001live now. All right. Um, at this point, I'd like to be able to call the school board working executive session agenda for June 11, 2025 to order. Everyone could please stand the pledge of allegiance. I pledge algiance 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. Thank you very much. Right. Uh now we'll take roll call. Uh please stay here if I say your name. Uh, Vice Chair Trinity Monahan is not here. Uh, board member Kelly Smith is not here. Uh, board member Melody Kellins here. Uh, board member Bill A here. And I am here Matthew Douglas. So, we do have a quorum at this point. So, we will go ahead and move on. Uh, next
002up for the agendas, are there anything that need to be added to the agenda? Approval at this time? I move that board approves agenda presented. Second. Moved and seconded. All those in favor? I I motion passes. All right. And we will now have recess to executive session. Um, the school board will now be in closed executive session pursuant to BRS 192.6602F. 6602F to consider information and records that are exempt by law from public inspection. Representatives of the news media and designated staff shall be allowed to attend. Representatives of the news media are specifically directed not to report on any of the deliberations during the executive session except to state the general subject of the session as previously announced. No recording of the executive session is allowed without express permission from the board. No final decision
003may be made in executive session except for a student expulsion. At the end of the executive session, we will return to open session and we will recess. Thank you. point we will go ahead and uh return to regular session. So at this point um we'll move on to number six recognition of student representative to the school board for 24 25 school year. So board on behalf of the school board um I got a gift for Ki if anyone would like to say something to keep me going ahead our student representative who graduated um Yeah. Well, first of all, congratulations on that part all by itself. Thank you. Yes. And and I want you to know is that I am so glad you got to be here. I wish that you could have got to do
004a whole lot more stuff, but it would have been such a breath year, but I appreciate that you coming in here for the whole thing. Exactly. We This has been not a typical year whatsoever. And there would have been a lot other than exciting moments and a lot of learning, but I think that you've learned just a lot through this process and been like a crazy trooper, but you've really really it out and you know you've experienced a lot of us and he's done a great job. You better sign with your student value and I hope sometime when you grow up and have kids too, you'll run through it. It's been wonderful to have you this short while that I've known you. Such a nice personality and uh I got to watch you in front
005of all of your peers on Friday night. That's pretty elegant, you know, for a young person. Just so much poise. Thank you. So, I think I'm just so proud to give you everything that you done for for the school district, your fellow students. So, uh the board purchased a little gift for you card and you can open it now or later or how but it's just a heartfelt thank you to you for hard work. Thank you. Thanks. So, thank you so much. One more round. We should be saying thank you to dad for bringing our do app bodyguard dad. Yeah, right. Such a nice dad. So, moving on to number seven, new business. Uh 7.1 contract with Garland DBS Incorporated for new roof at the Colia City Elementary. Jared Yes. So um looks like we
006haven't set any Jared because we don't speak from the gallery. So there you go. Just so there's three things on the agenda tonight to get approval from. So the first one, yeah, is for the garland to use the propensive form of purchasing agreement. Um, included in your packet, all your documentation for that. So we're asking that the board approve the auto shop to get removed um under that cooperative purchasing agreement and that one is uh around $300,000. And then also we'll use the same purchasing agreement um to reo city elementary and that's around Are there any questions on both? Would you explain please a little bit about why it is important to have a cooperative agreement? Why is that good district? It's good for the district because it goes through a bidding process. So it
007is um a good price for us. But uh especially in this year with the tariffs uh these this contract was bidded um previously before all of that. So the prices have stayed the same for all those problems. So next year the cost of that doing that work would increase significantly. Plus it saves us a lot of time and money just putting an RFP together and then going up for a bit. Jared, I know that um you weren't our tech guy back when Columbia City was remodeled back then. Um but I just was wondering was a new roof done at that time when we did remodel? Do you know? Yes. Was it? And then so this would be about 25 years or so old then. Yes. Okay. What is the condition of that? Uh it's not
008good shape. So um after it was done I think in 20 I want to say 25 or 2005. Um we hired a consultant and took legal action against the roofer. Uh the roof wasn't installed and packed correctly according to code. So then uh we redid some of that rubber. This is just loose on memory. And then just looking at it now um we have significant uh damage to the underllayment. So our price right now uh includes some of that being replaced, but we also pre-bid how much each sheet of plywood will cost to replace it. There's not enough venting back then to be code especially. So that's part of the problem. We're having the roof just rot away. talk a little bit about uh that has had some significant leak in the auto shop um
009over the past three years approximately three separate leaks. We fix three of them. We've hired contractors to fix it three times. The roof is in such bad shape in that area that um every time we fix an area, it lasts for about three months and then it leaks beyond where we made the repair. So, we're just slowly keep moving around on the roof trying to fix it. Questions that the board has because there is a vote on this. Isn't there another group still outstanding that needs to be done? What are we missing one or am I remembering wrong? Yeah, the entire high school must be done except for what has been done in the bond and this will also be paid for through the bond. This is through the bond general fund. I mean the
010McBride roof technically is at the end of it. It's a never ending sa 33 years a auto shop one. Yes. only the high school I think. Yeah. Right. Yeah. That will come out of the Columbia will come out of 4:30. Thank you so much. Yeah. Tell us about the third one. Okay. So, that's the uh IPM program. So, the board is required by ORS to improve it. Um we've updated it two years ago. Um this time I just updated it again to kind of follow in line with best practices. So basically the edits, if you've seen it, um they're just documenting instead of using manual paper pass logs, we're going to use our work order system to digitize all of that. And then also we added uh Scotch Turfer uh builder weed V5 um to
011our low impact list which was approved by OD. Sorry. Okay. Questions. Okay. Thank you. Thank you very much. All right. Um, moving on to eight action items. Um, so 8.1 to approve the contract of Garland DBS for new roof Columbia City Elementary. So moved. Second. Okay. Moved and seconded. All those in favor? I motion passes. 8.2 to approve the contract with Garland DBS for a new roof at St. Thomas High School Motion building. Second. Okay. Moved and seconded. All those in favor? Motion passes. Uh finally uh to approve this SHST integrated management program to second. Moved and seconded. All those in favor. Right. Motion passes. All right. Moving on to number nine. SATA presentation the blueprint for student success 2025. Thank you so much Chair Douglas. Um, so this is the exciting part about tonight
012and I'm just so glad our new board members on here because this is exactly what we want you to get into. This is the fun part. This is where we are talking about student academic achievement and student safety. This is really the heart's blood, the the pulse of what we do in school districts. And so it's with great um pride and privilege and happiness that I bring this uh to you. I'd like the panel to introduce yourselves, please, and give your job title. I'm Lisa Tyler, director of teaching and learning in elementary schools. I'm Shirley Brock. I'm director of secondary education and a district. Hi, I'm Ray Thompson. I'm the director of student services. Good evening. I'm Pete Kashinsky, director of human resources. Good evening, Stacy Mendoza, director of communications. Very good. And the panel
013is here this evening, our district level directors, because they are responsible for most of the information in this report and they will be reporting out on their own portion. Um, we'd like to get through most of the document. Please write down some questions as you are listening and then at the end of the report will be a time for question and answer. I apologize for the late of the hour. We had a little hiccup on a location for our hearing and so that's why we are about 30 minutes late. Um and that's the way that is. It's one of those things. Um so I'm going to start us out. The blueprint for student success 2025 2027 is the strategic plan for St. Helen School District. um PK12 and it begins with goal number one which
014is the corrective action plan. What you are seeing and the way to read this Google document is across the top it has goals and the dates and so we were required to present to the school board and community our first set of data on this evening. And so this is the June 2025 first report on the blueprint. You will continue to get updated data reports on this strategic plan goal by goal step by step in January of 2026 and in June of 2026 with some reports in between. So some progress monitoring along the way. This is an attempt to quantify the work that we are doing in St. Helen School District towards a premier academic education for all students. That's our goal. So to that end, we begin with the corrective action plan was passed
015by the board earlier this year um in response to issues that happened earlier in the school year, November, December. And the first portion is community engagement. The stu superintendent establishes a citizens advisory council. The superintendent's advisory committee met once in April, once in May, and has a final meeting next week with the new superintendent, Dr. Karine Barreris Brown. We did a roses and thorns activity. We have about 17 people on the committee. That was by application. and a broad array of people on the Jonathan Diaz our co-chair. He is a member create a secondary school advisory council. What happened with that was I joined the current council which was the principal's action committee. We had our final lunch and meeting today at the high school. I've been meeting almost weekly with the high school students
016in their uh pack uh and it is a dynamic group of a wonderful cross-section of students and they are um having their voices heard and it's really been it's been amazing. I've really enjoyed being with the kids. Frankly, it's the highlight of my week. Reminds me of why I got into this. um continue quarterly community listening sessions. I would ask the board uh and administration to consider whether or not we want to continue doing this as a broader community. This was a strategy that was employed during the crisis. it can be continued, but with the student advisory and the superintendent advisory and all of the booster club meetings and PTO's, I'm not really sure we want to continue to do this, but I'm not going to make that decision because I'm leaving testing. The new
017superintendent can have a conversation and make that determination. It's the only goal I would think about as you move forward. Plus, you have a new board. So, you guys are going to be talking about that. I have nothing to report on that. The superintendent will provide ongoing cap progress reports to the board. And so, this is one of those. Tonight is the very first one. The second portion of the uh corrective action plan is on law enforcement, reestablishing the school resource officer program. This is also pending funding. This uh agreement between the police and the district has been sitting at the county council's office since March. I meet with the chief of police every month. And every single month we talk about when is the county council going to review the IGA and what we're
018told is which is an intergovernmental agreement. We are told that it is not high on the list of what county council is working on. And so it is going to be a while before they ever review the intergovernmental agreement between the St. Helen School District and the local police department. So I will also just mentioned to the board we kept two full-time student honors at the high school and a full-time social worker. Um, in addition, uh, at at no point was the SRO position budgeted into the general fun SIA. It wasn't budgeted anywhere. So, when this comes out of county council, you're going to have to have a conversation about what you're going to do with this position because currently you have no funding for it. Just being honest. So, that's something you all have
019to think about. And there are grants and there's there's things you can do, but I'm just telling you this has got to come out of county council at some point. I can clarify that. So, it's not with county council. The part that's with county council is a emergency um first responder. Yeah, like a emergency management thing. The emergency management to to actually vacate the high school and get out to the fairgrounds. That's a second one that's been cancelled. This one is also why because whatever it was, I gave that to the police chief. I'm not gonna argue about this, but that's the city of St. Helens. He said it was with city council, not county. Well, yeah, you are 100% correct. I stand. Sorry. County council is what what I had in my sawdust brain.
020It is with city council. Excuse me. County council has a reunification. City council is the one that has decided to sorry that's a slip of my tongue. I'll forgive myself for that. Um just a quick question for if there's anything that because I think it would be easier to do it. Is there any anything that the board would like to even comment or suggest as we're going? Can we do it as we go? I was asking if you please take once we can get everything. It's 18 pages long. No, no problem. And so once we can do that, we would love to answer your questions, but I feel like I'm trying to get through this as fast as I can without Yeah. taking your attention off of that. And I apologize, Kelly. What I said
021was just a words there. I apologize. Um I met with Chief Hogue four times. Um we had a very good relationship. My understanding is that he's retired. I would assume and as part of this plan uh the next superintendent will meet with the next that is a really good connection for us. I enjoy my meetings immensely. Um we're going to continue to do our first responder meetings quarterly. Uh thanks to Stacy Mendoza. We have had some wonderful meetings. This room is packed out. Uh she provides a very nice little breakfast and then we get a lesson. And so one time it was on human trafficking and then another time it was on fentanyl. And so we're all kind of getting educated together and people have told us that they really um like that very much.
022Stacy, anything to add to that? Um no, just we've been doing this since about 2016 and we offer this countywide. So all school districts countywide of Bernonia Patani um even our charter schools Arthur Academy um and Sabi Island participate um as well as first responder countywide. And so we have about a 45minut presentation for a guest speaker I bring in. And then the last 15 minutes we do um tabletop exercises. So we intermix uh school officials with uh law enforcement, fire, emergency responders and we kind of give we give them scenarios. So they sit down and work together and it's kind you get different perspectives because we have the school perspective but it's nice to hear the law enforcement and emergency management. Um and so we collaborate to work together. So if these scenarios were
023to play out we would be better prepared for safety. I think that that is wonderful and a great practice to continue regarding policy procedure and reporting. Uh this one is through the HR director. Yes. Hi, we are planning I'm planning to assemble numerous things for for staff. We're going to have a presentation where we will talk about maintaining professional staff and student boundaries. There will also be a staff resource page posted on the website where staff can go and find the applicable policies specific to sexual abuse reporting, child abuse reporting, and the respective ARS that go along with those policies. Uh the plan is that principles will present this in the fall to their staff and then again in January when we return from winter break there'll be ongoing monitoring around incidents how the policies
024are being followed and how the policies are being used in reference in response to incidents throughout the district. Excellent. Excellent work. So again, the goal here is writing and annual training, maintaining professional staff, student boundaries, and administrative regulations. Excellent. That is excellent work for our for our school district. Uh training all of our staff. Uh conducting a district-wide policy and procedure assessment. We have begun that work with OSBA. uh they will be doing a thorough assessment and read up of our policies 2019 to 2024 of a board previously did some great work with their policies up to 2019. Uh during the time I've been here I caught you up on 2425. So all we are missing is 19 to 24 and so for nominal cost for work that I'm really glad I don't have to
025do. All right, I'll follow quite so we have u uh reorganized about 40 policies in the last four months and so with the rest of them to be done on the 25th, I'm very excited for this work to begin and the school district will be caught up going on to Lisa Tyler. So Pete talked about what every employee needs to know and uh Erin's law is for student instruction and education and in 2015 it was law that we teach four lessons uh to students and about uh making sure they have a safe person to tell and to talk to and it's developmentally appropriate. So um this is the first year that um we have had a formal district uh document that has documents the lesson where all in the same place. Um elementary students have
026been receiving these lessons since the law became in 2015. this year a secondary level did those four lessons as well and have been documented and we will be making sure that that is held accountable moving forward. Thank you so much. Next on to uh HR mandatory reporting requirements. Again we have we have video trainings mandatory trainings for all staff that they complete prior to the school year. Um, we are going to put another layer on this and part of the presentation that I spoke about just a few moments ago. We'll also reinforce and reiterate for staff their mandatory reporting obligations as a staff member of the St. Helens High School, excuse me, St. Helen School District. We will also create, as I mentioned, an electronic binder. This will have reference with all applicable policies pertaining
027to child abuse um sexual abuse reporting and their obligations if they witness something or if a student reports something to them. Um my goal here is to help the principles become experts in how to use those policies and that we are fully um functioning here making sure that we are meeting all of our mandatory reporting requirements in all aspects. in all aspects. That's work. Next on to culture, climate, and belonging. In the fall, the assistant superintendent, Jeff Burns, will be required to implement a grade 6 through 12 culture, climate, and belonging survey for all students. And so that survey will be crafted, created, implemented, received, analyzed, and later turned into a plan of action on how we improve as a school district to create a positive climate, culture, and belonging, which are um in our
028mission and vision and values. Um and that and also mentioned in January we will uh be implementing an improvement plan and that will become a part of the district's goals and objectives. Uh family advocacy and support. We're hiring a school community liaison as part of the family resource center. This is out of the SIA and was hired May of 2025. The person that received that position is Kirsten Humber. Um she is also going to be the English language development coordinator. Big job. Um student services. Aha. It's your turn, Lori. Thank you. Well, um we are really excited and just humbled to the fact that we have very strong partnerships with Columbia Health Services and um Columbia Community Mental Health. And just to provide some information is that um Columbia Health Services went out for a
029grant a couple years ago and were able to secure mental health therapists for school districts in Columbia County. And because we're one of the largest school districts, we are currently receiving 4.7 um FTE, which is like full-time equivalent. So, we have about four full-time plus a little bit. So, with that, there's a little bit of demographic for that. Every single one of our schools have a mental health therapist or a social worker aligned with them. Um anywhere from two days a week up to four days a week. They're also looking at providing uh teleaalth services um and other supports in that way. In some instances, they may be housed at Columbia Health Services or the Lion Center or they come into our buildings. And so, we do have those social workers that are supporting us
030and mental health therapists. In addition to that, whenever there is an event where we um as educators need additional services or supports, they are here to support us. So when we have a flight team and what the flight team is is let's say a teacher passes or there's a student who unexpectedly passes and that impact on our community especially our youths they come in and they support not only with our own counselors and social workers but other counselors and social workers throughout the county come in and support and we've done the same with Scott who are reneer in the past as well. So that's wonderful. Another thing that they help us with is that every once in a while we have a situation occur where we may have to um investigate that situation for a
031threat. So maybe there might be a viable threat that a student has made against a staff member or another student or in our educational community. And so they serve as consultants for us. We also have a consultant that we use um from the ESD that helps support those threat assessments as well. Um so we have those supports and then in addition to that they've also come in and supported the sources of strength um at the high school and so when that's needed they're there for us. Um right now in Columbia community mental health they have a grant as well and they have one point like one person that can provide supports. they have been in the process of hiring that employee. So, it's been sitting in the wings. We just don't have that person here.
032I've been in communication with the director um several times throughout the year just keeping tabs on that. So, and then in addition to that, um, student services will be meeting regularly with Columbia Health Services and Columbia um, community mental health in the future just to build stronger relationships and partnerships and see if there's other grants or opportunities that we go for or other needs that our district may have in some. Yeah, very good work. Excellent. One of our goals is to expand mental health services for C schools. That's a a very big goal for our districts. Provide Spanish language resources and support through the F FRC and school community liaison. Um our school community liaison is bilingual, fully bilingual in English and Spanish. And we're looking at comprehensive literacy development grants, translation services, family engagement
033activities. I just went to one in the at the Plymouth School. It was lovely. Uh we want to increase family engagement, parent education. Uh Monday night uh from 7 to 8. We have a know your rights uh online presentation being given in Spanish only uh with an attorney out of Lincoln County. Um just so that people can know what their rights are in the US, not to give any kind of legal advice. And that is free to anyone in the county. And that's something that we set up. Um Shirley, why don't you take on the comprehensive K12 counseling plan? Um so we need to put together a K12 counseling plan. And so um the the the association that we use is that is used across the country is American School Counselors Association. I've contacted them
034and there will be a training this summer for all of our counselors um K12. I was able to use a grant to pay for the training and to pay the counselors to come in for a full day of training. I have actually I've and Martine Barnett will take this over when I re retire. Um and so um she's on board with all this also. Um I will let you know though that I emailed all the counselors today about a possible date and everybody is responding enthusiastically to be a part of this one day training. I was excited about that. This district has not had a counseling plan and we have counselors K12 with no plan. So now we want to get organized and make sure that our counselors are being professionally developed to know what
035they should be doing in schools. You get so much more for kids when you have a plan and then you're actually taking some data on that plan on how we're helping kids through the counseling program. It's quite a shift for us and I think that that's a very good thing to and ASCA is excited about part administrative services and accountability. We hired an assistant superintendent of teaching and learning utilizing SIA funds. They were hired in May. That person has a myriad of jobs they will be doing. They will be um wearing I don't know how many hats. And then um let's see uh strengthening documentation and accountability practices. Um I think I'm the one that answered this one. Um we have worked uh very closely, Mr. Roinsky and I uh regarding how we deal with
036our employment associations. We have had myriad of meetings in the last four months. Um and and it has just been a wonderful u relationship between our unions and the school district. Um it's it's one of my favorites. It's it's really been an amazing conversation. Um we want to be very mindful that discipline is logical and progressive, but we do have every intention of following progressive discipline where progressive discipline is needed um in any of our staff frames. So we know that it's important we evaluate people and we also hold people accountable and that's really important to the school district. Next HR director. Yes. That uh as part of another safety measure for all staff currently working in the St. Paul school district. We will be conducting random background checks for current employees. When we hire
037new employees, they go through our nationwide background check and that's something that my assistant does. They also get fingerprinted by the Oregon Department of Education which will check to see if there is any misconduct, child abuse, sexual misconduct. Um, and those show up on those reports and if that's the case with a new hire, then we don't hire those individuals. Um, this is a safety measure so that we go back and we look at our current staff and we will be choosing random lots of employees and we putting them through the Chris background check and anything that comes up on those reports will need to be addressed with the employee. association and their supervisor. I will tell you this as well. If a staff member is uh we are crossreported from DHS or OD. So
038if a staff member has any kind of an infraction or report on their name that has to do with child abuse or neglect, the district is cross reported on those and then depending on the circumstances, we have to make a decision where the individual can continue employment with us. We typically will place them on leave until the agency who is who has the report sitting with them finishes their investigation and we are are clear on the findings and we can make a decision on where we go with that employee. So I will be reporting to the board uh in the fall and early winter on the outcome of what we find in those so far. This is quite unique. I have not heard of this before. Um, but we have people that come and work
039for us a long time, get back around, check them, worked 20 years, and never get checked again. This is a way for us to go back. Remember, this is the corrective action plan. We're here for safety. And I think this is a wonderful idea. I'm really glad that we can do that and we'll pay for pay for that through ESD funding. Uh, superintendent will meet with schools annually to report on the corrective action plan. Remember, we are always getting new employees and we do not want a corrective action plan that sits on the shelf. This needs to be a living and breathing document. Moving on to part two of our blueprint for student success, strategic plan. Student success. All right, take it away, director. Um so our first goal in our strategic plan that we
040created um in 2023 um we the first one is on student success and this is where we wanted to identify the tools and practices that we currently have in our district. So we adopted the solution tree model of multi-tered systems of support and we spent um couple years training administrators, training staff and then we were um able to become uh one of four districts in a cohort in Oregon, Eagle Point, Tamoth and McMinnville and St. Helens. And we have been in a cohort with um Janelle Keading who is a retired superintendent from White River and they have a district that uh is gold star and she goes and she has been training um our administrators and leadership team all year and then we bring it back um and implementing this with our teachers. This year
041we worked on essential standards. So we also had coaching through this um cohort. So the it started and as you know you met with Janelle Keading in our school board. So schoolboard and superintendent um they have collaboration they set direction. You establish improvement goals. You align policies. You analyze data. You're going to monitor annual learning goals and then you celebrate what you hear. Then the district administration will share results with you and then teachers and content leaders will share results with the district office on how it's going. So there's a whole plan on how we will keep these uh this multi-tered system of support going strong. So, we've identified tools and practices in our buildings. Um, we've got our essential standards this year. We have tools that show that. Um, and we have guaranteed and
042viable curriculum, which is our standards. This year with our coaching staff, we uh had many trainings with teachers and grade levels and content levels, teachers at the secondary level that uh that we got proficiency skills. So, we're really starting to talk about grading practices and uh next year in year two with this pilot or not with this pilot um cohort, it will be with talking about assessment and having common form formative assessments. So, teachers will in a grade level, say your third grade teacher, you're giving the same assessment. you're teaching, you're using your gifts and talents as a teacher, but you're giving the same assessment and then you analyze the data together. So, that is year two. So, we'll be um implementing that and getting in there. We also um wanted to make sure in
043our master schedules across K12 that we had intervention time and that is part of our strategic plan. Elementary will do their intervention time during win time, which is what I need. That's what it stands for. Middle school will have it during their focus time. And high school will have 30 minutes on Wednesday where they'll be able to have intervention time, but also on Wednesdays and Thursdays, they will have a block schedule. So during that block schedule they will teachers will be um trained and encouraged to have small groups and this will be new for secondary so to have small groups within their classroom. So we'll have to really work with them and um have a a strategic intentional plan with secondary to work on interventions with students. Um and then we have we're identifying prerequis
044prerequisite skills for ELA and math essential standards. Um we'll have learning target progression and then um superintendent and assistant superintendent. This is a huge and continuous piece of work creating our K12 um MTSS program. We're really working on tier one. Tier one is just for all students. We want to make sure that this guaranteed and viable curriculum students have access. Attendance and behavior is another um part of our multi-tered system of support and the assistant superintendent will create a school district graphic representation of our MTSS model and theory of action and we'll be sharing with you in the fall. um implement dedicated intervention enrichment blocks 60 minutes a week at all schools. So, uh, middle school now sets seven period schedule at the middle school and the high school. Dedicated intervention time like I just
045mentioned will be embedded in daily schedules. And the professional learning teams training is continuous. um implementing th those with teachers grade level groups as well as content area groups at the secondary level and uh identifying resources that support essential standards and skills. We have a TAC form which is team analysis of a common assessment. We trained administrators on this and we will be training teachers to use this document that we will be bringing to the schoolboard. So, it's a fabulous document. It um if if I gave if I was a fourth grade teacher, I gave an assessment, I'd be able to put all of the scores into this document. my teaching partners would do the same and immediately there would be graphs of where students are, what students need, what they need, what interventions we
046could use. Um it's a great tracking um document that we've never had before. Um so we're super excited about getting that. How we trained the administration on this form is we asked them to do walkthroughs with their teachers and we have I'll talk about this in a minute but we have a common walkthrough that the administrators wrote this year to be looking for in their classrooms. Well, we use this TAC form with administrators. So instead of students, they entered the data of what they saw in classrooms and we were able to see, you know, where what teachers need for support. So then we decided that went over so well, we wanted to kind of modify the TAC to be so we could have an administrative form, a data tracking form for administrators. And uh so
047our instructional coaching team did that. We brought it back to our administrators in May and that's when our new assistant superintendent was here and he has been a part of solution tree that has trained us on this you know to have a tap a forum like this but not at the administrative level. So he was really excited because he' never seen that before. So our principles um we were able to have rich discre discussion about what they're seeing in classrooms. So that uh is a big highlight for for us to be able to have a tracking device and then you would be able to have access to see exactly what's happening in all classrooms K12. And then um districtwide by June of 2026, we're going to take those essential standards and now we're going to
048have unit plans so that way uh we have a again strong guaranteed and viable curriculum in our district. Thank you so much Lisa. I hope you're all thinking in an impressed way at how this is the implementation science of education. how you really have a system that is multi-tered assessment, instruction, modification, intervention. What are we teaching? How do we teach it? How do we know kids are learning? And what do we do? Really important an inclusive culture which is the second portion. Um we now have established a a district equity oversight committee that is a district level oversight committee that meets quarterly to make sure that the work of inclusivity and belonging continues. Last night was the very first meeting of the district equity committee kind of a premeating. In August the new ward is
049going to be voting on the composition of that team. We currently have um 15 people on that team. They mostly come from the community and so that's another wonderful community uh based team that we are developing here. Um they need to meet by law Senate Bill 732 by September 15th by law and they will most assuredly be ready. Um, we are going to be implementing an equity assessment across the district. Not only a climate culture, belonging survey, but an equity assessment to kind of begin to define what equity means for St. Hollands, not what it means for other people, what it means for us. And that will be the first step through the door. Um, let's see what else I want to point out. I think that that's mostly what I want to point out
050under this one. It's quite detailed. you can read it for yourself. Um there are multiple multiple goals underneath this uh broad area. The point is is that we need to go slow to go fast on this one. You can't just jump into equity work. Equity work is hard work. Um it's hard work, but it's heart work. And we do this with our hearts to make sure that all kids get what they need. not equally uh but in equity which means you get what you need and that's kind of our tagline. Every student gets what they whatever it takes and then to the final one we have high quality instruction. Um HR will take the first one regarding um walk. So we have been working with and board members you may be familiar with the uh
051University of Washington Center for Education and Leadership. Uh this is a system that the district's been working on for the past five years. for the past two years. Uh last year we changed the teacher evaluation rubric to the cell model and we've been we've begun developing walkthrough tool and evaluating teachers is very challenging complex work and as to to steal the words of doctors Dr. grade. You have to go slow to go fast. So, you know, in considering the busy schedules of our administrators, carving time out to get in and observe classrooms and provide teachers with with quality feedback is the goal here. So, um we are also working on a self-reflection form. All of our licensed staff have been trained on what the the cell model rubric looks like to them, but it's a
052very language dense document and there's many many factors to it around classroom environment, the language that the teacher uses, transitions, uh materials, environment of the classroom. There's there's a lot there to evaluate. So, we're going to put that in front of teachers this year and have them self evaluate themselves. This is going to be a very private reflection on teachers. And if they choose to sit with their evaluator and talk about where their strengths and their weaknesses are, great. But that's not something we're going to require. We're going to ease into this because we want this to be effective and we want it to be a safe place for teachers so that they can feel comfortable taking those risks they grow. I'm also working with TNL to, like I said, develop that common walkthrough tool.
053When the administrative team gets together, we talk about what are you seeing? How's it working? And we collect data and we look at we look at where the strengths and the weaknesses are. We see amongst our our teaching staff and where we need to to build them up and give them some strengths and tools. I think I covered that beautifully. Thank you so much. The walkthrough tools are really really important. I think we'll move on to attendance. We'll go on to the third goal of the frame for student success. Um Shirley, would you like to talk a little bit about attendance for us? Yes. So we pulled the regular attendance and as you can see um we didn't meet the the goals that we wanted and because of that we have a attendance committee that
054Dr. will talk about, but we this gives us a baseline of where we need to start and to start to take a look at what we what can we do to improve attendance with students in the district. And um we uh Karina, she is our data person. She is can use an analytics program that we've just adopted. And so she'll be able to give us some really minute kind of attendance data. So, so that analytics program just so the board is aware that is a module for synergy that is our CIS our student information system and that is a data dashboard that's a way of looking at the data chopping dicing slicing demographics looking at data from all sides our uh what was pointed out at the attendance team meeting yesterday we have representatives from
055all schools we have 20 people on the attendance um is that we don't take attendance correctly all the time. And so because we don't take attendance correctly all the time, our data is highly inaccurate. So number one, when you are collecting data, if you are not collecting accurate data, you might as well not be collecting them at all. And boy did Karina have a lot to say about that. Anyway, she went on for 20 minutes. So because our kids say it's mom. Oh, well, if I made to tell you, your kids probably. So, anyway, yeah. So, we're first thing we're going to do is we're going to be training how we take correct attendance when we take attendance, what the codes are, what the differences are between state codes and district codes. There's a lot
056of education that needs to happen at St. Helens around how we look at attendance data. The attendance is atrocious to be honest. Um, in most buildings, uh, we do not have kids going to school regularly. Um, and regular means 90% of 90% of the time, uh, nine or less is best, and that's the phrase that says nine accesses per year or less is best because our kids are not getting the education we've been putting forth. Um, we also know that instruction needs to be engaging and interesting to kids so that they want to go to school. And we talked about that. We talked about tier one intervention. Lisa mentioned tier one intervention. What does every kid get? So, we're using a program called attendance works. Beautiful program. Look it up. Very indepth. It's national. And
057our attendance team is going to Hillsboro three times next year on the ESD's core programs, not in the general fund, uh to get training on tier one attendance. How do we find out why kids aren't going to school and how we can help them to go to school and stay in school and support families to support their kids to go to school? This is the first time we've had an attendance team. Every every school needs an attendance team and we do 20% meetings. I don't know if we do 20% meetings on our academically challenged kids, but if we did, we would also want to do 20% meetings on attendance. If the kids aren't there, we can't teach them. And how do we get kids to want to go to school? We had an entire discussion
058as to why because these are attendant secretaries. They hear it all why kids are not going to school and the different circumstances which are many times out of their control. um particularly in elementary school by secondary school it can be a choice and so how are we enticing our secondary kids to want to be in class go every day what avid strategies are we using to get them engaged and to keep them engaged so that they go and that's my concern walking out of here I'm hoping that that's what we're going to work on um so the attendance team is a beautiful team and has got a powerful roof on it and we want to continue that. Fourthly, we have our student behavior support. Um, I apologize upfront to the community and to the board.
059Um, I did not have the bandwidth to begin this work. Um, in the limited time that I was here, um, I am putting this into your strategic plan. This needs to happen. There needs to be some K12 agreement about how we're supporting student behavior across the district. I did reconstruct your entire expulsion process and I just handed that out today to all administrators because we had a different expulsion process by building. And so now we have a K12 complete expulsion process that's fair, firm, consistent, and legal. So that's as far as I could get. I could not start this work. I just did not have the bandwidth to do it. I would suggest you do it. It's um really important. And then the final goal is going to be created by the board and the
060superintendent underlying the fact that the board's goals are the superintendent's goals are the board's goals are the superintendent's goals. We work hand and glove together. Um the board uh has oversight over school improvement, but their agent of action consists of one person and that's the superintendent. And it's the superintendent's job to make sure that those goals are reached and administration works for the superintendent and the teachers and the classified and the parents. And we all work together to make sure that kids in St. get a premier education so that they can decide what they want to do when they grow up and everybody has access to do what they want to do. We don't pigeon hole kids. We don't stick them in this or stick them in that. They have the right and opportunity to
061go wherever they want because we have provided pathway for them to do that. That's our job and that's our presentation. So uh you can ask individual panel members uh individualized questions if you wish uh key as well uh anybody can ask questions. Um I think we have maybe another 15 minutes perhaps um because that's we're quite late on our timing circumstances beyond our control. But uh take it away and please feel free to ask uh questions of the panel. Do we want to work through it really fast again and just ask any questions in the section so we're not popcorn? Yeah, that's fine. Start from the beginning. Yeah, just listening sessions. So, we typically had those. Uh they weren't well attended. Jared and I and Stacy would stay a listening session forever. Um, I would
062say maybe they go like have them twice a year or whatever, but I think it's always nice to offer them, but maybe advertise them differently. Yeah. Some different ways to people just show up when there's food. So, well, we're happy to feed you. Yeah. We always found We just didn't have the money to do that. Yeah. The second day that I was a board member, I ended up stopping by one of those um and they had maybe 18 people total that's attended not attended like two or three. Then I had the SRO. It was budgeted. So this home speed quit doing it because we didn't have the staffing. We budgeted it for three years and then we quite budgeting it because it is not in the budget this year and not in the budget next
063year. I just want to be clear. I looked for the SRO budgeting. It was not in the 2425 budget. Neither was about $800,000 worth of stuff in the SIA. Yeah. So those were incorrectly budgeted or not budgeted at all. We had budgeted it for the three prior years. Got it. And then promised security. Thank you for the history. We just waited and waited and it's certainly an idea worth pursuing. Sorry to interrupt, but I have had excellent experience uh in the Portland uh area when I was superintendent for 12 years in Park Roads. Um my best friends were Portland police in my district. that person was part of our family and because we use restorative practices, our kids uh didn't get arrested nearly as much as they used to. And they were the most amazing
064partners I've ever had and they were paid by the city. We were out of the the mayor supplemental budget. Just saying. This one is very expensive and it's all on the district. Um police weren't willing to pay any of it. No, no, no criticism. It was like a 7030 originally. It certainly didn't end up 7030. It was 170 on the district and we didn't we didn't have it budgeted and we don't have an agreement from the city. Yeah, we definitely need that from the city and that was actually the the main thing wrong. There was just not a lot of clear avenue impact or prosecution when something happened. Okay. All right. on this sink in the law enforcement category too is not so much a question for me but um suggestion is um one part
065because Karine and the police chief both being brand new now correct um and not having been involved whatsoever for Karine's part as far as past meetings or things is that also meeting um with the new police chief on a monthly basis for at least for a period of time but also having any one of us board members and other staff possibilities of people that have been involved even even Stacy for another reason is to be at those meetings too or to be even in the background person to talk about past history on different things or even the questions that we've presented. Um, and then the other part I seem like and and I've been involved in a lot of those meetings along the time too, but it seems like a lot of times that the
066ideas that the whole team's working on which are sound great in theory but do not always get out not only to administrators but to staff or to parents. And that is going to play a major role if we ever have a real emergency is for everybody to not be totally lost as to what is that solution for whether it's a shooting or earthquake or whatever it is that they've came to. Well, we we could talk a long long time about emergency planning. We actually I have experienced an excellent process here of communication that has been instantaneous. So that's been my experience. We don't leave those things to chance in school districts ever. But I think if you really want information to get from the board, it goes to your employee, the superintendent who then puts
067that information out to the rest of the staff. Yeah. I'm just saying that it just hasn't been happening. Just want to make sure that bringing whatever. Sure. Yes, I think our first meetings should leave with the police chief by themselves so that they can establish their rapport and then if there is opportunity after that um I would love to see them just sit around and talk a little bit about what there that's what I did with Chief O. I didn't do any I had no agenda. We just sat around and talked and I I got a whole lot out of those meetings because we were just talking about how we could partner better and I felt like it was super worth the time. I hope this goal stays on for a while. It's really good
068because it's like first father or what Lauren is doing. We connect with our community. This is part of the community. That's what superintendents do. They connect with well and I agree with you on the part with Chief Coke because he's been around for so long. Part of it this is a total different situation with two brand new and remember he's like completely brand new to me. Yeah. I didn't know him from Adam. I couldn't pick him out of a crowd. So, you know, it's just it just was a wonderful relationship and we shook hands and said goodbye. Um, what else are you interested? Let's get into like more of the academics. Let's talk about the kids and what they're doing. You know, I want to talk about what the kids are doing academic survey discussion
069for you because when your freshman sophomore year, you would have taken a million surveys. Remember that? Not really, but okay. Well, neighbor so much that it's for like I don't want to take any more surveys. Um, so I'm just wondering about the survey data if we still have it especially around the sources of strength uh to be used for that. Yeah, I requested that they repeatedly just saying well it would be with the dental actually CHS freshly with their sources of strength because I think they're still in there right now just so that you're not being repetitive. Well yeah it's something I can definitely when I start meeting with both the directors I can ask the surveys that they've done in the county or directly for our school district that information the culture and belonging.
070I'll take notes. Well, a lot has happened between time. We have a new principal. We had another new principal. I would really like to see us start fresh and yes, historical data is very important. I have personally asked high school for data which I was not able to receive just saying. So, I think that maybe if we can meet with the partners that you're mentioning, Kelly, that's a great idea. But again, I want to start over here and move forward. And we're only asking sixth to 12th grade. We can make a a truncated version. It doesn't have to be 55 pages long. It just be nice to have a start and a reflection because we have changed so many things. That's right. Which actually leads me to one of my big questions here for um
071the auditing of reports for the mandatory reporting and for the uh documentation and accountability practices. I mean that's kind of part and parcel where it's like we're asking for this data. Where's the data? It isn't there anymore. Do we have a database that we have either planned or in existence that we're supposed to be keeping track of this data in the first place or is it just kind of individually written down and then maybe it eventually ends up coming by like have we got something established like that? How would you answer that question? If you're talking about HR and what the database is like, Pete can answer that question. How he keeps his data. So, Matthew, could you be more specific? Are you talking about all the reports made to the district? Well, like reports
072made to the district and for um for like accountability practices and documentation for like when something happens uh or survey data or something like that. Do we have centralized databases for that or we we um so the there there's several different ways this plays out. So if if there's a a student report at the building that has to do with them privately like if something an adult in their life and that gets reported that goes into a file shelf keeps it involves a staff member then it comes to me in HR then we will launch an investigation depending on what what that report says. I do keep those reports, but I produce a comprehensive um report for you right now. Probably it would take me a little while. Um but I do have that information
073and and so does Michelle. So we could produce that. But is it electronic in nature or is it just 8% of paper at this point? Mostly paper at this point. Um but we're going to work next year to centralize that and make sure that we have all that um centrally located in a database so we can track trends. Of course, yes, that's that's my most biggest my biggest concern. And again, keep in mind what if it's a student that reports to a staff member at the school that does not involve a staff member, that's confidential. We typically do not release that. Yeah. No, I'm I'm just more I'm just more I want to be able to end up making sure that we have it somewhere and then we can end up referring to whoever happens
074to be the owner of that process or the owner of that confidentiality in order to be able to end up making or we can reference that if it's necessary if it is allowed a legal part of the process. Another answer to your question. Thank you. Um, in school districts, there's several different databases that we have access to. When we're looking at student information systems, we're talking about Synergy. Synergies has multiple modules. It has an analytics module for analyzing data. That's the newest one that we just got. There's an MTSS module that manipulates, and you know, you're not going to ask what that means, but puts all that info into an analytics system. Then we have Synergy Special Education. That's where all of our special education work is about to be digitized where at a drop
075of a hat and a press of a button, you're going to be able to pull that up. When I need information from HR, we meet every week. Pete walks works off of spreadsheets. Those are his spreadsheets. So everything that I ask for when I ask for discipline on staff, I want to know their background. I want to know what the background check was. I have all those questions. What the discipline has been because we work with progressive discipline. He pulls that all up on a spreadsheet for me. Hits button and I get it and then we have a discussion. anything more sophisticated than that. We do not currently own and school districts typically don't have one database. They have a database for student information, a database which which would also include attendance, behavior, exclusions, discipline,
076all that is center. It's huge. Yeah. No, I I understand. So, I just want you clear that in school districts your database goes so far. What we want is for teachers to be able to go to their data dashboard and be able to look at their class and see historical data, attendance data, behavior data, and how kids did on all kinds of assessments, not just the end of the year, and make decisions about their teaching based on that data. That's where we're currently working towards. Are we there now? No. Will we get there? Yes. But it's actually going to take some time. The part of the reason I was asking is because I have a job in my company like part of my job is backups to be able to understanding making making sure that
077that data doesn't get lost because of accident or other things like that. So that's when you said we you meant the district. Does the schoolboard have access to any of that? Well, you certainly don't personel information because that's not your business. I mean, that's my business. So, anything that's operational, but if you say to me, um, superintendent, I would like to know, um, do we have personnel that's on leave? Um, can you tell me the number? I am happy to give that information to you, but only so far because that's not the person. And I'm very aware of the lane a board member is in versus my lane. And I don't make any bones about who's in what lane. And you guys know that brash as you say I am. I'm going to make sure
078that we are in our lanes. You do not have access to confidential person. So it's not the purview of board. That's my view. So but when board asks me, hey, I'm kind of curious. Looks like we're spending a lot of money double dipping on people that are on leave. How many people is that? I am certainly going to give you that number, but I'm not going to give you their names. That's not your business. So, I'm not going to do that. Ju just so that everybody knows, you know, we we and student data also. I don't expect you to say, "Give me these grades." You know, I would never give you that. You would never ask for that. She's 4.0 anyway. But I'm just saying neither would information. It's just not the perview of Yeah.
079You know, we're we're supposed to be taking a Well, globally, you're at the 40,000 foot level. We want you to know like what the grades, you know, what the what you could ask for GPA, you could ask for number of exclusions, you could ask for exclusions by demographic. You could ask those kinds of data questions. as attendant. My former boards have asked me lots of questions like that and I'm super happy to report to the board mostly in a work session. That's a good information for any of our new board members. That's a great place to have those conversations is in a work session where we talk about what are the trends, where are we trending, are we trending up or trending down, what can we do to fix that. Those are great forward conversations.
080I enjoy those very much. Thank you. Yeah, that's a that's a very good area and a very good question. Just a couple more. Bill, what about you? We haven't heard your voice. Let's hear your voice. I'm happy to see these walk through uh and making sure that especially now with with tighter staffing that we're being effective in the classroom at all times and that there's teaching and learning happening, students are present. Uh, I think that's that's an important thing. That's why we're here. I'm I'm just happy to hear that that's going to be an emphasis. Who owns that program? I have that written down for the TA. Who owns the TA? Like that program? We we developed You developed it. Okay. So we had some rules and um what we learned and uh through solution
081tree but then they encouraged us to make it our own and so Kendra Griffin actually took the lead on that and her husband is an IT person and so she was working on it at home and he was like oh this could happen and this could happen and he actually came to our leadership meeting and helped, you know, watch over and listen for questions and then went back and tweaked it from the feedback. So, it is ours and and when I say it's ours, we made it and the team made it. However, we had some some like a checklist that we had to make sure that that was part of it to make sure it did what we wanted it to do. But I was thinking when you were asking questions about you know um
082to Pete the one thing that is has been unfortunate is that we haven't interacted and given you data on student academics right but now with this you'll be able to look at the we have developed a website where you're going to be able to see regularly what's happening in each grade level. you're going to see the essential standards that are being taught in the classroom. So, you can say, you know, superintendent or assistant superintendent of teaching and learning. Give me the data of third grade on this essential standard and you're going to see I mean, they won't have to go back to third grade teachers. It's going to be right there at the tips of their fingers. So, you know, every I encourage you every work session to look at data, look at kids, see
083where they're going. You're going to be able to see the differences of the classrooms even or in the content areas, what they're doing in social studies and then their common assessment. You're going to be able to see their common assessments, you know, back down to that. That's why we're here. Well, that that's another phrase to bite in on you, but common assessment has not been necessarily the case. And so every teacher I want to do my own thing and uh so that's got to stop. Yes. That's really really really important to me to see that uh everybody's carrying their stick. Yep. And what's exciting is that we're seeing that you know it's it's different in practice and so teachers you know get nervous about that and and rightfully so. It's a different practice, but the
084longer they're working together, we started with elementary two years ago and it was really hard to get a whole great little across the district together and have them happy about it. And now they're saying, when can we get together as a whole great little across the district? And now secondary is in that, oh, this is what we're supposed to. So it it's going to take some time, but that common assessment is where they can look at kids and Shirley's kids are my kids and my kids are Shirley's kids at the high school in the math department and in a certain, you know, integrated all of our kids are all of our kids and they're your kids because you're on board. So having access to their data to be able to see um it holds us
085accountable and that's what we needed supervision and accountability and supervision. In my 35 years and in my 12 years on St. Helen we've never had this accountability in this district and that's what's exciting is that we have systems of support for our teachers and for our students. And I'm excited about this because I came from a system that used this type of stuff and we watched our kids grow. And so this is so exciting to see that now my grandchildren are going to get to have the same experience and but the rigor is there. The rigor and it's just it's very exciting. It's super exciting that you're using it for evaluations too because I wrote that down and then a couple paragraphs later he says he uses it for evaluation. That was an organic, you
086know, we needed the the this the principles and the administrators to, you know, see what the teachers were going to experience. And then when we had them do it with their walkthroughs with teachers, we saw the value in the conversation that we literally I had never heard a conversation like that in 12 years. And it was so exciting. So we said, "Let's do it again." That was April. Let's do it again in May. That's right. And then now we have this administrative tack of form where we can track evaluation supervision accountability attendance improve. Yes, you will if kids find value in being there and actually it hurts to be missing right. nine of five goals, right? A long time was Yes. But it's you're going to miss something if you're not and this has been
087long. I mean, this since I retired from McBride, this has been a long road to try to get to this point for me to be able to retire and have Jeff come behind. He's going to elevate what this is all about. He is when I talked about Janelle Keiny we being from White River that gold star he was a principal for her in White River and he works also for solution tree training school districts all over the country on just this system. So he is a professional trainer. He's I He's bringing so much to the school district and so we are happy to retire so he can have that, you know, spot to elevate because we care about this so much. Uh it's exciting to listen to teachers talk together and administrators who talk together.
088I am excited because you get so much more in that collaborative kind of group. Um, and it just elevates everything for everybody. It's just like it would be really, really important to do an education, community education to our parents about not opting out for our state testing this year because we have so many that opt out. So we could do that early on. Yes. So how we could in Oregon um interim assessments we had to pay for years and years and now they are at our fingertips. We don't have to pay for them anymore. And so we'll be able to use interim assessments with students. So so the state testing won't feel like oh this like this event. they're going to have access to that kind of um those questions throughout the school year. So,
089they see it and they'll be able to be taught how to, you know, behave or how to take those test scared of it. Data teachers also tell people to opt out. So, hopefully we're telling our teachers we're not opting out. What we're trying to do is show intrinsically the value right of assessment all kinds of assessment. And so when people intrinsically believe in assessment for learning it's to know what to teach kids then their attitude changes and they don't want to opt out. They want to see what happens when the dipstick goes in and you take a pole and there it is. they see the value. And so for me with St. Helens, you know, this is my last board meeting and and might be for real my last board meeting ever. Um because I
090am going back into retirement. I'll go out a little bit in the fall mentoring um new superintendent. But but other than that, this could be it. If I could walk out of here looking at all of you wonderful people and all of you wonder are here believing that this school district is set up for the very best trajectory to have all kids learn and grow and and have the life that they deserve. Then I will feel like my life has been fulfilled. This is 45 years for me. And I have had such a a pleasure of working St. Helens School District through the thick and the thin bit. If I could believe that we won't abandon this and we'll keep this going. Uh most of this is attitude, not money. This is attitude. This is
091a vision for student learning. That's what they deserve. And we got to get kids away from looking. That's where they deserve ABC. That's right. That's about different and teachers providing that guidance to them. This is what you look like when it's proficient. So kids are saying, "Oh, I'm not proficient yet." That's happening in some classrooms in our elementary schools already. I I need to be here. And it's not about a letter grade. And that's what we want all kids to think like to be proficient. this is what I have to do and this is what what I have to show rather than points or bringing in canned food for extra credit and the kids will understand what they need to do. They can make their own goals to move forward and that is where the
092power comes from with start to own their learning and that is the most exciting we ever see is for kids to know what they what they want to accomplish to get to that profession. So, we quit making them choose between band and AVID. Just saying. I don't choir too. I don't know. Don't get me started. Yes. That that 30 minute schedule that we're doing at the high school. If we can push that into the middle school so they can do 30 minutes of every child, that would be really great. It's my Well, we want that's addit schoolwide. That's and we'll have another conversation. Stick with that. Don't give it up. It's a good strategy. That's our presentation for tonight. We can't thank the board enough for your support for allowing us to present to you.
093I want to give a round of applause to St. Lori, Shirley, and Lisa because these people. All right. Um If for moving on to number 10.1 for the upcoming meeting and board meeting agenda inputs, uh there's going to be a final June 25th regular session of the budget hearing. And with no other further things, well, actually, so I know Dr. Karen Gray, we said goodbye kind of at the last meeting, but we want to say thank you to you again. Been an honor and you look really and without further ado, we will go ahead and adjourn. Thank you.