St. Helens School Board Work & Executive Session April 8, 2026

001Please rise for the Pledge of Allegiance. >> I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Number two, roll call. Student Representative Howard? Here. Director Walker? Here. Director Russell? Here. Director Collins will be absent tonight. Vice Chair Smith-Reed? Present. And Chair Yoder is here. >> And now we'll recess into executive session under ORS 192.660.21, to consider information that is exempt by law from public inspection. >> Mhm. >> And we're back in the session. Uh number five, Northwest Regional ESD programs. >> I'm Laurie Thompson. I'm the director of student services for the district. And I'm really happy just to present one aspect of our partnership with the ESC. And so the next slide

002is So the the objective of tonight's just short presentation is to share a couple of things. One, just to plant some foundation or anchor you in to some of the partnerships we have with the local ESC. And then in addition, help you understand the local service plan. I think you remember Dan Goldman was here about a month ago. So this is one aspect of a local service plan that we talked in the plan as a whole. So just here to share a little bit about that. All righty. So first and foremost, we've had a really long-standing partnership with our ESC partners. Um the majority of the local service plan and the partnership that we have with the ESC is revolved around or connected to student services or special education. So often times what happens in

003smaller districts like ours, we don't have the capacity or the FTE to fill like occupational therapist positions or autism specialist positions, physical therapists, mobility specialists, deaf or hard of hearing specialists. And so we use service credits or our local service plan to get those services for our students who have disabilities to take care of their individual education program needs. Okay? In addition to that, a lot of the people don't know that the ESC also supports us in other ways. They support us through providing technology like Synergy or Synergy SE. They support us with providing professional development. Right now, the ESD has been providing a lot of professional development at no cost to the district, which is really great opportunity, especially for our teachers. They provide support by holding regional meetings for superintendents, for directors, for

004other members in the educational community. Um they also help support threat assessments or suicide threat assessments. So, if we get to a point where we need to tap in and have a consultant or a partner in that process, they're here to support us. Um I know as a director, it's been a valuable resource and kind of I would say it's my phone-a-friend. You know, when I just don't know, just having that ability to consult with somebody else has been really great. Then what happened in the 20 2024-2025 school year, we extended that partnership with our ESD. And how we did that is that the ESD took over our junior program at Willow Creek Elementary. I think we had two classrooms. And so, the ESD is now the sole proprietor of that classroom, but we work

005in conjunction with one another. So, we're still really great partners. We go to meetings for the students because the students are still our students. Um but they support that program. And then the other thing that happened is right after COVID, um our superintendents and directors in Columbia County got together and started talking about our student needs who really need a little bit more than a behavior program, and they call it an intensive behavior program. And so, what the superintendents and directors did is then had conversations with the ESD for about two or three years to say, "Is there any way that we could have an intensive program in Columbia County?" And the reason for that is some of our smaller kiddos, like kindergarten through five, number one, the spots were full often times in some

006of the outside placement programs. And then the other thing was that blessing kiddos to other programs would take a lot of time. And so in collaboration, they opened up or the ESD opened up their first intensive behavior program in Columbia County, and that serves all five school districts in Columbia County. And if we want to if we have extra spots and we can't send them to Hillsboro or Portland or other districts if there are any left. So why is this important? Well, one of the things with the partnership that's important is to continue the ESD program. It continues the continuity for our students and the supports for our students. More importantly, it really continues to provide that faith obligation or free and appropriate education for students with disabilities. So this is a cost comparison because

007I think there were some questions about this. So currently, the ESD program costs $68,000 per student. So what I did was with the support of Heather Murray, our CFO right now and Trent, um did a cost estimate for what would this program cost if our district came in and then took that over again. And that cost is about roughly 66,500, 67,000 by our grandparents. One of the things about the cost comparison, actually on the next slide, is that somebody wise this morning said something which I was like, "Yeah, that's right." So if you think about this as being like an inclusive vacation, you know, like an all-inclusive vacation at a resort that you take where you pay one cost and it includes everything, that's what happens with our ESD program. So even though it's slightly

008more, the other things that they pick up is they pick up behavior specialist support, administrative support. They purchase all the curriculum, the materials, the supplies, resources, anything that they need to educate the kids in that classroom, they're providing that for the students as well. They have other program connections. So, one thing about the ESD is they are experts when it comes to behavior. They run behavior support programs in Beaverton, Hillsboro, Forest Grove for years. And so, they have kind of like a binding power of really having some expertise in that area of behavior. And then, the other thing is that they pick up all the costs for their own hiring, anytime there's sick leave or substitute costs or anything, that's all included in that price cost. And then, a few other things, too. So, the

009intent of program intensive classrooms are very expensive for those students that need the support service. We definitely go through what is called a placement consideration and making sure that we've exhausted everything we possibly can as keeping the kids as close to home as we can. Um one of the things I know is that with being the director for several years now, um if we start looking at outside programs like in Multnomah County, private programs, or North Clackamas, they start at maybe 95, similar to the ESD program, but quite honestly, they can reach even farther than 175,000. There are some program costs that are close to actually 100,000 right now for one child for a spot. Um there's reasons for that based on their criteria. And in addition to that, our students are being bussed and

010oftentimes maybe more than an hour each way every day. And we're billed for that. >> Yeah. Yeah. Yeah. >> Yeah, and we do. We pay We pick up the bus and cost minus the 70%. So, there's like we get a deal with ESD. >> Well, with Oregon Department of Education, and they would know more about that. >> Um sometimes for other programs that are outside, they also recently what's been happening is if they're at capacity, they'll ask the district to pay for the paraprofessional or send a paraprofessional to that program with the student, so that drives the cost down. So, just kind of give you a little bit of cost assessment. One thing that we're lucky about is that we have pretty good programs here, so very rarely do we send the student out for

011an intensive, but every once in a while it happens and we have to provide that continuum of placement option. So. And then looking towards the future, which is super exciting, uh, led by KDV and a fabulous equity and inclusion team right now, they are creating a redesign of special education. And so really focusing on inclusion and belonging, just really looking at that framework for equity. The other thing too is just really formatting the change of culture and climate, where we're really looking at every single student that's being a regular, a general education student first and foremost. Not like this is a special ed student, but this is a student who has special education needs, right? Student first. And then we're going to be looking at continuum of services, data driven decision making, universal design of

012learning, which is another way of saying different types of accommodations or modifications that can be provided for kids. And then just really focusing and centering on that philosophy that special education is not a location, it's a supplementary service for that student so they can have access to their education. So, yeah, super excited to just kind of watch behind the scenes and see what happens with that. So. And then last slide is just if you had any questions about that. You know, that was very quick, but it just kind of gives you one idea of one service that will be found in that local service plan when that's ready. And the reason why I did not provide the local service plan yet is the ESD is still working on finalizing everything on our end and we

013probably won't receive it they said till mid late April and so just thought it was important to share this information out with you. >> Um it sounds like those are a lot of good ideas but we have the implementation tools like what are we doing to actually implement and what are we implementing to make these changes? I just hear from staff that they don't feel like any changes have been made. >> You know, I think anytime change happens um >> Dr. Russell >> there is framework, there's conversations, there's bringing in ideas. I know we have a very strong leader in our superintendent who really understands the new special education and the team that's been assembled as well has a lot of knowledge from speech and language to behavior to resource room. I don't know if

014the team will be expanded but right now we have that. There is a central framework that has been created. It is all the draft form right now and as we move forward So like one minor little thing that we did today is under coordinator Nelson who is a student services coordinator for special education is Jen Nelson. She facilitated a training or a pre-training on standard based IEPs and that's one of the things that district started looking at and moving towards it's building standard based individual education programs for students with disabilities to kind of connect those goals and objectives to common core state standards to those grade level standards. >> Standard IEPs are the very groundwork. Um I mean that shouldn't be something just like it's every one of you guys should be doing that and

015know how to do it already. >> Yeah. >> All right. >> Our IEPs have been connected. They have not been 100% for all district program standards. So we are starting to move towards that standardized operation. So if some staff numbers happen during that, you're right. There are other staff numbers maybe not so much, maybe they're brand new this year. And so we're recalibrating and re-energizing this as a part of our practices. >> The intensive program that Columbia County is starting, is it it's only K through 5? >> Um what they did was this last school year was the first year they implemented. It's actually in the second year of building that's right next to the pool. Um they started an initial program which is K through 3 and then next year the program is going

016to expand to K through 5. And so initially as everybody was having those discussions, the dream was to have a K through 8 program in Columbia County. Um it might take us a few years to reach that dream, but right now we're we have a very solid kindergarten through fifth grade program. here with all of our county um districts either saying, "Yes, I'm going to use some of my service credits." or "Yes, we have students that will be up going to the program." So we don't we are not the only district who has students in that program. It's shared resource with all. >> Okay. >> Did that answer your question? Okay. >> Thank you. >> Uh-huh. >> Thank you very much. >> Oh, thank you. >> Number six, audit and plan of action. >> I

017think the only question if you want to go ahead and speak here at the podium. >> Hello. >> Good evening, directors. Can you hear me? >> Yes, yes we can. >> Can you hear us? >> Um not very well. I didn't know it was my turn. Sorry for the delay. Thank you very much for having me here this evening. My name is Tara Camp and I am a partner with Clearpath CPAs and we are the financial statement auditors for Saint Helen's School District. So, I'm here this evening to re- present the results of the June 30, 2025 financial statement audit. And what I'll do today is go over the governing body letter. That is the letter that we issue with the audit, which summarizes everything we're required to communicate with you. So, on page one

018of the letter, we cover the purpose of the audit. And the purpose for the district is threefold. We perform the financial statement audit and that is where we test and assess the financials created by management in order to determine if they're fairly stated. Secondly, we perform the Oregon minimum standards compliance audit and that is an audit a compliance audit required of most governments in Oregon. And that is where we're looking at different ORSs to ensure compliance. And then lastly, we perform the federal single audit and that is where we look at various grants from the federal from the federal government um to ensure the district is in compliance with those compliance requirements. So, on page two, we cover the results of the audit. For the financial statement audit, we issued an unmodified opinion. That is

019a clean opinion with no reservations, so that is excellent. For state minimum standards, we found exceptions noted on page 68 of the report and that was a budget over expenditure. For federal awards, we found no issues of non-compliance and no question costs. That's very good. In our management letter, we noted significant deficiencies and material weaknesses in internal control that we noted in the audit report in the schedule of findings and question costs. Further down on page two, we note that the district implemented two new accounting standards in the audit year and that is GASB statement 101 for compensated absences and GASB statement 102 for certain risk disclosures. On page three, we noted that we did encounter difficulties in performing and completing our audit due to management originally not being properly prepared for the audit. Um

020I do want to say that Linda Murray came in to help out um finish the audit and she did an outstanding job and I really want to thank her for all of her hard work. It's hard coming in and picking work up you just that you necessarily didn't do and she was able to provide everything and get the audit done. So, thank you, Linda. We had no disagreements with management about accounting or auditing issues. And lastly, on page four and five we cover future GASB accounting standards coming out. They roll them out every year, so there'll be some changes to the formatting of the financial statements for the next audit report. So, overall, that is the main points I wanted to communicate with you and if anyone has any questions, I'd be happy to answer

021them. >> I do. >> Yes. >> Um I'm Last year's audit also said there were difficulties um in the audit and I'm curious what are some things that can be done in order to not continuously be in this position. >> Yeah, that's a good question. So, as part of our audit prep, we send a propless which details everything we need prepared in advance of our field work starting. And I think the last couple years there wasn't um enough of the information prepared for us to efficiently conduct the audit. So, were there some instances of rescheduling and um needing information and delays in the audit because of that. So, the solution is everything on the propless should be ready prior to the audit starting. >> I'm trying to understand whether our current process provides the level

022of transparency and internal controls expected for the district managing public funds and where improvements are needed. Like our internal controls are pretty They're a mess to be honest. And I know that you guys don't look at that, you look at the above picture. But this is um consistently a problem within our internal controls as you've stated and some of them are pretty severe as you also stated. And I feel like I've been kind of saying this month by month. But when I say that I'm kind of called a bully. And really I've been trying to say, "Hey, we have a problem and we need to stop it before we get to the end of the year." And so, I'm wondering what controls What What are we doing for transparency and how can we fix those

023things? Cuz I do notice also that we have really big broad buckets that we're dumping everything in. >> Mhm. >> And so, we can't really see where our spending is going. And I know those might be more internal controls, but can you help us with any of that? >> Yeah, I can speak on some of that. Um a financial statement audit, we're required to gain an understanding of the internal control processes and procedures over financial reporting, but we don't express an opinion on it. We never say like we can rely on it. This is good. This is bad. That's a different kind of an audit. But when we come across deficiencies in internal control, we report them in our audit report like we have the last couple years in the schedule of finding and question

024cost, which is at the back of the audit report. So you're right. There are material weaknesses and significant deficiencies in financial accounting and reporting. As far as transparency, that's not something we really look at because um it's just not in the scope of of a financial statement audit. Like you said, things are put in broad buckets. I think um what I'm understanding you to mean is like there's four funds in the financial statements because that is how they're categorized and budgeted for. Um that is a very common practice with school districts. But there's a lot of sub funds in those main funds. And so I think the solution to that would be to get some internal um reports provided to to see where those individual sub funds and the activity. That's absolutely possible. The GL

025is organized by sub fund and then rolled up into those major funds. So that's something you could definitely get internally. >> And that should be records that are already prepared and not cost a lot to pull together for a board to actually look at, correct? >> Not that I'm aware of. Um the the GL is already set up by sub-fund, so >> So, it should be accessible. >> Yeah. >> Where are the No. >> I say yeah, but I'm not a user of the financial software, so that's easy for me to say. >> Yeah, I just I'm I Yeah, I've been kind of screaming this loudly for the last year. Um and then been concerned that we don't have structures in place to catch things as we go. Thank you. I know that this is

026a lot of work, and so I appreciate it. And Linda um like I know you came in at the very end and pulled this together, so thank you very much cuz I know it wasn't ready. Um but yeah. That's why I kept asking if we had structures in place to keep this from happening again. And maybe they were just not as accessible, so >> Thank you so much, though. >> Yeah, I think Linda should come up and talk cuz Linda knows more about the internal than probably I do. >> I know. >> Are we done with the audit here? >> Yeah. Yeah. >> Thank you very much. >> Thank you. Thank you. >> Thank you. Have a good evening. >> I think you can't make a blanket statement that we don't have structures in place

027because there are many many things that are in place. >> No, absolutely. >> Not all of them are the way that you want them, and letter that we'll need signed by that board and board to share our findings and the graded actions that we're going to take on those. Um point out some of the things we need to work on. Some of the things are as simple as an account code, the object was wrong. That's a simple mistake by anybody. You know, you 610 versus 621, whatever the numbers were. So, >> But some of them are a lot more severe and a lot more consequential to our spending and our um assets. >> Yeah, that's It It doesn't give us a clear picture of our budget. Yeah, go ahead. >> I'm frustrated because I've been

028talking about this for a year. >> Uh, you can be as frustrated as you want. I didn't do this. >> No, I understand that you didn't. >> We did this. >> No, I didn't do >> So, what I like to say is that as I said before, when you have an audit, it's to help us get better. And that's what we're going to do because we have this road map now to get better. So, one of the some of these things are very simple to correct and some of them are not. They're going to take quite a time. The capital assets, um, is a very extensive spreadsheet that was put together by someone other than any of us that are working here now. So, you try to pick up where they're at. The money and

029the capital assets were recorded correctly in our accounting system. When they went onto the spreadsheet, it was like, "How do I do this?" And then you picked up a number twice. When we figured that out, we we fixed it. And that's why you do get audited so that you can make sure that we don't repeat or do something that we didn't record it in the system at all twice. It was in the capital assets report, a part that needs to go into the audit. So, there are are um, things to learn and things to teach and I'll help with that as as I finish all my time. >> I I appreciate the work that's gone into this, but we're being really dismissive of a bigger problem that's been continual across the year and it's last

030year's and I it it's I looked at the plan that we are putting forward and my concern is there's no action to it. It's just we'll do better. But there's no real um like defined thresholds for when spending is over or trending over budget, a required corrective action plan uh within a set time frame. So, >> There are time frames on every one of these as you can see April of 2026 by June of 2026. >> When those thresholds are hit, Okay, so clear accountability for who is responsible for implementing those corrections, regular reporting that includes not just where we are, but what actions are being taken to stay on track. So, this year the budget was brought to us every month. And every month we were over on our spending. And every month we

031should have had someone saying, "Hey, we have a budget that was given to us. And we're way over." But every time we would hear it, it would come to us and say, "Oh, this will change. It's not set." When really we should have been putting guardrails in place at that time to stop overspending on attorney's fees or investigations or fruitless things. >> I don't think an investigation is ever fruitful or something. And attorney's fees are attorney's fees. You have to pay. >> But we're overspending on a lot of those. >> I can't help the past. >> No, I'm not talking about the past. This is this year and last year. >> before I got here. Okay, I can't help what happened before that. >> I understand that. I just wanted the guardrails in place. >>

032I brought you the appropriations last month so that you can see these are our appropriations and there were a couple that were trending over. They will change. Remember I was looking into different things, funds, and if some of the general fund expenses could be moved into the funds. There's a lot going on all the time to look at those things. So, when you see that report in April, later on the 22nd or whatever the date is, that'll be a completely different look. We may still have one or two trending over, but not by nearly as much as what they were before because we looked into that when we were able to move several staffing numbers into general into funds, grant funds instead of from general fund. Those things had not happened before I could look

033into them. And like I said before, I was busy with an audit and I didn't have time to look into that stuff until all night working on that now. Um yeah. >> I guess my concern is is that you weren't here. And so, we don't You're coming in and fixing a problem that we had all year. >> Yeah, you can't fix it cuz it already happened. You have to start now. >> Right. But when we had someone who was saying we had a problem and it's not being fixed, how do we stop it at that time? Like this is sounds like a really familiar problem. So, last year we had this problem and everyone said, "Stop looking backwards. We can't We have to move forward." And now we have the problem this year and I'm

034sitting here being told, "Stop looking backwards. We have to move forward." The trajectory that we're on right now is not sustainable for our district and it's really frightening to see and it's being spun as if this is normal. Like Portland Public Schools, we have community members saying, "Look, Portland Public Schools are also down." They are down for different reasons. We are down for overspending. We actually went up on funding this year. We had more funding this year, but we had overspending. Okay. >> The year isn't over and I have another report to give later. And so, we'll see a big change in what was reported last time as I work with that working on the 25-26 budget and the expenses and and the budget that's coming. And then also looking to the budget for 26-27.

035So, again, I can't do anything about your past history. I understand there's not a thing I can do. The other thing I'd like to bring to you at on April 22nd is a a report that is by for the general fund. So, you can see what was spent in salaries and benefits and >> contracts >> purchase services and that kind of thing on a monthly basis to give you a better idea of what our monthly expenses are. Sometimes the bus bill has too many questions and so it doesn't get paid in the same month it came so you might have two months of the bus bill in one and that's going to skew things, but it gives you a general idea. And for me it's easier to track where I believe we're going to be.

036And I need that information to the budget because I need to have an idea of what I believe the end of that budget is going to be this year to build next year's budget. So, >> But just to be clear, even when you build a budget and the budget committee committee approves it, it's then whose job to make sure that that budget isn't over done? >> Well, I won't be here. I don't know. >> Right. So, is it superintendent and then the board? >> is here. >> So, that would be the person to say we don't overspend by 5 million or 10 million on a budget. That would be the person who needs to keep those checks and balances in place. >> Yes, but it doesn't it takes more than one person. >> Correct. Absolutely.

037But we should have caught it every month so that at the end of the year we're not at 10 million. >> I don't think you would see it on a monthly basis. I think you would see >> I think there's ways >> also with we have a lot of that to be 80% of what it is. 80 to 85. So, we also have split contracts, right? So, instead of the instead of getting contracts that come before the board that are $25,000, anything under $25,000 doesn't come to the board. So, what I'm seeing is contracts that are being written for like for you, right? For $25,000. Doesn't have to come to the board to approve approval. It's a split contract. We are not operating However, if it's over $25,000, it should. But what's happening is they're

038splitting contracts. So, instead of saying, "Hey, this contract is over $25,000." they're saying, "We'll just Hold on." Because I request I had someone requested it and I got it. And it literally says, "Hey, we're paying $25,000, but if we go over, we'll just write you a new contract." So, the board never has to approve it. So, we have money going out that we aren't overseeing because we're having split contracts and we're not able to really see what's being spent. And it's a concern. We also have a lot of like decline in enrollment and increase in uh staffing costs because we have double paying places where we have to have an interrupt list because this person's on administratively or and so we have this like right? Like we have a lot of that and that's kind

039of not something we can help. We have to put people on administrative leave to do investigations. But we also should be looking more at our records that we are not seeing that that is not allowing for us to actually have oversight. And it's what has put us in this position. >> I think when we get to my next point, you'll feel better about where we're at in the position that we're in. I think that um you also have to remember your role and what your role really is. And it's not the detail of the day-to-day. >> You're right, but it is to see it is to see contracts that are over $25,000 and not have them written in a way that we don't see it. >> Where does it say that in policy? I'm curious.

040>> I have the procurement policy up and it's not 25,000. It's 20 not to exceed 250,000. And then there's 150,000. Anything over 150,000 has to come to the board. I don't see contract. It's procurement law that we have to follow for 25,000 and over. So, I don't see where if I can put what policy you're referring to. >> I don't have it here right now. I'm searching and I can't find it. So, I'll keep looking. >> I think that the reports that we got since you came on are refreshing and very eye-opening, but prior to you coming, we didn't have that kind of knowledge. We were asking for things and the we what we got was like we suggested uh from that OSBA thing that we get more detailed financial reports and they're coming. They're

041coming. They're coming. And we finally got them when you came. And that is really helpful. >> But where was your oversight on this? >> Excuse me, but I really want to caution you about making an evaluative statement. >> Oh, this isn't evaluative. I'm asking. No. I have the right to ask. Like No. You're not doing anything. When we I want to know at what point we start to say, "Hey, this is broken." And a board should be able to say, "We need to fix this." And it was brought up multiple times. And we're laying off, we're riffing a lot of staff because of overspending. And you guys can roll your eyes at me and be annoyed, that's fine, but it's the fact. >> We're not laying off staff because of only because of overspending. We

042are laying off staff because our enrollment has been declining since 2015. >> But we need to look at that. >> And finish. Yes, I really don't like to be interrupted. When you go down a thousand kids from then to now, that's a heck of a lot of money. And as it happens every year, that just compounds how much money you're not getting in to do what you were doing. I realize that wage schedules, the salary schedules here are are good. I realized that that was done to promote people to work here, and that's what you want. But at some point, it all collides. Declining enrollment, first costs, payrolls cost, they all hit at the same time, and then we are in the same boat as many, many districts in the state of Oregon. >> I

043actually looked into that. Excuse me. I did look into that, and ours is overspending, and theirs is legit like legitimate structural issues. I I'm not going to argue with you. >> That's fine. I'm just letting you know I did my due diligence, and I think we're trying to spin something that's not always honest. And it's really hard because I'm I'm I'm seeing like we have an audit that tells us we have really big issues going on internally. And we're just kind of like dismissing that, and it's really to our community that's paying 49 cents on the dollar of their taxes to this district. And enrollment, I want to let's talk about enrollment. We have 125 kids who are asking to leave this district because they feel unsafe. We should be spending money on investigating why

044they feel unsafe, not trying to change policy to keep them here. But to say, "Hey, why are you feeling unsafe? Why are you fleeing our district? Why is our enrollment down? How do we fix that?" >> 125 are leaving or 125 are leaving because they feel unsafe? >> Well, 124 have left, but there's no That's not that those reasons have not been disclosed. Have you Have you asked cuz I've had the parent a lot of the parents come to me, but have you gone out and said, "Why are we losing so many?" >> Making lots of statements. >> No, I'm asking a question. >> Like to people either move on or >> I'm asking a question. Have you gone out? What have we done as a district? >> My department for in transfer enrollment interviews

045every single person and talks to every single person who leaves the district. Those happened last year because it happens in the spring. 124 get released and then they get released all throughout the year. We're talking about putting some limits on that tonight. >> You're talking about changing a date that has passed. But like, okay, for example, she would like to make a comment tonight, but she can't because her time lapsed, right? So, she doesn't get to make a comment. She wasn't here at 5:00. She doesn't get to make a comment. We should have done something by March 1st. And because we didn't, we're going to go in and change a policy. to fit our needs and change a date. >> Nobody's asking that you haven't even heard the conversation. It's not about changing the date.

046>> Oh, okay. That's the email I got from you. No, it's about the date with March 1st. We missed it. Well, you brought up you brought brought up students leaving, so I just kind of let into that. >> You brought up students. >> Oh, yeah. >> Any further questions on the audit piece? Plan of action. Nope. >> Thank you. >> I have next. So, >> The resolution. >> Do you have it where you can read it aloud? >> Yeah, this letter is what you're looking for. >> Just use that's the resolution that we're going to vote on later. No. I'll pull it up for you. >> Yeah, I don't have it. >> I got it. >> Sorry. I don't see it. Oops. Okay. >> Yeah. >> Okay, somebody has it, you can read it aloud.

047>> I have it. >> Yeah, hand it over. >> I didn't realize. Okay, St. Helens School District 502 riff notification resolution 2026-27-088 recitals. Whereas the St. Helens School District 502 has identified a deficit for the 2026-27 based on inadequate funding to support current staffing levels. Whereas the school district St. Helens School District must comply with ORS 324.934 as well as collective bargaining agreements and making decisions related to reductions in force and to provide as much notice as possible. But therefore resolved that the St. Helens School District Board of Directors authorize a reduction in force for the 2026-2027 school year. And the bottom line is it's been approved, yes or no? We have an approval yet. >> How many? >> By the St. Cloud School Board District. >> How many will be riffed? >> We don't

048have that information right yet. >> I don't know whether I would want to vote on something without knowing the number. >> Well, you I think we have to vote on it in order for riffs to be allowed. >> Can we vote on it after we know? No, we pull a number together and then say, "Hey, these are the riffs." >> I'm making a a resolution recommendation to the board, and this is the resolution recommendation that I am making. I had feedback from legal, I had feedback from um the business manager, I had feedback from our communications department, and feedback from other districts. This is the resolution that I am out and about in the union that the city union sent me. This is the resolution that I am recommending to the board. >> Thank you.

049>> I just want to be clear. I think that was all that you had to go over and then later. >> Yeah. Okay. Item eight, excuse me, agreement 40460, menstrual dignity act grant 25-175. >> So, we really we would put this in consent agenda because you've done you've um approved it before. It goes it can go up to like 12,000, Jared. And so, because it's a 10,000 per year grant, we might not claim up to that much, but we need to bring it to the board for approval. Do you want to talk about what we spend what we use it for usually? >> Uh usually dispensers and then feminine hygiene products. >> All right. That's it. We didn't have a consent agenda. >> Yeah. >> Is it work session? >> I That was all for

050that one. >> Okay. Thank you. >> Uh number nine, combining community listening and learning sessions with work session on May 13th, 2026. >> You had talked about doing a uh community listening and learning session later in the evening. We had tried earlier in the day, we had tried later in the evening, and the majority of the people that come are our staff and our students. Um so, I am uh asking that maybe we think about um the work session cuz we have um board meetings every week in May. And so, we talked to um I brought it up with the board chair to put on the agenda for possibly having the discussion of maybe not having a You don't have to have a a work session if you if you don't feel it's necessary, but

051you can have work sessions. But, you could also have a work session that's shorter work session and then you get hold of the community session after the work session. And you don't have to do any of this, but this was what we had we had talked about around adding it to the agenda. >> I think it's valuable to have Wait, is this what we discuss or we discussing? >> Um >> You can discuss this. >> You can when you vote, but it's just that was what it was about. You can either um you know, have the work session as is, um you could uh shorten it and have uh listening session afterward, or you could cancel the work session and have a listening session instead. Those were just some options that I might discuss with

052the board chair. >> Uh number 10, policy JECB-Admission of Non-Resident Students. >> Yes. Okay. So, um on the policy, it had said by March 1st that the What's the got the other one, oh, sorry. Annually by March 1st, the board shall establish the number of students transfer requests into the district and out of the district to which the scent will be given for the upcoming school year. That has not happened regularly here in St. Helens School District. It's been There's been no limits on either end of it. So, it's either and and they come at all they come at all times during the year. So, when talking to our enrollment folks and administrators and thinking about what we could do to set some parameters and some districts set up windows where you only set collect

053inner district transfers from April like April 1st to October 1st. The I'm recommending that you set a cap on transfers out of the district and identify a specific window in for inter district transfers and then of course hardships would always be considered and safety issues. That's safety issues is by law and then we have to consider especially around domestic violence. And then no cap on transfers into the district at this time. Enrollment current enrollment specialist talked about that that would be easier than just saying um like a number at this time cuz we don't have like last year was 14 coming in. But I'm just giving some recommendations. I wanted you to discuss. The reality is that we have some sitting right now that are already approved, right? So, the it's about 20 and so

054those would still be they would still leave the district. So, I'm asking you to think about it because our enrollment is we have to start by doing something in our enrollment and and we are working on changing school culture climate. Um, we A lot of it is the um, Open Ed that they're leaving for Open Ed. >> Yeah. >> Um, in this uh, and in um, Scout Booths. And so, we looked into bringing Open Ed here. They said they're not expanding quite yet to other districts. Um, so I'll keep in touch with those folks. It'd be great if lots of our parents have told enrollment that if we had it here, they would stay. >> Right. We can't be on school doing Open Open Ed here. >> Fossil has a charter school, and they're like

055a real small town, right? They have 3,500 enrollment in their online charter school, and they're expected to reach 4,000. >> This year. Wow. So, in the email you sent, I have it up right now, you state that this is for financial reasons, and I get that. But, because our taxpayers pay 49 cents on the dollar, I don't want to take choices from them, and I feel like that's what we're doing to make up for our overspending. And I don't feel like that's fair. I will say that my daughter is only alive today because we were able to leave this district. And there are a lot of kids experiencing that, and I'm really sad that we missed a deadline, and so now we're going to change it. Hold on, please, to fit our needs, which is

056what we're doing. >> No, we're not It's not that we missed a deadline. >> It says much for >> We did, but what I'm saying is that anybody that had applied, it would be They're already relieved. >> They're already approved. >> So, here's the thing. Every There's It's really up to you. I'm not going to I'm I'm not here to tell you what to do. I'm here to This is my recommendation. And most school districts cap somewhere, and they have a way to open. And so, if you don't do that, you have enrollment back and forth all year long. Then, if you have bring students in in the middle of the year, you don't have enough educators in for those classrooms, right? Or there's kids going out. Um, it's just it's also disrupted students. >>

057But you just said you we have people coming in, you're not blocking them. You're only blocking the people leaving. You just said that. >> Well, there's times What I'm saying is is that it's not blocking because if it's about a safety issue or hardship, they can leave. That's what That's what I'm saying, but there there's a lot that aren't That's not the reason for why. >> Who just decides what that hardship is? >> It's It's There's definitions of what a hardship is in our in our own policies. Yeah. Yeah, sometimes. And then it's siblings go somewhere. Um, it's not It's different in every situation. It's not that we we wouldn't say We just I'm asking if there's a proper process because right now it's that's the enrollment of It's all year long that they're dealing

058with us. >> Right, you're saying you're letting as many people come in as they want. >> I'm not doing anything. >> Hold on, but that's what you said. >> I'm recommending. >> Hold on, but you recommended that we don't block anyone from coming in, but then you said that people coming in all year long is what makes it hard. Because we don't have enough educators. >> Curious, is this Is this a like also when people move? That's not That's not what this is, right? >> No, if people move, they need to >> get things get really crazy. >> Also, the last time this was revised or re-adopted adopted re-adopted was 2021 and 2019. Do we have ways of looking to see what was changed or revised? >> Uh, I would They could probably look back.

059Um, the last time that there was any um, like limit made was like in 2015 by Scott Stockwell, and it was kids coming in because there was so much movement because we had a very high enrollment and What is your proposal for the limit? >> I don't know that's why I'm asking. It's so hard to come up with um You know, we had 124 leave last year like if they fill out their application usually then it's in the spring and then maybe they start at the beginning of the school year but we process them all year long so I don't know the specific on how many left in the spring and how many left throughout the year. Um So Have there been limits in the policy in the past other than incoming? I don't I

060don't believe so. I don't think there's we the enrollment person said that there's never been a limit on either that she could remember but I found a 2015. Well, the other district has to approve and and we Scappoose closed them last year because there was so many. This is when they closed. But they had to stop it because we have so many wanting to leave our district. My oldest daughter went to Scappoose and we live in Columbia City and she and the only reason she went to Scappoose is because we used to live in Scappoose and that's where all her friends were not because there was anything bad but we had to literally jump through hoops just to allow her in Scappoose and that was she graduated in 16 so it was a long time

061ago. They they've a limit before. It's not just right now. >> Well, and then it's not the budget leadership team, the group of people that comes together asked me about if we had any sort of limits on it, right? And so, I had to go look through policy. That's when I was like, "Oh, we don't have any limits on it." >> Who on that meeting asked you? I'm so sorry. Who was it that asked? >> I'm not giving the names of the people that on the budget committee that with the leadership committee that I just feel uncomfortable talking about individual I said that here. Yeah. I feel like I'm being attacked. I just want to be clear. I just brought something to your attention. >> No, no, no. I I feel like I agree. >>

062You don't have to do it. I'm just bringing something to your attention that lots of districts try to put in place. I I truly believe in on school choice. I really do. It's the fact the matter is here we are. Right? And we're trying to change culture climate. >> And always have our own problems in the board room, right? And so, I'm trying really hard >> to do what's right by kids and staff. And so, I really would appreciated it if you if you're not interested in doing it, don't do it. >> I don't think this I I do want to do what's best for and I just don't think putting a limit on our students who are really struggling in this district right now. I think some students are doing really well, especially athletics.

063But we have another dynamic of students that are not doing well and we are doing a disservice to them by putting a cap on them and keeping them here because of our budget issues. >> So, I have to read the hardship that if students are feeling unsafe and they want to leave, they can leave for safety reasons and that would be part of a hardship, right? So, those are the ones that would would even go over the >> Even if there's a cap. >> Yeah. So, if there was a cap, would your daughter needed to transfer out, she would still have been able to transfer out because for hardship, even if the cap was >> Do you have that for getting online? Because I know that a lot of parents have been turned down for

064online. Um and they feel >> The policy is 3%. Okay. We had um approved it as the board to move forward. If we have 3%, we had 3.65% reported recently to Oregon Department of Education. I check on it regularly. We deny when someone wants to leave the district to go to an online charter because we have options here for them. And so we write a letter and the they can appeal it to ODE. ODE will not usually overturn a district's decision if they have that policy in place and are using that formula. And then they um They we As long as we have the options of online and we have online and hybrid for students and people are accessing that. >> Is are there hardship left for for that? Is there a hardship That's what

065I'm asking. >> I don't I'm not quite sure on that one. I'd have to look at that. I don't I'm not quite sure. >> Because wouldn't that still keep seats in our district if we could have hardships for them getting into our online program? >> On our online program? There isn't They They all can get into our online program. >> Oh, I just have parents saying that they were denied getting into the online program. >> In our school district or in >> And maybe that's where there's the miscommunication. >> school district cuz we would >> I My understanding is within ours. >> I don't know I would have them I would refer them to me if that's the case. I didn't I don't know about that. >> I was told it was full and so

066I was wondering if there's hardship. >> Yeah, there's hardship getting into that. Yeah, absolutely. If there's a student that needs to get in, we just did when recently for that. >> I thought you meant exiting to it. No. >> Okay. >> Yeah. >> So to be clear, if your student is in any school in St. Helens that wants to go virtual in St. Helens, How about it? But they just can't. They just can't go to >> They can't go to another school and it's not necessarily that they can just add at it. There's some things at the high school that there might be like you can't they want to take like a course online and be at the high school but it might be a reason why they shouldn't be taking a course online so

067the counselor and family and principal would come together to have that conversation. >> Okay. >> But for the most part it's we've been letting I mean our enrollment is pretty like large at our virtual and so we're going to have to talk about making that a little bit more robust in the next year if it continues but if it's uh like I thought we were talking about the exiting to another district and so I would just refer those parents to me. >> Okay. >> If they're having issues, yeah. >> So non-hardship issues might be like what you were mentioning before to participate on different sports teams. >> Right. Like if they're leaving just for sports >> That's not because they're going to go play there. >> Right. >> Now that would be a hardship. Hardship

068is like sometimes when families have daycare in a certain region and they can't get to you know and then they go to Scappoose cuz they work like it's Scappoose or Portland and they have to get to them in a certain time or >> or bullying. >> Yeah, or bullying. Yeah, that's it's a bless for them, yeah. And that's actually >> written into the law that that's an exception to any of these things except >> Into the law not into the policy. >> No, yeah, it's you have to be able to release for safety issues. Like there's lots of different reasons why we would release for safety issues and the only way you can um if you open like enrollment any kid coming in you can't say no to students unless it's for um unless you

069have a cap, right? And kids coming in or if it's you you don't have to you don't have to say yes to um students that have been expelled. >> Yeah. Okay. >> Moving on uh item 11, I know within uh the public comment section not to exceed 30 minutes. The board welcomes the public to our board meeting and values comments from district patrons that improve students' education quality. The board may direct questions We'll recognize any non-consenting comments sent uh 72 hours in advance of the board meeting. Public comment is an opportunity This opportunity is not a discussion, debate, or dialogue between the speaker and the board. It's a citizen's opportunity to express opinions on issues of the school board uh on school board business. We must require that complaints go through the administration for resolution.

070Comments made during this session must evade crude and abusive language, personal attacks on district personnel, and not be directed towards any department, which due to low staffing would amount to an attack uh by affecting any district personnel. We also ask that presentations be limited to uh 3 minutes uh per person and no more than 30 minutes for public comment. We just ask that you state your name and if you're a resident of the district. >> I have a proposal that I'd like to make to the board. >> Did somebody fill out a card, please? >> No, I don't have a card. I have one question about that. For the uh let's see, where does it say that you have to fill out by 5:30 here at 5:00 o'clock per the >> Um so, I'm just

071going to read what somebody wrote. Okay, so it says it says uh I'm going to skip a little bit, but it says um "Will sign in on the public comment sheet provided. Complete sheet and submit the intent to speak prior to the board secretary prior to the board meeting." >> It doesn't give a time. >> Wait, they didn't give a time for when it's different. >> But, I think the confusion is that we leave for 40 minutes and then we tell the community, "Hey, be here at 6:15." Cuz that's when you're really going to have it start. It is kind of a way that keeps members from speaking and it isn't I'm sorry for that. I don't think it's right. I think it should be changed. >> I can overrule that. >> You can change

072that? >> I can I can modify the comment. >> I know that people always have said they're following policy, but it's up to you what you want to do. Additionally, if we know that you're not going to be here by 5:30, you have an option of submitting your comments by email in advance of the meeting. We don't interact with the comments, so there's really no difference in submitting it by email or in person if you're going to get your message across. >> I would love it if we could change that. Yeah. And just even if it is like by the time like if we have no comments why if somebody has one, why not just allow it? >> She would have to ask us as usual. So like for like time sake, it's only one

073to send an email like 72 hours before. >> Yeah. >> Would they be permitted to sit there and read their email out? >> That's what I would like for public speaking. >> Here's the thing too though, if they we are putting our board meetings out 72 hours and then they have to turn around and have their questions in 72 hours. They don't get to research it. They don't get time to do any of those things. >> I would love it if you would do it. >> If we I would love it if we could do it. >> I would love it if you had the ability to change your policy that says if we receive it before our board meeting starts. I would love it. I don't know how we do that, how we change

074a policy, if we vote to change it or how that works exactly, but if we have the ability to accept digital emails and say she had a she had the email sent in before the meeting started, but she wasn't sure if she was going to get here in time. She gets here in time. She comes and her comments are already submitted. She's here. Why not let her have that option? >> So you're asking the questions of us. It's you all that >> I know, but I don't know the answer to >> Let's remember, but let's remember that board meetings are in public, not with the public. So, what I'm asking is that we're having conversations with um each other. Well, yeah, not with people in the audience. Yes. Yes, I don't know how to make

075that possible because I don't know how we change >> It's a policy or a prac >> If we can edit the policy and and say that it just needs to be submitted before the meeting starts. And if that is a submission online, then submit it online this afternoon and do your best to get here. And if you don't, you know, whatever. >> My recommendation is that this is not >> This was between us. I don't >> But I It is, but I I actually have the right to share at a public meeting, so I want to share because this isn't on the agenda to change public comment. Okay. But you can. You can. We can do that at the next I would say you would do that at the next meeting. >> On an actual

076>> an actual item. You would change it because you don't want what you don't want to do is add You don't have an ability to add something right now because this is a work session. >> Uh it was actually listed as a regular session. It was listed as a regular session. >> So, anyway, so I I'm just giving you advice and giving you recommendations because it's not on the agenda. I would say Ever All this is good information. Um you would provide suggestions for the change of the policy. You would add it to the agenda, I'd say, the next time. >> Yeah, but we can override it today so that they can speak. >> I do know that we try We are trying to focus on abiding by policies, but if you have the ability

077to override it, I feel like we have someone here who would like to comment if you think that that is until we can carve out time to That's just my opinion, and it's obviously Rochelle's opinion. >> Do we have any commotion? >> Please come up and make your comment. >> Thank you. Sorry about all the like you know, sometimes it's doing things to do it right. We don't know how which way to do it, you know. >> Yeah, you're just bigger than you're just people. It's okay. >> Thank you for understanding. >> You're very welcome. Okay, so my name is Jessica Barnes, and I am currently in district uh like boundaries. Uh I'm also a school parent, and we do participate in open enrollment. So, shoot those daggers at me. It's okay. >> Um no

078daggers. >> But I wanted to to speak to the JECP uh decision that can possibly come down on us. So, I wanted to say that I appreciate all the information that's been handed around about uh budget funding. And there are like some really big pressures on the school right now, and I understand that. And um stabilizing budgets and protecting staff programs is really important. However, limiting transfers shifts the burden of that stability onto families who are already making really difficult decisions for their children. So, for many parents school like choosing a school outside of the same old district it's not casual or political. It's deeply personal, and a cap might protect funding formulas. But it restricts access for families who are simply trying to find the best education fit that they can for their kids.

079So, when we limit transfers, we are effectively telling families that their child's needs must compete for a smaller amount of slots available slots. And then that creates stress, and it inequity, and uncertainty. And then it also risks disproportion- disproportionately disproportionately impacting students who are already vulnerable. So, those students that feel like they need to leave the district, they they're being marginalized. So, while the district does offer online and alternative options that I've heard you guys talk about this year where the uh they're not um it's hard for those options to compete with other options that are already out there. So, families need the option to go to where they they can get their needs met. Um rather than limiting choice to preserve funding, we need to be asking why families feel compelled to leave. And

080what systematic improvements are necessary to earn their trust back. And I understand that putting a vote to the table that makes people show up. And you could get answers, but I really don't think that that's the vote that we need to vote on. Whether transfer um like limiting transfers out. So, public education exists to serve students and not systems. Funding stability stability is important, but it should not come at the expense of parental choice or student well-being. A more family-centered approach would focus on addressing root concerns like the safety, the academic support, the flexibility, and responsiveness so that families choose to stay because they feel supported, not because their alternatives are capped off. So, I think if we truly believe in putting students first, then the policies should expand opportunities rather than restricting them. Thank

081you. >> That was your 3 minutes. >> Yeah, thank you so much, Jason. Thank you. >> Hey, item actually 12. I'm sorry. >> Oh, yeah. I didn't know there was only I didn't know there was >> I'm sorry. Me too. >> Come on. Come on. Come on. >> I'm sorry. I didn't mean to cut you out of there. Sorry. Sorry. I appreciate it. Uh so I'll see you orange. Besides this hearing. Um I understand that it's a statement and not questions. Um however, if I can break a little bit here, I do have a few questions. Does everyone understand why Nissa and why Fossil? Quickly understand why they can't respond back to you during public comment. >> But they said they can respond later. >> Um I am not super educated on that. However, I

082do have some facts. Look at Nissa. Look at Fossil. They are out in the middle of nowhere. They have no other options. So, to incentivize, they built their online programs. Um St. Helens School District High School has limited their availability to produce that type of program. Um I'll open it. I don't know all the data for an online key, but to produce an online program, that's probably going to take a while. Um I would like to ask and I'll just put the question out there. Um is the reason for the cap simply funding? >> Yes. >> And then and then so then and then obviously you can look at that and say it simply is funding. Um But I um just from my different perspective. My wife has one perspective and I think she articulated

083it very well. Um I'm not as articulate, um but I will say um funding, looking at limiting money going out of the district, capping students leaving, it's a very easy way to help the budget. That's at least what it looks like from the outside. And I and I totally understand that. Um very easy way of saying we let's money going out the door. Um I don't know what the full budget shows or how you can work it, but I think definitely looking at that in some other fashion. Um As students go down, you put it there, right? You said things are going up, this is coming down. It really seems as though everything goes down, talking about workforce. Um I'm I'm again I'm not very Isn't that what force spent? >> That's what restless. >>

084Yeah, because you have to go to the union next and say, "Hey, so sorry, we don't have the funding. Now you have to take the jobs away from the union." And the union gets to know about that. Um that's the natural product that Saint Helens district is producing saying that unfortunately our product is going down or we don't have the funding, so now we have to do something else here. >> You're good. >> I'll give you the three minutes. >> Thank you. I appreciate it. >> Thank you so much. >> Uh number 12, action items. 4.1, audit and plan of action. >> Question on that. >> I I think that it needs to expand a little bit more on some actual um Okay, can we have a discussion? >> You know, you make a motion.

085You have to make a motion. >> Take a motion. >> I move that the board approve the audit and plan of action as presented. >> Second. It's moved and seconded the board approves the action plan, the audit and plan of action. Discussion? >> I do not I think there needs to be um I think that there's a lot of work that was put into it, but I think that we are being res- reactive instead of proactive. Like I think we can add a little bit more for clear accountability and detailed expenditure breakdowns in that plan instead of just some really, you know, like these all sound really good, but how are we actually going to do it? >> Are you talking about the >> the actual >> action plans related to the findings? >> Correct.

086>> I feel like they're good action plans. >> They are, but I think that they need We clearly had action plans last year. >> Actually didn't see the action plans from last year. Did you see them? >> Look at the action plan from last year. Did you I think that I think there's ways to make sure that we're tighter on things and I think it's really not necessary at this point in time. >> Any further discussion? Director Walker? >> Aye. >> Director Russell? >> No. >> Uh Vice Chairperson of three? >> Aye. >> Chair votes an aye as well. 12.2 RIF resolution. >> I move that the board approve the RIF resolution as presented. >> Second. >> Moved and seconded that we approve the board of resolution. I'm sorry. Any discussion? Director Walker? >> Aye.

087>> Director Russell? >> Aye. >> Vice Chair Smith-Reid? >> Aye. >> Chair Dorgan and I as well. Um, agreement 40460, the Menstrual Dignity Act Grant 25-175. >> And I I'm sorry, go ahead, Chair. I move that we support approval of the agreement number 40460, Menstrual Dignity Act Grant 25-175 as presented. >> I second. >> Motion has been made and seconded to approve on agreement 40460, Menstrual Dignity Act Grant 25-175. Is there any discussion? Director Walker? >> Aye. >> Director Russell? >> Aye. >> Vice Chair Smith-Reid? >> Aye. >> Chair Dorgan and I as well. 0.4, combining community listening and learning session with work session on May 13th, 2026. >> I move that we combine a listening and learning session with work session on May 13th, 2026. >> I second. >> Thank you. >> You'll want

088to get specifics on that. >> Can we Can Well, can we We just have to second it and now we discuss it? >> Well, the motion isn't really >> Yeah. >> specific enough. >> You Well, you you you're saying we motion to combine the community listening and learning session and work session. You can't really You're not really combining the two because you all can't be present for the listening session. So, you would make a motion to, like I offered earlier, to have either >> um, before or after. >> Yeah, before You would either You would do it after cuz it's too early before cuz we're not getting people before. And, um, you know, you were you and I talked about would you do it half like end early so you could have a listening session

089after or would you uh motion to not have a work session and instead have a uh listening session at evening is what I guess it is or just move forward with work session. It doesn't really matter. >> Okay. >> I have I have >> Okay. There you go. >> I move that we uh abbreviate or shorten the work session on May 13th, 2026 as much as possible and add a community listening and learning session after the work session. >> I'll second. >> Okay. Move to second it that we abbreviate the community listening and learning session as much as possible. >> Work session. >> I'm sorry, the work session and then we'll get the community listening session after. Any discussion? >> Uh who was in attendance at today's listening session? >> Do you want to tell

090who was in attendance? >> And then um our our mayor and then that and >> Melanie was supposed to but she couldn't. >> Right, right. Okay. Uh Brooke Wofford. >> Hi. >> Brooke Russell. >> Hi. >> Vice Chair Schutze III. >> Hi. >> Chair Rogers and I as well. 4.5 policy EECB EECB / admissions for non-residents. >> JECB. >> Oh, I'm sorry. JECB. >> What are we voting? >> Yeah, there's absolutely you have to make a motion for what we discussed. So here's the thing. Um if you're not if you don't want to cap anything, we just move forward the way that we're moving forward, I would still recommend that we put a window in place for April 1st to October 1st only because it is a lot to do it all year long. The

091all year long is for hardship. That would happen. But um it would be a good thing to have an agree have a window when we're accepting those things. Um and still have a hard have a hardship clause. I'm just recommending that. If you're deciding not to put a cap on anything at this point, and you don't have to do that either, but that's my recommendation. >> Okay, what was the the time frame? >> Um April 1st to October 1st for the following school year. >> Yeah. Yeah. >> So they would need to decide between April 1st of this year and then >> the last week of April 1st and then >> to October 1st if they want to be in be in a released transfer from us. >> Right. >> And the reason I'm saying

092that it is better for students to start the school year as close as possible. It works better for kids to do that. It's also better for staff for that to happen. But if there's a hardship where somebody needs to leave in between, they would apply for that. >> So if there is bullying >> If there is harassment >> some sort of >> If there's a safety issue, that date is >> So we're not putting a number. >> Yeah. >> No. No numbers. >> Is is what I heard you say. >> There's a window there. I like that. Um also I there's a there's a difference between open ed and transfer. Open ed's attached to home schooling, and home schooling you don't you don't we don't get to determine whether a parent or not home schools.

093I just want to be clear on that. >> So that's not a matter of funding. >> No. That one's not a matter of the funding because we don't determine whether a parent can home school or not. That's just the way that it is. >> They're just a transfer out, and the reason we know that they're going to open ed is >> because that's what is documented as, and we don't know why we have to fill out a transfer. >> Um we think it's because in um there's funding attached to it, so the district on the other end gets funds, and so they have to get us to release that those funds are going to that district. So a portion of the fund goes to the parent and a portion of the fund goes to the

094district and a portion of the fund goes to Open Ed. So, that's not I Yes. But, what we're doing is a lot of these parents are using other resources that would you would be blocked. So, this family that just spoke to us, it would block because they are using other districts' tools to help them. >> that we're not asking to block it at this point. We're saying that we want a We want to know in this window so that we have adequate time to make staffing Yes. >> Are they doing it every year? Are they having to re-do this every year? >> No, no, no. It's once you Once you transfer out, it's through graduation. Yeah. And the And I I just wanted to be clear that Open Ed is a difference. Like, even though

095we put it in the same process, it's different. We just have to For some reason, though, they told the law that we have to had to put it in there for transfers because we're giving money to another our enrollment to another district. That makes sense. >> It doesn't make sense why we would have to lose Open Ed as >> don't know why it is but that's just We've never In most districts, you don't That wouldn't you wouldn't block that. That's what I'm saying. So. >> I'm confused as to why we're talking about block like we wouldn't be blocking on this subject. I think I'm getting confused between what we're discussing. >> I think that you made comment that you didn't feel right about limiting a specific number and >> We're going >> to the Kareem

096saying it was just a recommendation, but I really do think the recommendation of choosing a date that they notify us. Forget the blocking the for the set number. Just wanted to make sure >> But, rather instead of putting a cap on how many can transfer, we're saying we are putting these dates in place. Outside of that, it has to be a hardship. Is that Am I >> That's what I'm putting in. >> October 1st. >> It's April 1st of this year to October of the following year. So, spring to fall. >> Listen, we have to actually make a motion. >> Yes, yes. October 1st. >> All right. >> April 1st to October 1st. >> And we're not talking about just this year. We're talking about making a policy change that says we need to know

097between April 1st of that school year and October 1st of that school year if you are intending to transfer out of our district. >> Yes, and then we would we would um >> I guess so. I mean >> Yeah. >> In or out? >> It's still an inter-district transfer window, so it's in or out. >> I thought you said you didn't want to block >> It's about staffing. This part of the is part of that we're trying to >> But I thought you said you didn't want to block the coming in. >> We're not. >> We were >> setting any limit. So, he's asking He just clarified the window is for inter-district transfer and that's in and out of the district. It's either I was clarifying then. >> Okay, great. >> I got I I

098I have a >> Go ahead. >> You have it. >> I move that the board approve the revision of policy JECB admission of non-residents to include an inter-district transfer date notification between April 1st and October 1st of any given school year. >> I'll second, please. >> I'll second exactly what she said. >> Don't tell >> No, I don't I second it. >> Hey, can you play that back, please? >> I'm just kidding. I'm just kidding. I'm >> Okay. >> Do we need any more discussion? >> It's hard to give up quick cuz the moving second is that we set a cap or set a time window between April 1st and October 1st for inter-district transfers. And that gives >> Do you feel better about that? >> It's going to go in place moving forward. Do

099I get a word? >> I feel better about that. >> Okay. Any any other discussion that we need to talk about? >> I also feel better knowing that uh that hardships will not even if at some point we do because we might have to come to a point where we need to put a cap on it, right? Because money is important. I feel like it's important to hear the community. And I don't want anyone to ever feel like they're in a position where they need to get out of our district and they can't because of a policy. So, it's nice to know that hardships will not be applied to any ever. Yeah. So, I feel better after having >> Yes, this is also to be clear is that if we missed our March 1st deadline

100to put down those things, I still have to bring it to you to have those conversations, right? It's not we missed it. So, that's why we brought the policy >> Okay. Director Walker? >> Hi. >> Director Russell? >> Hi. >> Vice Chair Smith-Reed? >> Hi. >> And Chairwoman I as well. Um 4.6 executive session board action on topics discussed tonight. Executive session. >> I move that the board accept the complaint reviewed in executive session with respect to Vice Chair Smith-Reed's delegated authority, board chair to respond to parties regarding holding a hearing in the manner discussed I'll second. >> Please show we get follow-up. We're sorry. Okay. All those of a maid and seconded that um Sorry. The complaint moved to a hearing called a hearing. >> In executive session. Okay. Sorry. I'm reading it. Okay.

101I'm sorry. Okay. Uh Director Walker. >> Aye. >> Director Russell. >> Aye. >> Director or Vice Chair Smith, three. >> I am abstaining. >> Okay. Chair Yoder and I as well. Great. I'll give you a call. Call it up here. Bring this up. Okay. 12.7 executive session for an action on topic two discussed in executive session. >> Sorry. I am going back to my email. I move to approve the investigation of the for two of the executive session and to give Sherry Yoder responsive to respond to the complaint sent and the accused. >> Is there a second to that motion? >> It sounds like it's motion to stay on the floor. >> I move that board to uphold the findings of the investigator uh and sanction Director Russell with respect to policies BBA A and

102BBAA and delegate authority to the board chair to draft a response. Please hold the board's discussion. >> Second. >> No sanction. Sanction. >> Sanction. >> Director Walker. >> Aye. >> Director Russell. >> Aye. >> Uh Vice Chair Smith-Reed. >> Aye. >> Chair Edwards votes aye as well. 13, financial update, Melinda. >> Thank you. Okay. That is going to blow up our food. Right chief, I know I have that in two slides to have a hard copy in front of me. Yeah, I do. >> I could. If that would be great. >> I have it. >> It's awesome that you >> Oh, that's good. >> Anyone from my side? >> Yeah, somebody like >> Nope, I'm good. Thank you. >> You got it. >> So, I wanted to give you an update of where I believe

103we're at for basically finishing where the final balance is for 25-26 and then looking ahead for 26-27 budget. So, I believe that on December 10th, we were given update that showed that we would be short about $5.2 million. So, at the top part of the spreadsheet, I'm showing um where those the assumptions that were made to get to that. So, I hope you guys can see the chart. So, the state school fund would stay static. The cola would be at 3%. The staff would be at 4%. Associated payroll costs would increase by 5%. Um all other expenses 5.7. PERS increase of 15%. Uh the revenue was figured this way with the state school fund being 55 51%. We would have 10 furlough days. The contingency would be uh 5% when it was at 2% when

104we moved over to the 25-26. So, if you scroll to see the numbers that came into that, those are the numbers that led to this amount. They thought it was 2.6 and then add the um They were asked to add back 5 days, which is about $550,000. And then the increase in PERS is a $923,000. And then the enrollment decline, I believe, ties to the state school fund number that I showed for 2025. So, that's how you get to the 5.277. Remember, that was in December. The school year has barely begun. And you don't have all your information. So, when I was asked to put it together, my estimates were I had a March 3rd estimate from the state school fund. I knew what that number was. Okay. At the moment, it's changed again. Um

105I was told there would be no cola. so I didn't have money in for that. Um there would be um originally I um doing the people have five cut days, you get your step but no cobra. And it's cut two administrators before we look at cutting anything else. Um then the same thing for associated payroll costs. For my other expenses including utilities, I had no estimates to do. 33 and 22 and 22 things. The people were starting to give me back the legitimate information. So, just quickly getting uh summer. Everyone needed to be needed to be tied. I went line by line for the revenue um because I have a better look at what it what the trend was for this year, so I put the trend next year. And then I told you I

106would have the least state school funding, which also gives you a couple of numbers that are for sure. So, I have that and then um also I have the knowledge that we are selling every piece of property and our portion of that will be about $675,000. So, I could put that in. I was told to cut five days back 10. And then I built this with a contingency of 3.5% not the 5%. Are you texting or listening? >> I'm just taking notes. >> Okay. Um so, if you scroll 10 or eight, sorry. Um you'll see the numbers. So, the beginning fund balance that she expected was the 1.58. I'm saying up to a million now. I'll explain that to you. That the revenue 38, she had 40. This is the number from the state school

107fund plus all the other estimated numbers for all revenue. So, her total for revenue is 41.4 minus 41.8. And then you have the salaries associated down over that, but 41.8 and 41.9. On this piece here, the surplus deficit, that she has all these columns I don't have. I have a deficit of only $20,000 at that point. And I have a 3.3 million dollar ending fund balance for 25/26, which is a lot more than what was here compared to talk to you. And that's because as I went through this and was looking at the inside of our district in the neighborhood and coding for property taxes that came in from November 32nd date. Um there have been formula put in that seemed correct, and so that split of the property taxes at the company more was

108going to the bond funds than to general fund, which is it's it it this formula needed to be corrected. So, when I corrected that, that was 3.3 million dollars that came in. That's plus sitting over in bond funds to pay the bond payments versus being general fund. And when I started looking at each individual thing, I'm like, oh, we didn't budget that much money to come in for bond. We don't need that much money to pay the bond payments. What's going on with these things? They need to be looked at and double checked and they need to be double checked and changed and it's messed up. >> Can I ask a question? >> say um that yet. >> Is there a way I can ask a question? I shouldn't I don't know. I don't want

109to interrupt. I know you have a lot of work to do before but Okay. I am curious, did you were you able to see if that was also done last year incorrectly? >> No. No, it wasn't. It wasn't. Okay. So, there's that one. And there we get two tax roll overs at each time we get a roll over statement, usually around the first 10 days of the month. So, um and then was a formula that put in prior years in the prior years where less than 1% of one of the tax turnovers went to the old bond to pay it down. And the rest went to the general fund. And then the other rollover is just for the bond, the newer bond that has debts from that 2017. So, that that one goes completely to

110the to the And then this year when they rolled that spreadsheet they put in the full amount of the assessed of the amount of that we're supposed to collect for the bonds instead of that 30% And so then it does a full amount versus a different percentage. >> Okay. So, the money was always here at the district. It never got paid to someone. >> No, it always it came in and comes all of our taxes come in through our local government investment pool. And it wasn't there until when it got coded it got coded completely. And it wasn't coded till sometime in January. So, in December she wouldn't take So, how's it having made in the entry and So, those have all been corrected and now So, you can see the differences here between what

111was set in December to March 29th and you can see the difference too and the difference between all of those things. Now, I thought that it would be best to explain as I worked >> I am >> John, this is a lot. Yes, go back up there. Sorry. Um, you didn't make it big enough for people to read. So, what we talked about in our budget meeting we had probably here one second over there I talked to the sustainability and we'd like to have to the sustainability of the district? So that would not happen conversations about making cuts all the time and doing something that gets us further along the road to a sustainable product. So for the same sustainability, I'm saying if we're going to be sustainable, you're going to pay people full of

112the go get their cola, go get their steps and whatever else that has been talked about. So interesting so I then did the numbers with that. We added one admin back in, not both of them. Step cola, no furlough days, so full full contract reversed. Um I did um add about $200,000 into the other expenses because if we had had a budget that was that so tight because I was thinking about the 5.2 >> If I'm totally accounting for no furlough days Why are you accounting for no furlough days? >> No furlough days would be a sustainable product. Okay. So that you get your CBA has been negotiated and you're going to work this many days and get paid for this many days and you get your cola and your steps. So I added back

113a couple hundred thousand into all the other expenses for district services etc. because I think that that's still not going to be enough to be sustainable because we were you know, some people were saying I can get by with half of my supply budget. Well, maintenance can't. You know, they needed to buy all the I put all of this into the big Uh and then um Uh on the PERS increase, I did our full PERS cost that we believe is going to happen for 2025, 2026, 2027. And then I added that another 575 to that. We got the 900,000 big percentage cut. But I think that's a conversation that we'll talk about the next time I give you an update because we do have that so we're saved in 2027, 2028. But I think with

114the 575 and what we have growing as a contingency in that fund um we'll be able to give us a buffer up to get it through few more Excuse me. Okay. So then obviously zero furlough days and then a contingency of 3.5%. You'll notice tonight I didn't come to you with a tax anticipation note information because we know with this 3 million we don't need that. And then the numbers through the uh continuing with these for the next they agreed that we'll be able to we should be able to make it able to October 2024. Texas is coming. So we're going to Unless I think that means that we are not going to need to screen can be reduced. Contingency I think of the 3 and 1/2% if we would have budgeted that way to

115begin with. I think it was um with if you built a budget that way that would have made more sense. And I think in that way we would have never thought about the for the anticipation note. That's the safe place to be in the important industry tonight. But um next or we will probably come and ask you to change that policy through to be 2025 to get us through this. And do you want to point out that in my uh my thing I have that 675,000 in for the land and that's not sustainable. That's a one-time and if if we could get to a point reductions were large enough. I would say that it should go into into to be used for the number of we might need for that means that's one kind of

116you really should be looking at security that's where we're at. So my number now if we were to do that and these are rough estimates. Closer than they were the first time I put it out but they're they're still working on that there. This is keeping all staff as is except for one admin at this team. That's not what we plan to do if we're going to be sustainable but there's one thing what we're shooting for is the other 600 500. >> And that's if our spending per month is completely what is said and not going over at all. Like no no contingency. >> I got to I'll have something for you April 27th. I don't have all the information. >> Do you Yeah, do you think that is it normal for districts to have

117a 3.5% contingency fee? >> Well, they're all over the board. >> They're all over the board. I think that 3 to 8% might be a >> or the OSBA's >> 5 to 15 and the GASB's. The GASB doesn't just work in the world of districts and districts are a little bit harder. It's all over the board. Some people say you want two one to two months worth of expenditures. So we would have to be a lot higher if we wanted to do this worth of expenditures. So that's the 3.5 is not even in there. >> Is 3.5 sustainability? >> No, I we would like to get up to but you know it is it's a start okay. I think it's important that we stick to the three and a half percent. That's just my opinion.

118Can we get much lower than that? That number is Would make me a little bit more precise. It's it's nothing like two percent on a stop light. It's still higher than we started this school year with and we have a five percent policy. So at least it gets us. The one thing I want to make sure that you watch closely and you guys watch closely is that projection for 26 27 enrollment was this this is this enrollment is the ABM count you so you can wait it was 31 22 and 25 26 we're at 30 90. So that's a difference of 32 students which is 372. So October enrollment is always a big date. To open tonight and to do. So. It's something to watch but you know enrollment is something to watch for anything

119in the district but October enrollment is a big date. Are we borrowing at all to get us through October? You know that's why I didn't bring the tax anticipation up we don't need to borrow. Thank you Linda that was great yeah we appreciate that it was really and it was beautifully presented it's thank you. >> Uh item 14 upcoming meeting and board meeting agenda info 2021 April 22nd 2026 regular meeting. 42.2 April 29th 2026 budget committee meeting and training 42.3 May 6th 2026 first budget committee meeting. Uh 14.4, May 13th, 2026 is a work session. >> And listening session. >> And and listening session. Um 14.5, May 20th, 2026, second budget committee meeting. 14.6, May 26th, 2026, third budget committee meeting at the meeting. 14.7, May 27th, 2026, regular meeting. 14.8, that committee meeting is

120on there. June 10th, 2026 is a work session. And 14.9, June 24th, 2026 is a regular meeting. >> And I have Hold on. I have a statement for the record. Okay. For the work session, May 30th >> Work session and listening. >> But that is I think I have to put this on the record as well. >> Wait a minute. Wait. Back to the May 15th, did you say work session and abbreviated work session? >> Yes. >> I can hear you. >> And listening. Yes. >> So and then listening and listening. Great. Actually, like I do have a right to put something on the record. >> No, you don't. >> I do. >> You don't. Not at this time. >> Explain to me why I'm not as a board member allowed to put something on

121the record. >> I made a ruling. >> You don't even know what this is about. >> Board members allowed to make make statements. >> We are. That's a board member's right. >> Adjourned.