of your >> Hello. >> I'm sharing. Yeah. >> So, originally the um the past concerns that we were running about people not being able to commute, they couldn't get there in time. That's why
022I think that we brought up the starting at 6:00 cuz we did move it from last year. It started at 6:00 and Nelly Nelly said that as a concern as well earlier. Um and we kept it at 5:30, but thinking about the reason why um we really brought the policy forward and started saying that we needed to follow it and acknowledge it was because it was people walking up in the middle of the board meeting and bringing the forms right up and just putting them on the table right next to um Paul and I and it was really it was pretty disruptive at times. And so I think that if you look at it as even you're going to um start the the meeting later so that people have plenty of time to get there,
023because most policies um this is an OSBA recommended policy, and most districts follow this policy, right? And if you delay the start time, and then you could change it to where um you go you go into executive you go into executive session at 5:30, you're not changing the start time and you're accepting them up until the time where you resume from executive session. But you don't want um you know, to just be able to come at any time and make a public comment, right? You want it in an organized fashion. So, leaving the space for people to be able to comment is fantastic. But you have you have to do it in some sort of organized fashion is what I'm suggesting. >> Thank you. >> So, if we move it to 6:00, but then are
024we still saying that we would have executive at the beginning of the meeting, which could then go all the way till 7:00, truly? Or what we used to do is it was actually after the regular board meeting so that the community knew exactly it's starting at a certain time. Um and we could get going and get that part all done, and then we could go do any if we did need an executive. And I know we've needed a lot of it for quite a while, but hopefully that will improve in time. >> Yeah. >> Um but I just think that it should be that the board meeting has an a locked-in time. And like she said, maybe 5 or 10 minutes ahead of time is you do have to still get here and get the
025cards in. And we have had meetings where there was people in public silly thought of something and hey, and they're filling out cards and turning them in and it it did get crazy sometimes, so >> Yeah. >> I mean, structure I think yeah, I we should have some structure. Sorry, was I speaking out of turn? >> No, no. I was just going to ask >> I didn't know we had turns. >> I was going to ask Walker if she had any doubt. >> I did. I did. I really like the idea of having the opportunity to submit comment until we resume brought out of executive session and that get you know, because sometimes our executive session is 35 to 40 minutes and that gives people an opportunity to arrive from work or wherever in their
026commute and be able to submit something. But I also think that there's a need right now for executive session to happen towards beginning because we have things that we need to actually take action on in the actual meeting and then having it at the end defers the action because it still has to be in public session. We can't adjourn the meeting and then do executive session because that takes that action item to the next meeting and I I don't think that a lot of what we're a lot of what we're working on in executive session really has a timeline. >> Okay. >> Um >> Yeah. >> The superintendent >> You can't end You can't end executive session and just leave. You have to always come back into open session >> Right. Right. Right. >> So
027you always open in general session and excuse yourself to executive session and then after executive session you resume general session and if there's voting items you can have them at that time or you can have them on the agenda and then you can vote on them. So either end you have to have a general session. >> Well, this says on our agenda the executive session to end approximately 6:35. So if we had left comments open until 6:35, that would have given people plenty of time to at least get here and turn them in. And then also if we're accepting them up until the day of, that gives people the time to get them electronically submitted as well, instead of requiring 72 hours. >> And your biggest issue on that one is whether somebody has the
028time to pull them all off for >> Most likely more than likely they'll be able to have the time. >> Okay. >> Like that. >> The day of, is that too close or a 24 >> At top it's 5:00 p.m. the night before. Probably for most. >> Right. You know, that's what that's what you guys want. >> That's what you guys want. >> Cuz she'll need to Michelle and Tara will need to then disseminating that to you guys to review before the meeting. >> Sure. >> Whatever time you guys decide, we'll work it out. >> It's just trying to throw us together plus track club, you know, maybe 30 comments suddenly. Um, and well, we still have our window, that's all. >> We would still have to maintain the 30-minute public comment limit, so we
029wouldn't be able to have 30 comments. >> I know, but I'm just saying, she still could get them, that's all. >> Yeah. >> Any further discussion? >> You got anything to add? >> I like the idea of having it before executive. And I would just say like cut off the night like night before like work hours. >> Yeah, 8:00 p.m. is work hours? >> No, but like something not like something later at night so like people can come home, write the email, send it. >> Yeah. >> And then by the time she Michelle comes in the morning, she can like prep it throughout the day. >> So maybe something like Right, must be received by 8:00 a.m. the day of. >> Yeah. >> Good. Okay. >> Okay. >> Uh, moving on then. Um, item 9.5
030uh, Virtual Academy curriculum. Okay. >> Blue. >> There he is. Hello there. >> Mr. Jenky, are you presenting this? >> Yes, I am. >> Thank you. Please proceed. >> Good afternoon, tell. Tegan, the principal of St. Helena Virtual Academy. I'm the assistant principal at St. Helena Virtual School. Uh first I want to apologize that I can't be there in person, but I'm pleased to share the progress that our St. Helena's Virtual Academy staff has made in evaluating and our online learning platforms uh to make sure that we find the best fit for our students in the school. I kind of want to share a little bit of that progress with you, uh share some of the the key factors that we looked at and then I was just kind of a short minute to have
031video uh providing some of the features of the online learning uh curriculum platform that that the staff of the Virtual Academy has selected. I look back to you so we look forward. Um so in December our team conducted a rigorous evaluation of the three leading platforms using the digital instructional materials toolkit. We looked at three programs, uh Courseware, uh which is by Edmentum, K12, which is by Stride, and then Connections Academy. After a couple years of review, uh our team selected Edmentum Courseware as the the choice for the St. Helena's Virtual Academy that we like to use moving forward. Our decision was driven by three primary factors. Uh the first one it was that it was student-centered design and accessibility. Uh unlike the clutter and overwhelming interfaces found in some of the other platforms, uh
032the Edmentum platform utilizes a streamlined uh navigation system. It consolidates assignments and grade tracking into a single page, allowing students to focus on learning rather than trying to navigate the software. Uh it also provides a lot of built-in supports, uh specifically designed for students with IEPs and 504 plans, and our English language learners. The second key factor that we looked at uh was academic rigor and standards alignment. Uh the Courseware curriculum offers a variety of courses including advanced placement courses and CTE pathways. All of their courses are aligned to the Oregon state learning standards. Uh we also believe that with the Edmentum Courseware curriculum that we'll see an increase in academic rigor uh through depth of knowledge tasks, moving beyond the like the simple uh multiple choice questions to uh higher order thinking type of
033questions and application-based assessments uh instead of that multiple choice assessments. Uh scaffolding the instruction will help increase the rigor, uh allowing our teachers to personalize their learning paths by uh using using unit pretests uh before each unit. And then our teachers can uh like I said, personalize those learning pathways to drive student mastery. Uh and then the other thing about the rigor that we really liked about Edmentum was that they included in safeguards against academic dishonesty, uh particularly against uh students using AI or chatbots. Uh it has a really robust detection tool built into the software, uh ensuring that the work that the student is turning in is actually the work that the students are doing. Uh and then finally the third uh focus area that we looked at was just the operational efficiency uh
034in the K-12 curriculum. Uh currently we're using uh three different learning platforms uh in the virtual academy. One that's uh specific for elementary school, one that is uh 6th through 12th grade, and then one that's separate just for middle school health. With the Edmentum Courseware curriculum, we are able to combine all those into one software or one program, saving the district around two or three thousand dollars a year uh by not having multiple subscriptions for our learning platforms. And so, those are the reasons that are our team selected the Edmentum Courseware online learning platform. Uh we hope that uh the board, you guys have been able to uh look at the different documents that are in your packet, as well as this short uh video video that Mr. Leader hopefully will play for us. >>
035Every student deserves equitable access to a world-class education, one that offers choice and flexibility, that ensures students' educational journeys are as unique as they are. Edmentum Courseware turns flexible learning into quality credits by helping sixth grade to adult learners realize their graduation goals and beyond, offering first-time credit, credit recovery, and expanded course access. Courseware's quality is recognized on a national scale with thousands of individual approvals on dozens of lists, including Quality Matters, California A-G, and many more. Offering a robust library of more than 500 courses aligned to state and national standards, Courseware delivers core, AP, CTE, electives, and world languages. Instruction in Courseware is mastery-based, ensuring students focus only on concepts they get to learn, and employs dynamic, media-rich instructional design to inspire self-directed, active investigation. Courseware prioritizes best-in-class customization, giving schools and districts ownership
036to develop unique course experiences that meet their scope and sequence. Additionally, guided notes, built-in student supports, and optional assessments enrich learning. Our robust intuitive platform gives educators unmatched visibility into pacing, progress monitoring, and grading and encourages students to take agency of their own success. Build effective blended or virtual programs with the depth, breadth, and rigor to help students unlock learning opportunity. Join Edmentum's partners around the world and let's prepare students for their next step toward post-secondary education or the workforce together. >> Thank you, Mr. Leader. That's the end of my presentation. So, I just want to open up to the directors if you guys have any questions for me about our process or about the Edmentum courseware curriculum. >> Yeah, I'm curious how many students utilize the virtual academy. >> How many students we have
037in the virtual academy? >> Yeah. >> Uh we have approximately 240 full-time students in the virtual academy right now. >> Okay. And that's grade 6 through 12? >> That's grades K through 12. >> Oh, K through 12. Oh, okay. >> If you don't mind if I ask, how many students that are in the elementary grades in the virtual academy? >> I don't have like six kids in elementary. >> Oh, okay. Can a Can a student actually access a a live teacher? Cuz I feel like I've heard people and I know that all of these virtual things are evolving and everything, but I've I've heard complaints in the past, of course, of people having a difficult time getting responses from teachers. Is that Is that something that's been addressed or how do we prevent that difficulty?
038>> Yeah, our our teachers at the virtual academy are all state full school district teachers. And so, these teachers have a required homeroom class with their by level of They meet twice a week and that is a live Google Meets meeting where it's at where it's a timed meeting every every week twice a week. Also, teachers have office hours in the resource center for a couple of hours each week and so students are also able to come in and access their teachers there as well as their email and just setting up phone calls or one-on-one Google Meets to support students. >> Okay. >> Thank you. >> Any other questions from the board? >> Yeah, I've got one more. So, Mr. Jenky, quick question. Um if does the program that we use um that you just
039were showing us the um video for, do we we all know that the kids are more advanced than us adults no matter what and they're ahead of us all the time. Um do you is there a support team through that program at all? To basically help you to keep ahead of any ideas they might get on how to do things maybe we'll just say a little faster or like us we know AI, you name it. Um so, do you have any kind of a support team that's actually doing that homework for you cuz you've got plenty of to do to keep up with the students yourself? >> Yeah, the neat thing about this program is that it is built into the program and so it will detect whether students are just pasting copy and pasting
040a written question into an AI chatbot and then just pasting that response and the program should be able to detect that. >> Any other questions? >> Did I Did I answer your question? >> Yeah. >> Yes, it does. >> Well, I think correct me if I'm wrong, but I think their Chromebooks also limit access to that sort of thing as well, right? Am I right about that? >> you're correct. >> They did the programs and the software we have monitors the Chromebooks. They do a really good job to prevent this program and students are pretty crafty at finding ways around that. And I know Ed Miller and his team will do a good job at possibly doing that. >> Thank you. Superintendent, do you have any any any thoughts on this? >> No, I think
041it was a wonderful presentation and it's um it's really great engaging curriculum. I think our students are going to enjoy it. >> Thank you. Thank you, Mr. Jenky. >> Yeah, thank you very much. >> Thank you. Okay. Now item 10, public comment. >> No, you skipped 9.6. >> Oh, I'm sorry. 9.6, excuse me. >> We'll keep you on track. >> Consolidation of alternative and early childhood programs. I apologize. >> Okay. Thank you so much. Good evening and members of the board and community and staff. I'm going to speak to the consolidation first. Access and sustainability and it is not eliminating programs, student supports, or retiring facilities, but redesigning how we deliver services and instruction and providing more access for our students birth to 21. Next slide. Why change the model? The budget leadership team, a
042large group of shareholders, admin, confidential, state and local union leaders, classified and licensed staff representing K-12 system, reviewed and determined that maintaining the current model is not viable long term. We have declining enrollment movement, fragmented programs, need for more student options, sustainability challenges, and we need to maximize our resources. Next slide. The consolidation of early learning at St. Helens High School is more cost-effective and helps maintain cost burden child care while expanding transportation to families, allowing for better collaboration among staff, and providing hands-on experiences for our St. Helens High School students within our early childhood education CTE pathways. Next slide. Our current reality in St. Helens. We already have pathways to graduation, but they are disconnected and sometimes siloed. Through this consolidation for accessing sustainability, we are able to provide more opportunities to all of
043our students. Next slide. This is our enrollment over the past 5 years for Clatskanie High School. Our enrollment has been declining. Oh, I'm still on that slide. Sorry. I had a dramatic drop. Sorry about that. Currently, there are only 43 students projected for the 2026-2027 school year that will be part of the Clatskanie Pathways transition process. This is after our amazing seniors graduate this year. Next slide. Alternative models often unintentionally isolate students, and create stigma for students, inefficient staffing, fragmented enrollment, and limited access. Our vision for a pathways system is about creating a system that adapts to students. Currently, the 43 students will be provided an individualized pathway in collaboration with their families. Starting next week, St. Helena's High School and Plymouth High School counselors and administrators will be meeting with students and families to
044forecast next year. This process will help students and families select the most appropriate pathway for graduation. The counseling and admin team will offer three multiple pathways options for forecasting for our forecasting 23 Plymouth Plymouth students. Pathway one is attending the St. Helena's High School in a Plymouth pathway program model where they receive core instruction in a small group with Plymouth teachers, have access to electives in the base system, and individualized credit recovery. Pathway two is a hybrid pathway where students can take their core virtually and then they can take their electives in person like CTE, choir, band, PE, or vice versa. They can take their core in person and their electives online as you saw with Edmentum having amazing online electives. And then pathway three is full online pathway. All of these pathway ways will
045offer an individualized credit recovery plan. The forecasting process will be a collaborative conversation among school staff, students, and families to find the most appropriate pathway to meet students' academic and social and emotional needs. Next slide. In our pathways model, every student has access to multiple ways to succeed. College pathways, career pathways, virtual pathways, and support pathways. Eventually, workforce development pathways. Re-imagining Plymouth High School. Plymouth becomes part of the system, not separate from it. Potentially, staff currently teaching the hybrid virtual models would work on-site at Plymouth providing support for our hybrid students. Next slide. The role of our St. Columb's High School is our that our comprehensive high school remains the anchor, centered central hub for the pathways, shared staff and resources, access to activities, and stronger identity. Our financial reality. Small programs cost more. Shared
046staffing saves resources. Better facility use. Supports long-term sustainability. And has a cost savings of approximately 624,000. This cost savings is from consolidation of staffing and shared resources. There are only 43 students needing to be in transition to the Plymouth pathways to graduation. Plymouth pathways provides open access, inclusive practices, and align with these respective environments. Next slide. This is a phased thoughtful transition. In year one, we'll be defining and aligning the pathways. In year two, we'll be integrating staffing and schedules. In year three, it'll be full-on implementation. Next slide. What stays the same? Student support, relationship, and commitment to all students. What it proves. More options, less stigma, better outcomes, and financial stability. How will we define success and how will it be measured? Through graduation rates, engagement, enrollment stability, and post-secondary success. This is our
047Saint Helens pathway system. Our Saint Helens High School acts as the hub. We have college pathways for early college and dual credit. We are working um to develop more flexibility with virtual and blended options with our new curriculum. And we're We expand to We're working to expand. We have amazing CTE pathways and career um education and technical ed. But we're working to also expand our CTE options. And we're working to expand support pathways for intervention and workforce development at Clatskanie. Next slide. Possible future pathways at Clatskanie facility. Hybrid pathways, intervention acceleration pathway, workforce workforce development pathway. There could even be a regional skills center, like our neighboring school districts in Washington. Next slide. In a multiple pathways to graduation, every student has a pathway, not a placement. Any Any questions? >> Corrine, I'm curious if
048students who graduate from Plymouth currently do their diplomas say Plymouth High School or do they say St. Helens High School? And will that change? >> They currently say Plymouth, but we're going to be moving towards all um all certificates say St. Helens High School. Um graduation, right? It should be all should be under one graduation and one um school um diploma. And in And in the past it had been um it was a of even they attended in graduation with the high school. Um sometimes even the Virtual Academy I guess just recently changed to a separate um certificate as well. So, in this model um currently it would be that if a student um decides to take do the Pathways pathway where they're doing the cohort at the high school, they would have a um
049high school certificate, a diploma. And then if they're um completely online, they would have the online um certificate to get the diploma. They just moved to that last year. And so, it takes some time um to figure out which certif- which certificate for those particular programs. Yes. I hope that answered your question. >> Yeah. >> I did that. Thank you. >> So, um when when CCEC originally started, for the most part it was actually a credit recovery in the very beginning, and then later became its own actual school, but you you still could do both. Um and and then it gradually over the years, and I believe COVID maybe curved into it that probably was not intended, but it became much more than full-blown school and really not credit recovery. So, one thing is I
050wanted to know is do we have anything currently at the high school that helps anyone with credit recovery? And if we don't, could we then take that part and incorporate it into what you're talking about if we have students who need it all across the board? Cuz I think that that was a benefit in the beginning that was more than I can say and made our classes be great big that we're graduating instead of anyone quitting just because of one class. And my own son was not going to do the speech class if anyone wanted to kill him, he was not doing that speech class. And CCEC was able to help him with that one class. Didn't he didn't know he was being tricked, but he was getting up in front of class and doing
051showing them how to do math problems, whatever it took, but that credit recovery is what helped him to graduate. And I know we have other students all across the district that could use that. So, has that been any part of the discussion at all? >> Yes, and currently right now everyone accesses the same credit similar credit recovery. And in the in the Edmentum curriculum that Mark was talking about for your later action item to adopt, we've got a district-wide license. And so, all students will be able to access that. And when I was speaking about the pathways, I wanted to make sure that I emphasized that all of the pathways will offer the individual credit recovery plan because it's necessary. And so, when our amazing guidance our amazing middle school guidance counselors our amazing school
052counselors meet with students, they have the plans where they look at the transcripts, they have the conversations, they create what that credit recovery looks like. And we know that we want kids kids to get time around. Um and we know that um most kids will get it the first time around. And we also have to have a plan, like you're saying Director Collins, that kids can access the supports when necessary. And that's um that would be that support pathway that was in um the presentation with the beautiful uh uh graphic that Stacy created for me. Um but that's that is the plan that we are developing. A more um multi-tiered system of support across our district that all students can access. And that's why that year one where is like next year defining and aligning
053the pathways. And so we'll have we we currently have the first of the three pathways, right? We talked I shared about how students the 43 students can access those pathways. But eventually, you're right um Director Collins, we want any student that needs access to those pathways to be able to access those pathways. And it's not about placement, it's about having an opportunity um and they're getting the services and supports that they need wherever they're at. If they're online and I um Director um Smith said that she was like, "Do they get the supports? Are the teachers going to be there um face-to-face at times? Or um you know, that asynchronous or that we talked about we talked about asynchronous and the hybrid and um people came in." Well, the goal would be that no matter
054where students are learning or how students are learning, they they have access to those supports. >> Okay, thanks. I think I've heard a lot of people um reference how important CCEEC was to them and their success. And I know personally so many people feel like they would not have succeeded and they're you know, successful productive human beings. And without the help of and guidance of CCEC. And I kind of am curious and I know that you're fairly new, but where has the disconnect happened that Plymouth isn't the same I mean that people aren't feeling about Plymouth the way they I mean people are passionate about CCEC. And I love that, but and and I I feel like sometimes like as a society we think that people are square and have to fit into a round
055hole and and that's what general public education looks like and then we give them these alternatives and then it feels like I get change is really difficult. It feels like we're trying to take it away and I know that's not what you're saying. But when people hear Plymouth transitioning, they hear it being taken away. So, I'm curious what in this new pathway will create more of a CCEC feeling? I don't know. Did I word that right? Does anyone Does anyone understand what I'm saying? I don't know. >> I'm feeling cuz I always have to chair, but I I wanted to say that I I I understand the the passion and the the feelings behind specific things that supported us and the need for going through school. I have and I know looking at all the
056things that have changed along the way, school districts, if you look at Beaverton and Portland public schools, if you look across the bridge to the Vancouver area we're all moving towards natural pathways so that we're not making students fit, like you said, into like a round hole if their square peg, right? And I don't mean that >> I know, I'm sorry. I didn't know how to word it right. >> I didn't know what the word is to say, but we want kids and you want staff, you want to feel a sense of belonging and to feel included. And so, bringing people together to have those opportunities and knowing that they still want the small school within the large school concept, so that's why there's a smaller cohort with and staff with I don't call it
057family, but with teachers that they know, that they'll have that format. And then if when they they want to go out to a CTE course or elective, that there would be a buddy system, so that they would have somebody with them, right? So they don't feel like they're alone. But we can't determine a pathway without having individual conversations with students. And that's what's starting next week with the counselors and the administrators reaching out to students and families and broadcasting kids, right? To say, "What is it that you need and what is it that you want and what does this look like for you to be successful?" And then thinking about when I graduated, it's changed. And you know, and when you graduated, it's changed. We are not preparing our students for the job markets, we're
058not preparing them for the workforce, we're not preparing them for college and beyond. We do know that. So in the multiple pathways concept, when we talk about like Melody was saying, the support mechanisms that students need, that they can't go away because all students need that in order to graduate. If you look at the possibilities, I don't know if any of you have ever been over to some of the skill centers in Washington and we are talking right now as regional superintendents how to work with each other to create regional skill centers where our students have to these spaces, um and that we're preparing all students for the path that they want and that they choose. So, if someone wants to go into a a certified medical assistant or a dental hygienist or a plumber
059or electrician journeyman project, you know, we have to think about all the different pathways for workforce development and that is what's changed from many, many years ago is that we were not preparing our students for to graduate from high school and go out into the workforce and be competitive and be successful. And we have, you know, you're we all think about, well, where are we going to get the funding for this, you know, how do we sustain that? Well, when you talk about workforce development, there are agencies and organizations and businesses that want to invest in things like that. And so, kids want to go to school districts. When I talked about the declining enrollment, kids want to go to school districts that where they have options and pathways. When they say, "Oh, I get
060to meet with my counselor and I get to determine my own route to graduation." That sounds pretty amazing. And with the supports along with it. And so, that's another thing in this is that I um am really um hoping that we start seeing that enrollment, right, increase and stop talking about this enrollment decrease. But, we have to actively do something about that. We have to actively engage in those conversations and bring opportunities to our students and be the reason that they want to be here, right? And I want to be where we have to say, "Let's get those. We're closing the doors cuz we're full. You can't come to Stick with us anymore because we're full." I'm sure I'm ordered to say, "Why did you talk about us in the board meeting?" But, if I
061want that to happen here, I'll keep I want to say, "Oh my gosh, we're full. We can't But we have a pathway here that they might be able to get into." So, um yeah, we've got to do something about it, right? >> I know I went to school at uh Rex Putnam 100 years ago, but they had Owen Sabin Skill Center, and it's called something else now, but they had cosmetology, dental hygienist, automotive mechanics, welding, plumbing. They had all kinds of things that you that was one skill center that Putnam, Milwaukee, Clackamas, we all bust to it several times a week, and you could graduate high school with your cosmetology license. You could graduate high school, that's not what I did, by the way, but um you could graduate with uh dental assisting, and then
062if you wanted to become a dental hygienist, you already had the the start of that route. Or you could be a dental hygienist or a dental assistant forever, and you had a way to not just work at Burger King, which we did, um but you had a way to something that could pay rent, and stuff like that if you didn't want to go to a four-year. And I don't know, do they still do stuff like that? >> Absolutely. And I'm thinking about I was from a rural community, and I didn't have access to that. And so, when we're thinking about us in St. Helens and and Rainier, and work And then there is As can I write it out of here? We're out We're moving out further out than if we can provide that opportunity,
063we're talking about regionally for our smaller districts, like I could I could So, I could couldn't imagine that how students and families, you know, the opportunities that and the change, right? Because we have a culture of in cycle of poverty in our spaces, right? We have um higher rates of our students and families experiencing socioeconomic barriers, and we know that. And so, how do we support that and and and get people excited about engaging because we have a attendance issue. Do you want me to say Helen again? We have attendance issues where students aren't engaging and coming to school. And it's really important that kids students want to be here, right? So, but yes, I that we do have some of these spaces around us and I think it would be amazing if we could
064bring it closer to us where we felt that access. >> Any other comments? Questions? >> One other one. >> Okay. >> Um and then and and I would say that's quite a few years ago, but it was just after the Omec Center opened for Portland Community College in Scappoose. And they had I mean, it was it's wonderful up there because there's so many different options for career choices in there. Of course, not everybody's choice, but um and at the time they were really trying to get both of us Scappoose and St. Helens especially to get our kids all lined up there. I could be wrong, but I don't believe that that's truly ever happened. But could could we go to work on trying to put that back together so that also could be part of
065our pathways is to try to get anybody that wants to be as we get them up there? >> I think they're doing something like that tomorrow, right? Aren't you >> Yeah. >> I'm I'm touring PCC. >> Yeah. >> Oh, I don't know what >> Omec. >> Yeah, that's what I called it. >> I'm going with the our state to go visit it. So, I've never been and I'm very interested in seeing the program. >> So, we have our CTE teachers and our principals that are invited to work with our regional team at Northwest Regional ESD. They went to visit some of the skill centers in Washington. And it's not just our St. Helens, Scappoose, Rainier, but all of the Northwest North West Regional ESD catchment area, so our multiple counties. We have they have invested
066in a team of people that are bringing those people together for the collaborative have those conversations to rebuild those connections and to provide that workforce development to our students. >> In addition to some funding from what I understand. >> Yeah, it's hard because we the we've made it really clear that unless our um funding system for schools change, this would have to be outside investments, and that's why um people focused on the team focused on workforce development because that's where you get that private private business private agency that wants to invest in schools because our students coming out are their next employee. Right? And so, yes, that's one of the reasons why the regional team wanted to move in that direction instead of looking at um more dual credit and more college options because we
067have those, but those are investments through our local high school success. We have early college and dual credit options through the community college that we're already offering kids, but those cost us money. And so, we we were clear as regional superintendents and principals and educators that you can't cost us any more money because it's we aren't sustaining what we're doing now, and we have to go back to enrollment. And we're so, we need to have those outside investments. So. So, if anybody's watching this board meeting and hearing me say we need outside investments, give me a call if you want to invest. >> I think it's it's it's hard to have a conversation about something that is in like your daydream bubble when we are literally cutting teachers and cutting and I understand that we're
068not cutting Cliven. Okay, I get that. I understand the verbage here that we are relocating it and going to do something different with the facility and doing so is going to save us over $600,000 and I get all of that, but it's hard to then have this conversation about something that is in the works without understanding where that funding is going to come from. It's not going to come from our general fund because our general fund is done. It's empty. So, like understanding that there has been a sort of like an offer of money as sort of, right? Like there's been communication and conversations and it's at the very beginning stages of it, but there have been conversations and this is not something that's coming from our general fund that's going to take something away
069from our students because we can't take anything else away from our kids. >> Now, this is more than just a dream. These are people that are coming together regionally and having conversations and Northwest Regional ESD put forward money for us to be able to do this and we you know, we're drafting and looking at case studies and planning things out. That that is separate from kind of the conversation about the pathways. That could be what eventually happens within our system is that we have we get chosen to be the skill center. That would be fantastic. However, we still have these multiple pathways. I don't know if I can pull that pull that back up with that graphic. We'll make sure that this is in the board packet so pretty easy to get, but the graphic
070where St. Helens High School is the and there are amazing programs going on over there. We have culinary, right? And we used I think someone is sitting in the audience. You can see the back of her head. But So, and we have small engine, and we have graphic designing, and we have like this is just amazing things that are going on. They talked about the early childhood, right? When we combine resources, we get to save child care. Um child care had to sustain itself this year. And I had educators during our staffing meeting saying, "Hey, we You know, they're they're pregnant." They're saying, "Hey, I'm going to need a child care next year." And I said, "Well, we are working on it." The director of early learning and I were working on a way to
071sustain that without any general fund dollars. And so, consolidating at this beautiful high school, um that you know, we have all this space. That opportunity to keep that early learning pathway, too. So, that we're filling the pipeline for our early learning educators, and then going on to possibly being even educators in our system, cuz that's a grassroots effort, right? And we're still then taking care of our community, because we got four babies coming in January, right? And they'll have a place um to be. And so, that's the purpose of consolidating is really to provide access and sustainability. And then, this first year is um I said we'll do that next. First. The slide Barry talked about Sorry. Getting to it. First year is defining and aligning the pathways, right? So, we there's so many there's
072so many opportunities there to figure out to have those deeper conversations with the people within our system already that are doing amazing things, right? Um cuz there's different levels of each one of our CTE pathways and programs. And we have investments from our community already that are we have a teacher that's from a community agency that's teaching uh health sciences where people can leave with a a CNA or go on into things like nursing. And so I want to make sure that we have already have our community investing in our system. Um and so we will continue to grow that. So it's happening right now as we speak. Okay. >> Any other comments, questions? Joseph, you ready? >> What part of the building is it going to be located in? Cuz I know there's 11
073empty classrooms in the high school. So what part of the building are they going to have to have the section located? >> Um I the Um Mr. Flum is not I don't know if he's in the audience right now. Are you sitting there? >> Yes, he is. >> He's here. >> Oh, okay. We'll put you on the spot. We're we're still thinking about what where we want it to be where they're all together in one space. And he's been discussing what that looks like knowing that Principal Flum is now taking on all the preschools are coming in his direction and they're all babies. And now we're talking about this whole transition. Mr. Flum, would you be willing to step up to that table and talk a little bit about where you're currently located? Um Joseph?
074If you're not ready, you don't have to. I don't need you to. >> Sure, sure. No, I I can certainly uh uh >> I just I don't need you to I just I don't need you to speak through here. >> Uh we're we're still We we don't have it all hashed out, right yet right yet, but um the general idea is like we you know, to be a true co-cohort um we want those kids to be together and to be able to um continue to be together and to to receive a lot of primary instructions from their their current uh their current teachers and educators that are are coming over from Plymouth. And so, they'll be in the same area. We haven't determined exactly what that area is going to be yet. We obviously want
075it to be as conducive for them as possible um to make that cohort um as successful as we can possibly make it for them. Um and so, yeah, it's we're kind of we're kind of in we're kind of we're working it out right now, but um we'll be maximizing our resources as much as possible for them. So. >> But I Joseph, I feel really bad that I put Mr. uh Hollingsworth on the spot because educators are very we are very uh you know, we're very territorial. So, I'm sure she's like in her mind thinking, "I have to talk to the teachers before I tell them that they might be moving their classroom." Sorry. I shouldn't have done that. So, Joseph, maybe you have some ideas of where they are all and like where cohorts can
076be and we can sit and talk with Mr. Hollingsworth and talk uh >> We do we do have a PAC meeting next Wednesday, so my principal actually committee, so yes, that would be a wonderful thing that we can talk about. >> That'd be great. >> All right. He'll be there. Sorry about that. >> No worries. Any other questions? >> Oh, I'm I'm curious what if you're going to have um like a listening and learning session so that I mean, I'd love to hear from people who were CC EC students for them to say, "This is what I found helpful." Because because honestly, actual conversations, you can read online all kinds of angry people, but I'd like to have an actual conversation where you can hear really someone saying, "This is why I felt it was
077successful." Because because if we can get some positive feedback and make sure that it's being incorporated in a way that benefits students in the future, I would love that. >> Absolutely. So, then we have a main listening learning session at our work session. Remember we have a we're having a short work session. And then after that, that will be an opportunity for people to discuss and give ideas of what that can look like. And because it is a defining and aligning of pathways year, and so we have time to be able to have these conversations. And just the other day I spent an hour on the phone with someone sharing their voice around this opportunity and by the end of it it was and they that they even added into my presentation today when I
078was presenting because it's that's how we grow, we learn from one another, and we give voice to each other. And so, absolutely, we could even have a steering committee or maybe I don't know what if the community work meeting that would be the like I have a session redesign committee or we could have something like that to help us with the understanding of the pathways in the community voice on the way it used to be and not losing sight of um moving forward and creating that pathway that supported kids and students now. They need to also give voice or they need to tell us what works and what doesn't work for them. Yeah. >> Do we have right now the date and time of that just cuz I think it'd be good for anybody that's
079watching to have that? >> It's our work session, our upcoming work session. >> Oh, that's right. >> May 13th. I just wanted to say that. And what time would we want to tell people for that part of it? >> So, I think we had decided it was going to be after the work session so that it was a late evening instead of the earlier so that people could come to that, but I don't know. Do we have like a So, are we doing the Are we doing the 6:00 then? Are we doing 5:30? >> How about when we get to that section of the agenda down there and everybody identify how long like we need to get the date and you can say how long the work session will be and then we'll you can
080start it. So that people know when the what time it is. >> Yeah, okay. I just I just feel while we're having the conversation, it's good thing for everybody to see it. >> Absolutely. We can do it. >> Can I add a comment that um two pertinent um once uh the district folks have started speaking to the families and the students um and kind of figuring out their pathway that they want to select, is there a way you can report back to us without sharing, you know, specific student information, but maybe uh the number of people going, you know, who chose this pathway, who number of students, you know, went this way, this pathway? >> It just depends because since it's only 43 students, we have to by law under a certain amount, we can't
081give out data. It becomes um >> Do we identify them? >> So, yeah, but I will have to share it in a way that's not um >> I don't want to I don't want to have any >> Yeah, yeah. >> Yeah, personal data is shared. I'm just trying to figure out how to how how the pathways are being selected and if you know, who who's going to kind of which way. >> That was the form, right? Because we had questions about well, could there other students like this that are credit deficient, but other students need the support in this way. We'll we'll grow along the way because right now we're really um most concerned about the kiddos that it impacts today, right? And so then once we go through that process, then we'll have um
082deeper conversations along the way for students that are credit deficient that are credit deficient or um we need a specific pathway of support, then yes, of course, we would want them to be able to access these pathways. >> Okay. Thank you. Any other board comments, questions? Thank you, superintendent. And we'll move on to item 10, and then I'm on the right spot. Sorry, public comment. Only items on this agenda and not to exceed 30 minutes. The >> Sorry. >> The board welcomes and values comments from district patrons that approve students' education and quality. A person wishing to provide public comment will sign the comment sheet provided, complete and submit the intent to speak card to the board secretary prior to the board's board meeting. A request to give public comment in person or electronically does
083not guarantee time will be available. The board at its discretion will recognize email comments submitted 72 hours in advance. The board believes public comments are an opportunity uh is not a discussion, debate, or dialogue between the speaker and the board. It is the citizen's opportunity to express opinions on issues of the school board business. Um we require that uh complaints go through the proper administration for resolution. Comments are not comments I know, sorry. And not directed towards any department, which due to low staffing would amount to a uh attack by a person. No more than 30 call it that. I'm sorry. I'm getting this all messed up. It's jumping around. Effectively naming district personnel. We also ask that the presentation be limited to 3 minutes per person and no more than 30 minutes for public
084comment. And if you would, would you please state your name and if you're a resident of the district. And first comment, um Nick Nicholas Helmick Helmick? >> Yes. >> I want to get that right. Thanks, Nicholas. >> No, thank you for saying it right. Um so, uh am Helmick. So, good evening, members of the board and superintendent. My name is Nick Helmick, and I'm here tonight to address the announcement of closure or, I guess, infusion of Plymouth High School. While the district has labeled this as a transition, when a physical campus is shuttered and its standalone budget is removed, it functions as a school closure. Under Salem School Board Policy BBA, the board holds the legislative authority for district decisions. Implementing a closure through an administrative communication prior to a public board vote raises serious
085concerns about whether that authority and the public's role in the process has been properly respected. Oregon public meeting law exists to ensure that the decisions impacting the public are made transparently. A decision of this magnitude appears to go beyond routine operations and into policy-level change. If this decision was communicated to families before it was presented as an action item on the public agenda, it raises legitimate questions about compliance with transparency requirements. And given recent history of this school board and our school, we should be tripping over ourselves to be transparent. Additionally, removing a school's funding through 2026-2027 budget without a clear and separate vote on discontinuing the program could be perceived as effectively closing the school without direct board action. I also want to raise concern regarding the instructional time. On April 16th, 2026, Governor
086Tina Kotek issued an executive order restricting restrictions and instructional time to address budget challenges. Will this transition result in Plymouth students receiving fewer hours of in-person teacher-led instruction than they currently receive? If so, how does the district intend to ensure compliance with that directive? Board members, I ask um, has there been a formal vote to discontinue Plymouth High School as a standalone school? If not, I urge the board to pause implementation, ensure that all decisions are made through a properly noticed public process, and provide full transparency to the community. We expect decisions of this magnitude to follow both board policy and state law, and for student instructional time to be protected. And I have about a minute left, so sorry, that was my prepared speech. I like to make eye contact when I talk. I
087want to make sure I say it right. Um our graduation rate was great. It was up about double um from 24 to 25 with Plymouth. Now, with that being shuttered, I fear that, you know, we're not even going to be able to have a good graduation rate. And we have lower graduation rates, that lowers our funding. My wife is a teacher. She's been a teacher for 12 13 years, not in this school district, uh but in in Hillsborough. It just It saddens me that your authorities are being, I guess, taken away when these board votes aren't taking place. You can call it what you want. You can call it a transition, but I think we all feel that it's a closure. You have students. I've had friends that have become millionaires from going to Merlo
088school. It was kind of their alternative school. Just cuz you're There's only 40 somewhat students, don't take away their experience and their opportunity to create a difference in somebody else's life. Cuz that's essentially what could be happening. Some people don't take school in a way that um maybe the average person can, and they need that alternative school. But we're just going to take that away from them. So, that's all I have. Thank you. >> Thank you. Thank you very much. >> The next public comment will be Amalie Russo. >> Hi everyone. 2 minutes. So, I just want to say hello. Um so, my name's Amalie Russo. I'm the teacher union president this year, and I do not live in St. Helens, but it feels like it. Um so, we are in the process of doing
089some riff meetings and transfer meetings this week, and hope to be done with that in the next couple of days. It's been really hard, um and it's the silver lining is it's a lot better than we thought it was going to be, obviously. Um so, that's been really nice, but definitely it's been a tough week, for sure. And people are pretty anxious and um we're kind of pulled back, freaked out, but um hopefully everything will get resolved in the next, you know, a few days. So, and I do want to thank um the DO and our building admins cuz it's been like a very collaborative process, which I don't think it's always been like that, like last year and past years. So, um yeah, it's felt like there's been a lot of like trust and
090good communication in all this um tough budget cuts. So, and Linda, too. I want to thank you so much for reminding us that 9 - 6 is 3. That's 7 out of 5. So, we need that. Um yeah, I just wanted to speak on Governor Kotek's um executive order, as well. Um you know, from teacher perspective, like nobody likes furlough days. However, it makes this just one less tool in our toolbox to balance the budget. So, that means we have to lean on staff cuts, um losing programs. So, she basically said, "Figure it out on your own, right?" With no help at all. So, um we're drafting a letter to send to Kotek, and I'm inviting our building reps to sign the letter, and if any board members would like to sign the letter, as
091well, um I'll email it to you, so you can decide that. But, I think given like our current and the fact that, you know, we had 10 furlough days last year and were able to save jobs because of that, um it is an important conversation. So, yeah, thank you very much. >> Thank you. >> Uh the next public comment is Brady Preheim. >> I know I got his name right. Let me ask you. >> Give me 1 second to get the time reset. >> I got the controls. >> Ready when you are. >> Great answer. >> All right. Thank you. I think you live in the district. My first public comment is on public comment. I know that you had public comment on public comment, but you I didn't hear a decision made from any
092of you. I appreciate uh Miss Christine's Miss Reed's comments about public and being an advocate for that both now and in the past, but you didn't make a decision. Having a public comment at almost 2 and 1/2 hours after your meeting starts is ridiculous. It's intended to not have public comment. You should have your public comment as item number three. You have done half of your agenda with no public comment. Those items that you talked about, maybe someone wanted to ask, including your executive session, could come forward and make a comment about what your topics are in that executive session, and you are disallowing people that may be a lot smarter than all of us here to come forward and make those public comments. So, you need to change that policy. I go to most
093public meetings in the district and report on it on my show. You have the worst policy by far, and it needs to change. And you can make that decision today. It doesn't take an act of Congress. You can just vote and say, "We're going to make public comment right after our roll call, and you don't have to fill out a stupid card. As long as we have 30 minutes left, anyone can walk forward and make a comment." And you need to do that, and you should do that today. I also want to talk very briefly with your finance director. I think you owe us an explanation why she's there. I've heard that during the budget crisis, we have we you owe us an explanation. That's transparency. I don't need to know the details, but obviously
094there's been money found, apparently. We need to know why she's not here and if she's coming back. Um I also want to talk about um your executive comp sessions. They don't have an exact time, so it's making people wait 30 minutes after your session is stupid. You say approximate. What's If it's over, it's over. move on. Um you know, if the timing is not being exact and you're actually say it's not an exact time. Um also on replacement, please don't pick a yes person. You need conflict and Rochelle, frankly, was the person that was paying more attention than anybody and I hope that you will pick someone of her mindset that will come forward and will hold you accountable, which sometimes you don't. Finally, on Plymouth High School, um I remember when you asked for
095a $45 million bond to build it and now you're closing. And I'm concerned about that. Regardless, I don't even know if I necessarily disagree with that decision, but I do disagree with the process. You had a really bad process. That process is not the superintendent's, it's not a budget committee decision, it's your decision. And as far as I know, this presentation that you had to hear is the first thing you brought it up. That should have come first. You should have had a conversation, you should have been asked in public, and then you make a decision. And it's a board decision, not your superintendent's decision. And I think that you're doing that way backwards. Thank you. >> Thank you, Rochelle. >> Patrick Berkley. I forgot my phone, so I don't have my own timer. I'm
096glad you have one that I can't see. Patrick Berkley, resident of the district. One of the first say that I appreciated uh Mr. Helmick's uh comments uh about the process uh concerning uh Plymouth and the uh the important programming that goes on. And uh I also uh agree with some of what Mr. Freehling said in terms about maybe how the process went about. Uh I had a chance to speak with the high school principal about what's what's on and I frankly think the process what was being proposed is given the circumstances sounds reasonable but perhaps it might be good for the board to just revisit especially sure that um full process is being followed according to policies and then things like things like that. Um I mainly wanted to speak about that I and I
097also do agree I don't think you have to make that decision tonight but yes um changing the time of of public comment. Um to have it earlier in the in the meeting it'd be more convenient for for people. Uh my main comment wanted to be was regarding uh consent agenda 8.6 media requirements the resolution 2025 2026-005. Uh I think I'm glad that you have adopted um a policy. Um I imagine that you might be receiving comment or criticism for trying to suppress speech first amendment rights and that type of thing but I think uh that it is a good policy to have because the state itself did not provide clear direction on what a media organization is. This is a good faith effort to try to find that and my concerns about supposed media organizations
098I won't name one. Um I don't want to publicize it um publicize it but on Facebook around January February a Facebook page um from an organization purporting to be a news media organization and to post frequently. And I did some looking. I went to the Secretary of State's business registry. I could not find under various iterations any evidence of the existence of such an organization. I messaged this organization through through Facebook Messenger asking several questions, "Who are you? I'd like to know more about your organization." And never received a response. I went back to that. Went back to night to just see if there has been any any anything on that. So, I I think you did the right thing so that you can properly get to legitimate news organizations. >> Thank you. >> Thanks,
099Patrick. >> Thank you, Patrick. >> And we have a numbering issue. We jumped from 10 to 12. >> I'm set up for 12. Was that the last comment? >> That was I'm sorry, that was the last comment. >> No, I have the last I have the last one. >> No, you're last on the speech. >> Is it? >> Action items. >> Yeah, action items, Vance. >> Look at all the way around. >> Thank you. Thanks for helping me out. I'm bad. Sorry, folks. Okay, on to the action items. 11.1, declare board's position vacant. >> I move that the board declare school board position one vacant as presented. >> Second. >> It's been moved and seconded to declare the board school board position vacant for position one. Any discussion needed? Dr. Walker? >> Aye. >> Dr.
100Kilgore? >> Aye. >> Vice Chair Smith-Reed? >> Aye. >> And Chair Jordan and I as well. Let's see. 11.2, policy DBDB fund balance. >> I move that the board approve the fund balance policy DBDB as modified. No, as presented. Modified. As modified. Be modified. >> Yeah. >> As presented. >> That's the one that was presented to you. Yeah, what you said. Whatever I said, okay. No, just >> With the recommended modifications. >> Yes, thank you. >> There you go, thank you. >> That'd be good. >> Was it seconded? I didn't hear it. >> Second. >> Okay, thank you. Motion's been made to approve policy DBDB as modified. The ending fund balance. Uh Director Walker? >> Aye. >> Director Killingsworth? >> Aye. >> Vice Chair Smith-Free? >> Aye. >> Chair Edwards and I as well. Um
101Staff appreciation. All staff appreciation day resolution 2020-2025-26-009. >> I move that the board approve the all staff appreciation day resolution as presented. >> Second. >> Okay, it's been moved and seconded that the board approve um staff appreciation day resolution 2025-26-009. Director Walker? >> Should we have discussion? >> Hm? >> Should we have discussion in conference? >> I have comments and questions. >> Oh, I'm sorry. Discussion. >> We had to have the second already, did I get that right? >> Yes. >> Uh are we to actually read the resolution because I felt that it was meaningful. Do you have you can read it? >> Yeah, if you have it, go ahead. If not, I can call it up. >> I'll have it in 1 second. >> Is it in the packet? >> Yeah. All right. I
102thought we did read it. >> We did. >> No, we read discussion about it, but we didn't do the whereas >> Oh, yeah. >> Oh, I see what you're saying. >> There was a lot of whereas. All right, I can read this. Resolution number 2025-26-119 in recognition of St. Helens School District All Staff Appreciation Week May 4th to May 8th, 2026. Whereas, the Board of Directors of St. Helens School District recognizes the importance of honoring all district staff for their collective contributions to student success. And whereas, the strength of the St. Helens School District is rooted in the dedication, collaboration, and expertise of its employees across all roles and departments. And whereas, the St. Helens School District staff, including licensed educators, classified employees, administrators, and support personnel, each play a vital role in fostering student
103learning, growth, and well-being. And whereas, these individuals serve in a wide range of capacities, including teaching, leadership, student support services, operations, nutrition services, maintenance, technology, and administrative support. And whereas, through their commitment, professionalism, and care, staff help create a safe, inclusive, and engaging learning environments where students can learn, connect, and commit to their future. And whereas, the collective efforts of all St. Helens School District staff contribute to the positive school culture and the overall success of the district. And whereas, the Board of Directors wishes to formally recognize and express its deep appreciation for the dedication and service of all staff members. Now, therefore, be it resolved that the Board of Directors of St. Helens School District hereby proclaims May 4th to May 8th, 2026, as St. Helens School District Staff Appreciation Week. And be it
104further resolved that the Board extends its sincere gratitude and appreciation to all St. Helens School District staff for their outstanding service, commitment, and contributions to the students and schools of the district. And be it further resolved that the Board encourages students, families, and the community to join in recognizing and celebrating the important work of all St. Helens school district staff. Dated April 22nd, April 2026. >> Director Walker? >> That's a hard one to read. But important. >> Director Walker? >> Aye. >> Director Killingsworth? >> Aye. >> Vice Chair Smith-Free? >> Aye. >> Chair Yoder is an aye as well. I just want to say thank you to everybody. Policy BDDH public comments and board meetings and meeting start time. >> Well, I don't want to make a motion because we haven't actually decided on it.
105We just had a conversation, so can we make a decision real quick and say what we want and then we can move to modify it? >> Mhm. >> Well, or should >> Should we make the motion to enter into discussion to enter it all in that setting and then replace >> We can make a motion to modify it and then have it as discussion. >> Okay. So, I'll move to accept action item 11.4. >> I second. >> Seconded. >> Is the motion seconded for policy BDDH public comments and board meetings and meeting start to be modified? And now we can have a discussion. >> Okay, so your proposal is to move the meeting to >> 6:00 p.m. 6:00 p.m. Um I mean but so that that was my one question though is are we still
106going to do executive at 5:30? And so we'd have to end it by 6:00 or how are we going to do that part of it? That's the only part that I want to make sure we're all straight on. >> Well, I I don't think we can do executive before we start the meeting. >> I don't think that I don't either. So, that means sometimes I mean things that we have on I just need to know that they're going to be able to be there for us, whether it's even legal or anything at a later time. We used to do it that way. It was always at the end of the meeting, but >> Executive was? >> Always. >> I honestly, uh so I I do think that because of some of the things we've been
107experiencing in executive session may include a member of the community, uh if we have a hearing, for instance. Um I do think that uh it makes sense to have public comment uh right after roll call. And then if we recess to executive session um because we have to rejoin the public the general meeting before we can after executive session before we can adjourn. Um I also uh believe that we should be able to use as Mr. Preem suggested, an approximate restart time and call it, you know, as soon as we're done with the executive session, come back into um and yeah, that's nice. To me, that makes the greatest use of everyone's time. Uh So, those are my >> So, starting you have meeting called to order 6:00 p.m., public comments number three, and take
108out of our executive session number four. Executive session number four and come when the meeting is over, not at half past. That's my >> Okay. >> I agree. >> More about 11:00 or 11:30 or something. Sit here longer than that. >> Right. We could be home by now if we had just started the meeting after executive session. >> And in all honesty, one of the reasons we've had been hesitant to start at 6:00 is because our meetings can be 4 hours long. >> Right. >> And that is a big chunk of of why that happens, that that dead time. >> So. >> I agree. >> For the record, policy BDDH, public comment board meeting and meeting start time. I move the board to approve public comment board meetings and meeting start time as modified. Start
109at 6:00 p.m. >> The meeting starts at 6:00 p.m. Public comment moves to item >> Number three on the agenda. >> Executive session becomes four. Sorry, you want me to take over here? >> No, you're fine. An executive session becomes before. >> No, it becomes number >> Number four. Okay. >> No. >> Okay, but also then we didn't discuss when they have to have public comments and um I I also like the idea of not having to fill out a card. >> Okay. >> First line. Why? >> Why? What did you say? >> Of not having to fill out a card. If we're having public comments and you're here and you want to say something, I feel like >> We schedule for 30 minutes. People come. >> We have 30 minutes. I I mean, we
110obviously have to abide by we cannot discuss district personnel, which is everyone except for the board members. Um so, critiquing of personnel or students, we obviously have to abide by that. So, but if people are here and they didn't fill out a form, I feel like public comment is right now. How about it? Raise your hand. Whatever. >> So, just like write your name down on the name list or whatever. Just like write your name down. That way like you have a quarter or whatever. >> Huh? >> I said like just like you write your write your name down like if you want to public comment. Like you don't have to like fill out a card and just write >> I've never actually been to another meeting, um so I don't really know how it
111goes. >> That way you can Meetings I've Meetings I've attended, they You ask for public comment at start. >> Yeah. They raise a hand? >> You just the you open you open up the public comment. Oh, sorry. >> What What I've seen done is a just like um Joseph is saying, you have a list where you sign your name, and yes or no public comment. Yes is checked, and then when the meeting starts, that's given to you, and that's it. >> Okay. >> And that's for record keeping. >> And you have to have that for record keeping. >> And you might even have asked for their address. I can't remember that part. >> But can we have that the whole time? Like if somebody is I mean, just it's up there still right now. So,
112if somebody comes in right now, and we haven't had our public comment yet, they can put their name on there. I don't like the idea of the meeting starts too bad you didn't have public comment immediately. >> Yes. >> So, you would need that done before the meeting starts, cuz you're going to go from op- adjourn open the meeting, flag salute, public comment. Right. >> So, you don't want people coming up and down during flag salute. >> It's got to be done. >> Right. That's kind of why I don't like the I I think we should just be like, I'm going to raise my hand. I don't know. >> Um I'll tell you that >> We're not always respectful adults, and I understand that's why we have some sort of a system, but >> why.
113>> Because we can't we aren't always respectful, right? I get that, but I also want to provide the most ability for people to comment if I mean, I don't know. >> Maybe we can have a sign-in sheet right there, cuz you need the record, right? And you need the record of who's spoken. >> I think that's why I'm saying >> But do you need it right now? Or can you just get it after the end of the meeting? They signed their name as they come in. Some people don't. >> Yeah. >> what we have found is that I'm sorry, I don't see your name or any information. You need it for the This isn't official public meeting right now. >> Yeah. >> Okay. >> What What we have done before, but why we started doing
114the cards, even if you don't want to write down what you want to talk about, was um so that we had a sense of who came first, so that you also didn't have somebody that came in, and then all of a sudden your 30 minutes is up and they've been sitting there the longest. They put their comment in, but by not having it in order of somehow. So, that's why we started doing the cards at some point. Now, I don't remember what year that was, right? But It It was. Yeah, it was just to make sure that you didn't have, you know, 47 people show up and the number one person was here never even got to speak because they were here for 2 hours, you know, waiting. So, so by putting it on there,
115at least that at least would put an order of when you arrived going forward, you know? So, whatever works, but I agree that I think at least up until 2 minutes before the board meeting start, they should have all that time to be able to sign in. >> Well, I cuz I know I take these comment cards and I I lay them all out and I number them as as I get them. And then I But, I have to take these comment cards and I have to turn them in cuz they're part of the record. So, I think we ought to keep the comment card >> Cuz they don't have to say what they're speaking about. >> Right. And take it up to 2 minutes before the, you know, board starts. And then that way
116we can number them. >> of like that idea. >> And have the name and what the comment was and then >> I'm sorry, that's not kind. I don't particularly like your idea. I think that a list is better, but because I feel like I don't know. I don't know. I mean, when they do start to speak, that is on record at that point. >> Yeah, that's the only reason I'm saying to go with the card. That way we have the name. >> Right, is this record not record enough? Well, she has to listen to transcribe it after they announce. I'm not sure, but I think one of your people that had a public comment tonight only stated their name and not whether or not they were resident of the district. So, there are things that
117those board that list would help you with in case those were missed. You don't want to call that person out if you or maybe you don't notice it. You don't want to embarrass them, but still we asked for that and it didn't happen. So, I think if you had it there and it's listed, the board chair could see, "Oh, they didn't write that they are or not a non- resident of the district." And we need that for the record. So, you could ask that before the meeting or follow up. >> So, so what about just suggestions? Tell me what doesn't work. What if we had both? That cup is completely full of pencils, the cards are there, they go ahead and sign in the list, we get going, and as you call them up and
118say, "Do you have a your card? We need your card." And then that way you still got the card, but they've got that few more minutes here to fill it out because if we suddenly have 20 people that show up at 5 minutes to 6, they are not going to get all those cards filled out in time. So, that gives them the chance to still fill them out until they get called up. >> I like that idea, and then they can bring it up with them when they speak, and then they have it. They can turn it in. Good idea. Does that work? >> I like that idea. Well, then that way it's on it's on the paper for you to >> But I I I just feel like that's the thing that we've come
119up against the most. It's important to A lot of people can't make it to listening and learning sessions. And they make it and they make the time to come here. I want to be able to have respectful dialogue or hear people's complaints. I think that or not complaints, where we're going right. >> One day. One day. >> But I think that we can't get better if we don't hear people and if we don't give them the opportunity to speak because we've closed it off. Oops, sorry. I know you're 5 minutes late, but we don't want to inconvenience us. Yeah, you know, I feel like we have to give as many opportunities as we can. >> And then one last item is the if people are unable to attend, they're able to submit written comment by
120email up until 8:00 a.m. the day of the day of the meeting. >> So, so that that was like >> I move the board adopt Okay. >> catch all that, Space? >> I got most of it, but there's a little section I'm >> I move that the board public comments be moved to item number three, executive session moved to item number four, meeting start time at 6:00 p.m. Uh sign-up sheet and comment card up until public comment. >> And executive session and the meeting reconvenes immediately following executive >> Executive session reconvenes immediately following executive session, not at approximate start time. Is that everything? >> I think it is. >> And then I say I say 8:00 a.m. a.m. >> Oh, yeah, and public comments may be submitted in writing up to up until 8:00 a.m.
121on the day of the meeting. Is there a second? >> Second. >> It's been It's been moved and seconded that policy BDDH public comment meeting and meeting start time um to be modified to Vice Chair Smith's >> To whatever I say. Oh, the power. >> Yeah. Director >> I. >> Director Killings? >> I. >> Vice Chair Smith, three. >> I. >> Chair, you're a unanimous aye as well. Item 1.5. >> 11.5, sorry. >> Edmonton Virtual Academy curriculum. >> Edmonton Virtual Academy curriculum. >> I move the board adopt the Edmonton Virtual Academy curriculum um as presented for the 2026-2027 school year through the 2028-2029 school year. Second. >> It has been moved and seconded that the board adopt the Edmonton Virtual Academy curriculum as presented for the 2026-2027 school year through the 2028-2029 school year. Any
122discussion needed with that? Director Walker. >> Aye. >> Director Killings. >> Aye. >> Vice Chairwoman Reed. >> Aye. >> Chairwoman I as well. Uh 11.6, consolidation of alternative and early childhood programs. >> I think this one should have been two different ones. I move that the board approve the consolidation of alternative and early childhood programs as presented for the 2026-2027 school year. I'll second it. Discuss. >> It's been moved and seconded that the board approve the consolidation of alternative and early childhood programs as presented for the 2026-2027 school year. Any discussion needed? >> I will agree that the process could have been done better. >> Okay. >> Um but I do also agree that it is the right choice. I think that it we need a lot more community involvement in this. I think that
123I think that the reasons, whether people want to get hung up on the schematics of moving, closing, etc., um it isn't we are not decommissioning a building. Um we are relocating this school and hopefully being able to use that building for something else. I do think that there should have been more involvement with our community. I also understand that we were really pushed up against uh time constriction and had to make some choices because it does not matter in a financially difficult year where we make cuts. They There is no public comment, sorry. >> I just want to know if you guys read the terms and contracts of the bond for me. >> We did. >> So, it's legal for you to do this? >> Yes, and we ran it through our attorneys, so we
124did do that, yeah. >> Thank you. >> Yeah. Um it is No matter where we are making cuts, someone is going to be upset and it doesn't matter. Um the we're trying to do things that are the least effective in harming what's happening with students, right? Like, we want the the end goal is for student success, period. Period. And while it is hard to imagine that that's what for those 43 students, that that's what we're looking at, that we're actually looking at their success. It's hard to imagine that for those 43 students. But we are and we're If it's not that, it's going to be somewhere else. That If it's not that, it's going to be somewhere else and all of these ideas and all of these areas >> Friends. >> have been thought about,
125looked at. Nothing's good. There is no easy decision. There is not a single easy decision in any of this and you know, my hope is that we get enough community input that we can make sure moving forward these are conversations that need to be happen. This is not a dictatorship. This are These are conversations. And And I mean I don't know. It is our choice. It is our choice. So. Bless you. One of the things on this one too, I don't think we have had enough discussion tonight for possibly for the continuation is on the early childhood program as far as what's happening with that. We discussed Plymouth a lot, but we haven't discussed that as far as that if correct me if I'm wrong is that we are combining and moving in the preschool
126promises to the high school to also work with the child care program over there. They will all be together as a way to save them also. And that to vote on that without bringing that up feels important. So, is there more to that or anything that I should say? >> No, that's that's exactly what it is. It's bringing the preschools to the high school and that way that we can combine resources so that we can keep the daycare open as well. And then we also have our ECS. I think ECS is early childhood education specifically pathway that the teens help in that program as well. So, they all support it and so it it there it's helping our students and it's helping our little so it's birth to 12. Yes. >> It's also important to
127understand that once upon a time it was all at the high school and also we paid $180,000 out of our general fund. Right? Is that a rough I mean roughly $180,000 out of our general fund to make those other areas successful? We can't give them $180,000. It is not making enough money for us to give I mean it was either consolidate into one place or have none and we were we're trying to do like the very best that we can. Putting it in one spot it is an inconvenience to some, but it's only been at other schools for a few years. The it is now at least still going to be an option which alternatively was going to be no child care. So like >> Both this classes and this child care. >> Great. Great.
128And $180,000 is like not a drop in the bucket when you're talking about that that that actually is a program that should be self-sustaining because people pay to use that program. It should be self-sustaining and it wasn't and we have it in all these different places and if we can put it into one place and that we have this beautiful facility then we're consolidating our resources, putting it in one general area. It is recording. >> So that's a motion and a second. >> Correct. >> Do you have anything else to say in the meantime? >> Anything else you want to say? >> Well, the only thing that you that I want to say is that um for my for my own self at this point is that I am one of the original people along
129with a few cute ladies back here who started the original CCEC program. And so we're talking what? 27 years ago now I think all together. Um and and there was a big purpose for it and there has been. Um I am going to say that if there was something that I can see and I I want you guys to know that I'm over here all the time. Um when COVID hit and our school district had no Chromebooks, we had nothing before that. So without having those, there wasn't a possibility of virtual school in in our school district and in many many school districts. So, when those came into place, parents got used to them, kids got used to them, and then we all came back to school. Um virtual academy in every school district in
130Oregon and across the United States for the most part, it became a big change that had not ever been here before. And so, now it it is really hard for me to be over here and see only 60 kids when we used to have so many that we were lucky that we could stuff them all in and all out the rooms. But, to have now only 43 kids total. >> 90 at the beginning of the year, and I fought really hard to get my daughter in there. Um I know that there was an extensive waiting list. Um so, I don't know if that that's true. I live here. I don't know if those are facts. >> Well, they are they are now. So, anyway, I just want to make sure everybody knew that that is
131part of the reason why we're having to put these things together as we we are having to drastically cut back. >> to screw up the people that you brought up here to waste speakers' time. >> Just shame on you all. Shame on all of you. >> You could have spoke, too. >> No, that wasn't allowed. So, what was it? >> Please leave. Thank you. >> Mr. Kelly, is there anything else you want >> I mean, just, you know, I just I think I'm sadly there's a lot changes. I'm hoping our kid numbers will go back up, but our our area in particular in Rainier and South Bend has been just as affected as just over the years the amount of jobs that have walked away from our community, and now our kids and grandkids have
132had to go with them, and it has left us. >> Yeah, go ahead. I love that you Melody, I love that you recognize the enrollment and that I believe that enrollment will go back up with these options, and then there will be pathways within women. And I think that that pathway that you're talking about, that you remember before COVID and all the amazing things, it's about getting that moment back up. And I I really appreciate you talking about that. So, thank you. >> Any further discussion? >> No. >> Okay, we'll go to a vote. Director Walker? >> Right. >> Director Killings? >> Aye. >> Uh Vice Chair Smith III? >> Aye. >> And Chair York is an aye as well. Um 11.7 executive session board action on topics discussed in executive session. Is there a
133recommended motion? >> I move to accept the board council to substantiate the complaint and request Chair York to respond to the customer complaint parties. >> Okay. >> Second. >> Okay. It's moved and seconded that the board wants to substantiate the complaint and direct Board Chair to reach out to the complaint and provide that information. Um Director Walker? >> Aye. >> Director Killings? >> Aye. >> Vice Chair Smith III? >> I'll recuse myself. >> Thank you. Chair York is an aye as well. And number 12, financial report. >> Okay, if you want to pull my stuff up. I think you guys probably read the um put in the packet this time I had it in time. A little bit more efficient as I go along. Um couple of Uh you might have noticed that I changed
134up the board reports, the financial reports, a little bit. I thought the monthly report was a little bit more detailed that might be easier for people to watch things as the months went by, and it's easier for me to project for the following months. Right now I'm estimating an ending fund balance of 2.7 million, but that will change again. We are still combing through every grant fund and every purchase order and all of those things to make sure we have every dollar where it needs to be and if it can be paid out of the grant fund, we're moving it to that. Um Um you've read the steps. They're about the same as last time. All of the things that we're reviewing. Um I did want to update you that the audit report that is
135complete, as you know, but all the copies and all the things that need to get done have been done with the exception of we needed approved minutes from last the audit and the audit got approved and those plan of action. So once those were approved, then thank you. You can see then I um >> Thank you. >> I um I'll get that to them after tonight's meeting. So they'll have everything. Um we already knew there was a plan of action needed. Um we got some updated figures from the state school fund. It may or may not they will be what we got. They always change this time of year, but it was really nice to get some figures for high cost disability and state school fund for the prior year. This early a lot of
136times you don't get that till about the middle of May and so it's really nice when you're budgeting to have an idea of what that change might be for the 2025-2026 fiscal year because it all eclipses to your ending fund balance, which is the year beginning fund balance for the next um year. Um on the the first page that is there, um if you want to go to that one, I think I don't think we want to, but I have the appropriations page. Actually, I think I started with just a summary of the general fund revenue by source and the expenditures by object. So, you have the budget, you have our actual, you have the projection, and where we think we're going to be, and where we're under or over budget. And that that's this
137one. But then the the next one I did, these numbers actually tied into this one. These tied into here. But I like this one because it shows you um by month in green. Like those months are done. Um March might change a little bit because it was as of the 14th of the month of March. And we're always doing journal entries, bank reconciliations are finishing up. So, there could be some small changes. Probably not much. I Um and but then the ones in blue are what the months we have not completed. And those are our estimates of the money that we will get in. On there, you can see in the top part with the revenue that the state school fund for the prior year is going to be a negative number of about $250,000.
138Um the high cost disability for the prior year is going to be positive. And then um the high If you go down further, I'm not sure. I'm going to have to fix that. Down under state sources, the high cost disability for the current year they're going to give us this $435,000. That scares me because if we were that high, then that means just bigger districts are huge. And the pot is only $55 million. So, that means next year they may take a little bit of this away from us. So, they try not to do that, but that's that's what will happen. Anyway, at this point, we're projecting a $2.7 million ending fund balance, which is 6.76% of your revenue. And regarding the policy we'll be meeting with tonight, we want to be at at least
139five. So, we will be um where the old policy used to be is what it looks like now. These numbers will change. As you can see, we have three months that are estimated numbers, but they're the best I can do that. And then the last pages are appropriations page. And we have two areas that I'm watching. One is 1,000 in the instructions in the general fund. It's close to being used up and only has $18,000 used in it when I when I consider all of the in conferences. So we'll watch that. I think that will be enough probably by September costs, which are not covered. We just do them as we get them a couple of invoices a month. So that would be something that I'd come to you probably in January to get a
140resolution to take care of that. And then in special revenue funds, we have community services that are over by a little bit. In that 3,000 community service that includes uh food service and nutrition, too. So that's probably a piece of that. Probably. But otherwise, it's looking looking better than it has. Any questions for me? How do we resolve the food and services uh what How do we resolve the food and services overspending? Oh, it it's We have plenty of So your allocations are by that area, but we're 3 million dollars. If you look at the final at the at the end, you're We're not going on the right one. No, I'm on the wrong one. Sorry. We are under budget by 11 million dollars total. So what we will do probably is say, let's move
141some of the instruction in because it has 1.9 million capacity into that 3,000. Oh, okay. Just change it to different buckets. Yes, change it to different buckets. That will be Where did that little ball of mine go? >> Any other questions? >> Just for my own notification, high cost disability is that revenue and expenditures related to high cost disabilities that require >> Yeah, high cost disability are students that cost us more than $30,000 a year. So, you can complete the form. This doesn't have anything We have another piece where we get special ed dollars that's an 11% of our total weight again. Are you taking 11% of that and adding it as a weight? But, the high cost disability is for any students that cost us more than $30,000. Then, we can show the state
142that this is what the cost was and then we'll get a portion of that. They're expecting this year to be 25-26 was about 25 or 28 cents on the dollar. Not a lot. So, if I have a student that cost us 100,000, I can ask for 70,000, but I'm only going to get about 25 cents on the dollar. The same thing for next year. You never get dollar for dollar and I know last year in the spring when the legislature convened last February of 25, they really wanted to put more money in that bucket cuz it's been 50 by now for a long time. And it's just The whole point was to make you closer to whole. At least get 75 cents on the dollar, but we're not coming close and those Those costs are
143just going up rapidly. >> And is that limitation on the funding, is that Okay. I think I understand that there's also a cap on funding that a school district can get Um, for like children with IEPs that you know so forth and so. >> Yeah, that's a that's that's separate than this. This is separate. High cost disability is just your students that cost you over 30,000. Okay, they can. >> Do you have any further questions? >> Thank you. Okay, well I wanted to thank you for all your >> Yeah, absolutely. >> Uh, item 13, board reports. Director Walker, do you have anything? >> Um, no. Just the board training that we're participating in this exceptionally well. >> Superintendent Howard, what do you >> I don't really have anything. >> Okay. Director Collins. >> Can't come
144up with anything. I'm sure you could think of something. Nothing except for that I I do know that a bunch of kids are just wanting you all to pray for the rain to go away because they have fun rain tomorrow and that way they >> Yeah. >> Okay, so. >> Okay, okay. Vice Chairman Green. >> Do you have anything? >> Uh, chair your I the only thing I'm going to speak about is traveling with the R&R program tomorrow down to PCC in Olney. I'm really interested in what that program offers. I'll be able to bring some great information report back. >> Oh yeah, I did volunteer at the middle school band something. Can't remember what it was. It was like a whole bunch of band people got What was it called? >> The festival like
145>> Festival. That's the word. >> I'm sorry. >> I can't remember words right now. Um, and that was really fun. There were schools from like uh, math I don't know a bunch of places. Uh, Astoria and Nams and uh That is something that's Forest Grove, but they call themselves NAMS. I don't know. It stands for something. I can't remember. Whole bunch of schools, and it was really cool. And they're middle schools, so but they actually sounded really brave. Anyway, that's all. >> Item 14, Superintendent Report. >> Hi. Um, I'm here I'm here for a case liability conference. And the interesting thing about the case liability conference is they pay for it cuz nobody would want to come here on their own to listen about liability insurance and legal stuff. So, it'll be exciting tomorrow. I'm
146really excited to um Every year I learn a lot from it, but it's not the most exciting conference, but I do I learn a lot. And because we have such high risk liability in Saint Helen's School District, I really needed to be here. And so, thank you for letting me be letting me be letting me be virtual. Um, and I I just want to thank the board. I want to thank the leadership, the budget leadership team, and Linda, who is an honorary member of that team, because there and all of the staff that is and the students that are hanging in there while we're moving through processes that are really not fun, um, but we do have good news that the that we're not having to lay off as many staff as we thought we
147would have to lay off. And just even one staff member is hard. It it it's um that person's livelihood, so we take it very seriously, and it's um yeah, it it can be very emotional as well because we want to be supportive, and nobody wants to do this. Like you've all been saying up there, nobody wants to do this. And I just I'm so humbled. I'm going to tear up. Being in the room and you know, people notice. And the professionalism the concern about students still putting students first and and wanting to know how they can support. Um it's just been an honor being a part of this community. So, I just wanted to say that. And that it's um we are going to increase the student enrollment. That is our task. We are going
148to be a place that all students want to be at and join and all teachers want to come teach. Um and we'll be in a place a better place here in the next couple of years. And I believe that and because the students in this and the families are amazing out there cuz I've been Centerville right now. So, out there in the same old community. So, I just wanted to say that and I wanted to say that I'm sorry. Cuz it is really is hard. I want to validate those feelings. Now let me go and validate your feelings. Nice to see you all again. Thank you. >> Um on to item 15, upcoming meeting and board meeting agenda input. 15.1, April 29th, 2026, budget committee info session training and it's optional. I was on the
149budget committee last year and I'm going to take the training again, so it's fresh in my mind. >> I take it every year. >> Who Who does that training? Is that >> Linda. >> Thank you. >> Linda. >> All right. >> I haven't done one in 10 years or so, we'll see. That way you'll know what you did. >> 15.2 May 6th, 2026, the first budget meeting committee meeting. 15.3 May 13th, 2026, work work session. >> And listening sessions. >> do you want to have them? >> Yeah, we want to we want to create an end time so that we can have a start time for the this session. >> Okay. >> Now, will the work session start at >> 6:00. >> Or do you want to have the work session earlier because we don't
150have as many people that come to the work session. I'm trying to figure out then that way we have it for an hour and then it starts the listening session starts at 6:30. >> Right. >> No, we just tried it. >> We are starting at 6:00. We're starting meetings at 6:00 moving forward. So, if we had it for an hour, listening session would start at 7:00. >> Okay, so the work session would start at 6:00 and then the listening session would start at 7:00. Would you guys need longer than an hour? >> I don't know what we have for the work session, so I'm not really sure. >> You know, maybe one of the things we can always do is that we can announce that if there were more things that we had to have
151that we'd come back together in the work session after the listening session. >> That way that we can reconvene after the listening or if >> Yeah, then it's at least written that's a possibility so we're being open about it. Yeah. >> I'm fine with that. >> Okay. >> That's a great idea. >> Yeah. >> But remember during the listening session it can only be two people speaking. Yeah. >> Can we change the rules on that? I think we should change >> 15.4 May 13th, 2026, community listening session. 15.5 May 20th, 2026, second second budget committee meeting. 15.6 May 26th, 2026, third budget committee committee meeting if needed. 15.7 May 27th, 2026 regular work sessions. >> Regular meeting. Sorry, I'm getting them all mixed up. 15.8 June 10th, 2026 work session. And 15.9 June 24th, 2026
152regular meeting. >> And then summer. >> Huh? >> Summer. >> Okay. And uh Pardon? >> Summer is not a regular month. >> Oh, yeah. >> We don't We don't need the summer, do we? What? Do we? >> Yes. Once a month, usually. >> Yeah. >> What? >> Once a month. >> Nobody told you. >> No, honestly, nobody did tell me that. I did not know that. >> Just in case, cuz this happened. >> Are you pulling my leg? >> Sometimes we find out >> June 10th is summer. >> Yeah. >> I was going to say summer. Once You were in just didn't remember. >> What? >> You were in July and August, weren't you? >> Oh my god, this is awful. >> Okay. >> How about How about items