January 20, 2026 Special Board Meeting

001I pledge to the flag of the United States of America and to the republic for it stands one nation indivisible and justice for Any person present who wishes to address the or raise any questions on public school district matters or gathering policies may do so under public participation of discussion or personal individual students is permitted at this time. A limit of three minutes is placed on each speaker. Persons who want more time to make arrangements to be placed on future agendas. The public also reminded they may provide input on motions being considered by the board at this meeting. Additionally, anyone wishing to make public comments virtually may submit through the virtual public comment form. All received messages that comply with the following criteria will be read at the mean and no discussion of personal individual

002students is permitted. Include your full name and address in your message. A limit of 500 words placed on each person. The same link may be used to provide input on action agenda items prior to the board taking action. The board of trustees acknowledges that discussion involving public business must occur in manner that is fully compliant with Montana open meetings law constitutional rights. No the extent that prior discussions occurred outside of the proper notice public meeting. The board commits to hearing the procedural defic deficiency by renoticing redeliberating and taking action on an open and transparent form. We have re Total comments. First one is from Chelsea Seymour. Board members, I'm fully supportive of administrative raises. When you're when yearly goals and job expectations are clear, >> you double click the green box. You can see >>

003and evaluated through a fair and transparent process. However, I have serious concerns as several key areas of administrative responsibility were not adequately met this past year. Specifically, teacher and staff retention, hiring, and ensuring the delivery of the best possible education to our students. That said, I have not seen the specific expectations or evaluation criteria provided to administrators on a yearly basis. This expectations may exist, but may not be accessible to the community. If so, it is important to acknowledge that employees cannot reasonably be held accountable for expectations that are not clearly communicated and established in advance. For this reason, I believe that I believe it is critical that administrative expectations and evaluation standards be clearly outlined in public. I'm not asking to see individual evaluations or how specific administrators are scored, but rather to understand

004that the standard upon which raises are based. Doing so would also provide the board with clearer tools to assess performance and to award individual raises with specific justifiable reasons. I'm especially concerned about the ongoing inability of our high school to hire and retain teachers. This is the issue has had a significant impact on students and staff and should be directly addressed when considering administrative races. It should be reflected in attainable measurable goals and coming here to guide future evaluations. Thank you for your time and consideration. Chelsea see more. Next, April Saunders. New members of Lockwood School District Administration and board. As a parent of a child in the Lockwood School District, I'm writing to express concerns regarding my children's continued education in the district. My husband and I were encouraged when we learned a new

005high school is being that would be opening in Lwood as we were hesitant to send our children to school district 2 due to size. However, it is at this point we are increasingly feeling that schools 2 may be a better option for our family. We have observed what appears to be resistance from administration and allowing high performing students to excel beyond minimum requirements. Additionally, the quality of instruction and preparedness of some incoming educators has been concerning. While there are excellent teachers in the district, many are leaving or appear likely to leave and give the culture of systemic issues contributing to staff turnover are not addressed. Course offerings also feel limited and options are available, scheduling conflicts often prevent students from enrolling. that restricts this restricts opportunity for the students who are eager to challenge themselves

006academically. During the December meeting, the the district discussed a budget deficit followed by approval administrative raises uh at the January meeting. I want clear that the un that I understand administrators deserve better compensation. However, given however given ongoing challenges with the teacher retention, hiring and declining public trust, it is difficult to understand the these across the board raises without greater transparency. I would appreciate clear communication regarding how these ris were determined, what goals they are tied to and what steps the districts taking to address staffing concerns. Academic quality and community trust. Seeing measurable pro progress in these areas would help restore confidence in the dis this district's direction. Thank you for taking the time to consider these concerns. I want to see Lockwood succeed and provide the high quality education all our students deserve. Sincerely,

007April Sers. Final one is Stephanie Melmer. I messed that up. I'm sorry. It has been brought to my attention that the board has had some issues and determining raises for the administration. I attended I attempted to do some research on the matter by accessing the board meeting minutes on the website but all the agendas and minutes have an error making it inaccessible and and I do not have time to request the records from the clerk. My first question is will the website be fixed so that the board agendas and meeting minutes are accessible to the community? My primary question related to the purpose of the special board meeting today regarding the recent and reconsideration of resolution 1026. I want to make clear that I support fair and legal compensation for all people and most importantly

008those in the field of education. I attend a December board meeting and I learned that the district's operating an anticipated $477 deficit due to the county is granting tax breaks to local operating corporations. Given the context, my questions are, does the district currently have the financial capacity to increase administrative pay? How was the raise determined? Furthermore, my concerns include teacher support and retention as well as students access to rigorous academic opportunities and the success in the high school and beyond. I have questions and concerns about the district's direction and organizational culture. I'm learning that these concerns are shared by others in the community. As a result of these concerns, I'm seeking clarification administrative raises are determined. Specifically, I would like to understand whether raises are merit-based or provide as a cost of living adjustment. If

009raises are merit based, what criteria are used to evaluate merit and is there a written policy or standard process available to community for? Additionally, the metrics and goals are used to assess teacher recruitment and retention, student support and and overall student satisfaction and success and is this considered in determining the merit based raise because it seems that these are some of the issues with which the district specifically the high school is struggling. Thank you for your considerations to my concern questions. The question of the deficit, we don't have a deficit. We have a funding restructure by the county that reassessed the refineries uh property tax and it is less than anticipated. Our budget was put in in August and approved by the county. The county will be making us whole on that. So, as a

010district, we will not be short anything. They will be making it whole by passing on the budget or the shortfall on to the community of Lockwood, Laurel and Billings because all three of them were um reassessed. So we don't have a budget deficit of $477,000 by county. It's just going to come from the community. >> And that's this year. >> That's this year. Yes. >> Okay. Once we know what that cost will be per household value, like they usually do, we can get that out. But we've heard nothing since the county sent a letter saying they were re resertifying the taxes. They have an update for software. There's a bunch of arguments. So we haven't had an update from then. So I know people think that it was something we did, but we have no

011control over that narrative of how that comes out. So we get information, we will send that out so people know what to expect. Like Josh said, it's it's the whole valley from Lockwood to Burl. any place to reply because of that issue. So >> we allowed to talk or not? >> Not yet. >> Uh next we're going to approve the consent agenda. Is there any objections to consent agenda as presented? >> So Josh just before you do that, can you help me to understand why we're the processes the way it is? Why do we have to improve the agenda first? Okay. So the >> once I get to number four, I will >> Well, I don't I mean then I I would like to understand before I have any objections or don't have any objection

012>> to the consent agenda. >> Yeah, I mean last. >> Okay. Thank you. >> Any objection to the consent agenda as presented? Any objection to the consent agenda as presented? Hearing no objection to the consent agenda as presented, the consent agenda is adopted. Now, the agenda item has been considered a new to ensure full compliance with the Montana open meetings laws. Any priorformational discussion are not relied upon in the board will deliberate and decide matter solely on the record during the properly noticed public meeting. Now we had to approve last man's board meeting so that we can approve the resend the reconsideration of resolution 1026. Resolution 1026 is a resol uh resolution number 1026 a resolution receiving prior board action providing for reconsideration. Whereas the board of trustees previously took action on administrative compensation at

013its meeting 113 2026 and whereas that the action follow discussion by a board created committee and whereas the board of trustees seeks to ensure the del deliberation decision making occur in a matter manner fully observerable to the public and and consistent with Montana open meetings law requirements. So, what we're going to do is I'm going to move I motioned that we resend and reconsider resolution 1026. >> Yes, I can I can make motions and seconds. >> So, I move resend and reconsider resolution 1026. Is there a second? I'll second that we consider the resolution. >> So I have a motion to resend and reconsider resolution 1026 by Josh and a second by Lacy. Discussion from the public discussion. All those in favor of resending and reconsidering resolution 1026 say I. >> I. All those opposed

014same sign. Hearing none motion passes. Resolution 1026 is rescended. So >> you on your thing there it says 11320. So are you guys is that the minutes you guys just approved 2020 or is that 26? It says 2020. >> So you guys just approved 2026 2020. the 14th. >> It's 2026. It's attached. It didn't carry over the 26 in late weekend. Just left off the 26. >> Okay. >> But the minutes are right. It's January 13, 2026. >> Okay. Now, uh agenda item five, red deliberation of a 3% raise at the base of the principal's assistant principles matrix. I have three submitted public comment forms. Is there any more? >> Next, we're going to go to Kelly Buchard. You put board raises. I'm assuming administrative. >> Yeah, that's what I meant. Sorry. My name is

015Kelly Buchard. I've been a Lockwood resident for over 20 years straight, having previously put two older kids through the Lockwood school system prior to the high school and two currently attending. Over the years, I've been involved in the PTA, Lionsair Committee, booster club, music department volunteer, senior graduation party volunteer, frequent attendee of schoolboard meetings, and on the community education board that put our blood, sweat, and tears into convincing our community that this building was a good thing and worthy of their financial investment. I list all of these things to prove that I know Lockwood schools, I'm invested in the district, and I know our community and our culture. I'm here in staunch opposition to the administrative pay raises that are on the agenda today. Raises are supposed to be a positive response to having done

016your job successfully. In my opinion and that of many people I've spoken with, our current administration has not been doing their job successfully. Lower test scores, extreme loss of quality teachers in both the middle and high schools, inability to hire replacement teachers, exodus of longtime Lockwood families to other area schools, prohibitively low pay for substitute teachers in Paris. I could go on. I also know there's been a toxic environment fostered by this administration of bullying current staff who don't properly suck up and gossip with the right higherups. Speaking of bullying and gossip, the group of administrative and staff mean girls that regularly sit in the back row of board meetings has got to be nixed. I have witnessed them whispering, giggling, eye rolling, group texting each other in messages I have personally seen and mocking

017parents that come to these meetings to speak up for their children. These immature staff members that are literally bullying the parents are the ones you have entrusted to hypocritically fight the bullying in our younger grades. They have been doing this since we were holding meetings in the old administration building 10 plus years ago with no accountability. Referencing this article from the Huntsville Business Journal from June of 2025, which utilized data from the Bureau of Labor Statistics, let me read you a few key lines. pay. In a toxic workplace environment, pay is no longer the primary reason employees are leaving their jobs. In fact, 32.4% of individuals who left a position within the past year cited a toxic or negative workplace as one of their reasons for resigning. The second most frequent factor among job quitters

018was poor company leadership. And the third most frequent was conflict with a manager or a supervisor. Employees are not quitting jobs, they are quitting bad environments and poor leadership. I've taken the liberty of highlighting these points for you if anybody would like this art critical. Some of my personal points of reference. I graduated from Sky View over 23 years ago and there are still teachers on staff there that I had classes with. My sister is an elementary teacher at a local county school just down the road and has been there her entire 23 years of teaching 10 years in kindergarten and the rest in middle school ELA and first through fifth grade extended studies. She says she knows she could go into school district 2 and make more money, but she loves the administration and

019the environment of her school and plans to stay there her entire career. Teachers don't leave when they are valued and treated with respect. To recap, our school and district administration need to do some serious soulsearching and make major corrections to how they are running their buildings and the district as a whole. We have lost too many quality teachers in Paris in the last few years at a rate that can't be sustained and our reputation of quality education in the area has absolutely tanked. Until there are serious remedies made, I cannot give any support to pay raises for administrators. >> Yes. >> Can I read the last paragraph? >> Sure. >> Thank you. My 12th grade daughter told me last night that she really regret regrets not switching to senior or sky view when I gave

020her the option three years ago because she feels like she's extremely underprepared for college even having successfully taken honors and college level classes here. The biggest factor that kept her here was Mr. Ruff with his band. My seventh grader would switch to school district 2 or my school sister's school today if I let her and very much wants to switch for high school. >> Thank you. uh Charity Boulder, administrative races. >> I want to begin by saying that many of us are here tonight even though this was a difficult time. I know for a lot of people that worked and I just wanted you guys to be aware of that that didn't get off till 5:00. And we're not here to attack or undermine the board or administrators. We're here because we care deeply about

021our school and want to work together as a community to see them succeed. The that collaboration however requires openness, transparency and accountability from everyone involved. Montana is a local control state. That means it is the responsibility of the school board to hold district leadership accountable just as it is the community's responsibility to hold the school board accountable. That is not being controversial. That is how the system is designed to work. The special meeting exists because the original process was flawed. A board appointed committee did not follow open board meeting laws and the agenda initially lacked supporting documentation and while that documentation is there now I did notice that additional materials were later posted sorry guys I get brief were posted on Facebook page rather than the direct website possibly within the last day or just

022a few hours ago I don't know that timeline doesn't allow board members or the public adequate time to review information and participate meaningfully and I would just like to see that agendas don't change or if they do there's some way to alert the community that there has been stuff added or subtracted. When concerns like these are raised, the response should be not defensiveness, but a willingness to pause and correct course, which I appreciate that this is happening tonight from what happened on Tuesday. Our district is experiencing high teacher turnover, low morale, and growing dissatisfaction among staff and community members. These issues are closely connected to leadership, culture, and trust. Before approving administrative raises, the community does need to see evidence that these concerns are being addressed and that leadership is being evaluated with meaningful tools.

023Beyond cost of living increases, what data was used? Where are there internal or external surveys being conducted? How was staff and community input gathered? We want to be partners in improvement, but partnership requires accountability. Showing this process, slowing this process down and engaging the community would be a positive step forward. Thank you. I can >> I can't read. Thank you. So um first I want to address that I made a comment at the last board meeting um not knowing whether I truly uh was against um the administrators getting the three or the principles and assistant principles getting the 3% raise. I was simply looking for documentation on why we at this point should be giving them a raise and what what they were doing to earn a raise. Um assuming in all good faith that

024truly we had those document that documentation in place and they were meeting expectations and there was objective data that they were meeting to earn these raises. Um when I asked that question, I felt that I was immediately um almost attacked. And as the meeting as the community um member, I understand why no community members want to come in here and ask questions. Um and it makes everyone more suspense, more suspicious of what is being hidden. when laws were being broken and issues when someone was just simply asking a question and clarification. Um, furthermore, I'm going to go into what else I was going to say. I tonight now cannot consciously say that I would I would I would ask the board to not recommend um I'm not comfortable supporting an increase for the administrative based

025on the salary matrix at this time. My concern is not whether administrators deserve to be paid fairly in general but more about accountability. I have seen I have not seen in any of the documents presented um any evaluation forms that have goal setting um documents or um object objective data that can be seen performance standards that clearly show how administrators are being held accountable for the outcomes that are we're seeing in our schools. Um before raises are granted, especially permanent base increases, the public should be able to understand what standards are being used and whether those standards are being met, which would take time. We are currently experiencing a high teacher turnover. Teachers are reporting a lack of support and students are also expressing that they don't feel supported. These serious issues that directly a

026reflect our school culture and leadership raises should be tied to demonstrated progress toward clear goals particularly in areas like staff retention morale and student support. If evaluations are being done the then the criteria process and expectations should be transparent. If they're not being done in a meaningful way then that's the problem and that needs to be addressed before any compensation can be approved and increased. Uh Montana is a local control state and the board has the responsibility to ensure the district rel leadership is meeting the expectations and responding to the challenges facing our schools. Until there's cool evidence and clear evidence of goal setting and measurable improvement, I do not believe raising administrative based pray pay is appropriate. I'm asking the board to pause, provide the information and prioritize accountability and support for both staff

027and students moving forward. I understand >> minutes is so >> yeah I would just say that um if no I know the fight the argument is is that you're afraid we will lose um good administrators if they are good administrators and they're here for our community they will step up to the challenge of being held accountable for what is going on in our schools and fight through the process with us if they're not then there's someone better out Thank you. >> Is there any more public comments on action five? >> Did you hear me on TV? Okay. So, sorry, I wasn't prepared to say anything, but sitting here, um, I just want to say as an employee in the middle of school, I have never felt so welcomed as when I came into three years

028ago. Um, and it makes me really sad to hear people say that our principles and advents are not doing what they're supposed to or not showing. I wish you guys could see what they go through every single day. The amount of behaviors and just I'm not going to lie, I've gone into my principles crying because I'm having a hard time, people yelling at me, all this. They call me down, they help me. I feel in the middle school because that's all I can really talk to. The morale of the kids are up. The morale of the teachers are up. We're having fun. and kids are laughing. And as the mom that has a kid that has gotten in trouble a few times this year, um been to the principal's office, I've seen it both sides.

029They come down hard and say, "Hey, this is not how we can do things." And teach them how to do it correctly. They do this with so many kids. I tell them over and over and over, you could not pay me enough to be a principal. Parents don't always understand. Kids think they can get away with way more than they should. And some of them, yes, they do because it's so hard to get them to do what they need to do. And they work really, really hard. They are going to trainings all the time. They're working late all the time. They're going to sports and events and doing so much extra that I don't think everybody sees. Again, as an employee being the first time, I have felt appreciated like if I left tomorrow, they

030would actually miss me. I never felt that in another job ever. And I just really really wish some of you would take that into account that their jobs really are not easy. They work so hard. And if it were me, I would give them all raises if I could. I would just say yes because I see what happens in the schools day in and day out. And it is really tough to hear people say all the admin don't do what they need for the kids because watching it every day they are doing things above and beyond with what they can. >> Thank you Melissa. Is there any more public comment respond? No. Jamie Fry. >> Um, so I guess I I was wasn't sure if I was going to speak or not, but I guess

031this will be the appropriate time. I guess I know I've heard some community members talk about they want to see some ex some accountability for the um for the administration and that be tied into their raise as well. But I want to go back a couple years ago when I was sitting in that board chair in on that board when we had this discussion on um giving them their payouts and their raises and and whatnot. And several of you were on this panel and we talked about it and one of the administrators brought it up that they would agree um it was their it was their suggestion to freeze their pay for three years. Some of you were not on the board at the time. I was on the board. I specifically remember that because

032I I um that was a that was a a point of where I was somewhat okay with giving them their payouts because of the amount of the percentages. I didn't see the percentages on here on your guys's um correspondence on what what it ended up being for each of the the principles or and vice principles, but some of them was was a lot. And for me to agree with that was was really hard and knowing what our teachers and our parents and our our um subs were getting paid. So, I'm just saying that if you guys are trying, if you guys are wanting to build some some type of trust and some type of camaraderie within this community, within the Lockwood community, that if you guys back down on this as far as not sticking

033to your guys's agreements, whether whether it was written down, whether it was it was written in the fine prints of the contract, I don't know. But I know for a fact that it was stated as part of their agreement to get in the payouts. Um, so I guess with that being said, if you know you guys want to start building trust with the community, um, with the parents, I mean this is I mean this is something that you guys could I mean it'll be a big statement because I know for a fact that when I sat on that board that there was a three-year freeze on those principles and this has not been three years yet. So that's all I have to say. Thank you. Is there any more public comment? After this public comment

034will be about motions presented. >> Okay. >> Yes. >> So the document that you are referring to Jamie is right there. >> Oh, I could have secret. >> These were bases of proposals for 2425. The three-year freeze was on on a salary of 11 and $12,000 addition or 10,000 11,000. Add $110,000 for base 12,000 for principles. Add 10,000 to base for assistant 11,000 for principles. Add 10,000 base for assistant principal or 9,000 and 10,000 principles. None of those proposals were what the board went with. None of those proposals were accepted by the principles. I can now show you what the actual proposal that the board had me send out because every principal had to individually accept this to me in a text message. >> Personal text message >> and I remember that discussion. You guys

035changed the amounts because we >> because it was too much. >> It was too much. But we reiterated with Josh and I personally remembered. I know this because I put in a lot of work and all of that researching insurance, calling other school districts, talking to HR departments. I have all the emails. I did all that work and I'm just saying I reiterated it with you Josh. This is what was sent out. There was nothing about that proposal paperwork. This is what they accepted. This is what was sent out that day from that meeting. And they have like a I don't know time they have to respond by this is what every administrator responded to. looks right here. >> Can I ask another question? >> Wrapped in that was days. Have Have we granted days

036to people contract? There's a meeting >> from a community member though hearing this that makes me question okay that wasn't followed through with there's no meeting minutes now same as non union state in place that have no negotiation >> and I thought discussion was had too that they were going to do their negotiations when right alongside the teachers and that >> not negotiate they have no collective >> or not I know not negotiate but we were going to revisit theirs the same that was a discussion that was had this very same time that they would be aligned with the teachers. That's I'm just saying that there were things that were discussed and it was a very great open community meeting. It was wonderful, but it makes it very hard for transparency and trust and those

037things aren't followed through with and we're told it's because there's no meeting minutes. There's no documentation about it. It It's just disappointing. This goes along kind of with Melissa's thing also. I guess I'm confused why we are proposing a rate a 3% raise to six individuals. No, it's to the base. So, it's not specifically I mean they're here, right? So, they're going to get they're going to get the benefit of that, but it's to the base the matrix. So, the matrix is the >> So, but again, we're asking to see why they are deserving this raise. And Melissa again just said out loud the her principles make the community is saying that as a whole this group we're not seeing that they deserve this. So let let me stop right there Mr. of superintendent. chartered

038reviewing of every administrative employee they have that is superintendent or not sorry that is uh principles assistant principles and director positions and he also and >> technically technology director the maintenance director >> yes he does directors >> whatur anybody in a director's position he evaluates the evaluation goes off of One, two, three, four scale. If you get a one or a two, it automatically triggers corrective action then you do. So if you get a one or a two on give me a parses here. If I did a lot on >> classroom management, if you cannot maintain a classroom, you automatically get well you automatically get >> excuse me >> I administrator principal is not doing classroom management. >> Here's a Lockwood public schools principal valuation. Okay, >> that was added later today. >> When was

039that added? It's not on any of the documents. >> We shouldn't have to. >> So, this is I'm sorry I can't see it, but this states what he is going off of for each principal. >> So, that's that we asked for. >> Thank you. >> This meeting will be conducted in an orderly fashion, not previously like before. We will be sticking to a proper format. Vision and goals. Principal is collaboration with others such as school or district improvement team and board uses multiple sources of information that assists to analyze data and establish rigorous and concrete school and/or district improvement goals at the context of student achievement and instructional programs. You get a one, two, three, and four. One, ineffective. Two parts effective. Three effective four highly effective. If you get a one or a two

040in that, it automatically trans that triggers a what is it officially called, please? >> It's a plan of improvement. >> Planet of improvement. With a planet of improvement, it is revisited on the next evaluation. We will not be putting out the evaluations of every administrator or director that we have. That is a violation of somebody's privacy. That's the same thing as me walking into your employer and saying, "I want to see their evaluation. It's not going to happen. This is how we evaluate our district employees. Okay? Don does it at the director's level, principles, assistant principles. >> Josh, I didn't create this. This was created by what's called Rocky Mountain Evaluations. They develop evaluations for the state of Montana and I didn't write this. They based it on common standards. Kelly, what's the name of

041the >> Danielson model? >> The Danielson model, which is common across the state of Montana. They fine-tune this to what we expect here, but it's not us writing it. If I want something done, they have it for every They do everybody's. They do all of our teachers, professionals, our special ed director. All of that is done through this company. It's not something the district generates. But anything in here, I can't show you, okay, this is what happens if because I can't give you an example of what happens when somebody, not just principles, but teachers. That can never be shared with the public and that can't be put out there. that this is what we're doing. >> So I think to just to I guess clarify a couple of things. Oh, can I have that one?

042>> Oh, I'm sorry. >> This will be added at the February board meeting too so it's properly noted. >> So um you know from a a deliberation perspective as a board member I'm not looking at an individual performance. That's the requirement of our superintendent to do those. The request is, you know, to have a 3% raise. Um, I think, you know, some of the questions tonight were good questions as to why, right? Why why are we requesting this to the base? Not individual personnel. We're not talking about their performance tonight. We're talking about why. Why was this requested? I don't necessarily know the answer. I don't know Kenzie if you can or Don if you can answer that question as to why the request came in >> by what request came in >> why which

043requests came in >> and why recommendation coming in I guess is it a cost of living is it um >> well I think I think part of it's a cost of living but I mean if you want to go back as far as we want to go back I mean as far as when we talked about the exchange exchange for the 89,000 for loss of days, loss of insurance on the that that was that was a negative in their balance for what they had before on benefits package. Plus, there were people that gave up their days to contribute to them getting that 8 and 9,000 or who those people were. They gave up those days on that. >> Okay. The format of the whole thing is um open to before we never had the negotiations

044committee of people going through it and giving the recommendations and getting the proper data on what is other a principal get what's an average of those what's their duties what's their days what's their benefits that they get so I mean bringing that forward to the negotiations that's what's the way to and what everybody agree on. I think it's I think it's a pretty slippery slope where everybody would think that they would get to decide what an administrator gets for a pay raise. don't I just don't think people have any idea what our administr and I'd like to point out something too is that our administrators uh they don't clock out at 4:30 they are dealing with CPS things at about the clock the the amount of laundry that is done by administrators would be staggering

045if you actually know Don gets $5,000 from the Whirlpool. We got 10,000 for two years in a row. Yeah. >> 10 10,000 for two $5,000 a year. We use that for um washing soap and to replace them that we use them so much. The washers and dryers. Now, I'm not going to talk directly about directed uh administrators, but I would like to everybody to know that we had administrators here that you guys have said that got good that made sure that there was presents to open under kids' trees because they have the pulse of their buildings and they know what kids are not going to have any presents to open at Christmas. They went to the community to make sure they did that on their own, not directed by us, not directed by anybody. It

046is not in their contract to do those things, but they made sure that that happened. I bet none of you know that we have a student that's living in a horse trailer. That administrator is making sure they eat, they have heat, they have gas cards, they have grocery cards. How do you evaluate that? They do it off the clock. >> So, I guess I again just want to remind us that we're not here to deliver, but we're not doing a good job or a bad job. No, I'm here to defend administrators because things are being said in this o in this open meeting >> that I want to stand up for them. I want to say these are things that are happening that they don't go out and put on Facebook. They don't say look

047at me what I'm doing. They just handle it. >> Yeah. And I >> I don't think any of us are saying they don't do those. I'm not saying they don't do those things. I'm saying that what we're asking for their job I mean that's that's not part of their job duties. Yes, they're good people. I don't think I'm not saying they're not a good person. And my opinions of them as people is not has nothing to do whether I think they as collectively as a group should all get a 3% raise. >> So let's let's tie their raises to the things. So if we say the raise to the base is dependent on this and all of the things that I just said stop >> because now they can't be >> and that's going to

048reflect on their character. Yep. That's their character and they >> can't have those. You can't not like somebody because you don't like how they behave. We write standards for it. Now you say, "Well, that's not okay because now they're going to do it. They're not going to do it. Their character, >> right? Positive does not just cancel out a negative. >> I get to you can't come in here and stand there for three minutes and criticize people on your personal values and then say, "Here's a solution." And go, "No, that's on their character." It's not personal values. It is examples of actual things I have been part of >> that I have taken witness to. >> So I think again I I don't think I mean I know we want to defend or we want

049to criticize but that's like the goal here tonight is whether or not we should if we can have the ability right financially. So I mean we've added additional documentation. Um personally as a committee member we looked at different options 3% 2% 0% and 0% right just just again to remind everybody the matrix 0% they still get steps so they're still getting a raise. 1.5. >> Not not quite. It's like one point. >> Um, but I mean just looking at this documentation and everything, I'm not going I'm reviewing a principal specifically. I'm going, do we have the budget to do this? They've asked for a budget raise or a a raise to the base. Um, and you know, I personally think that we've we've done we've provided documentation. We've provided due diligence. I'm not comfortable with

050a 32 cents. Um, but the budget is weird, right? We said we heard a deficit, but we know we're going to get money. Deian's comfortable. Deian, we hired Deian to tell us that she's comfortable with these proposals. Again, it's not a personal review here tonight. It's really just a specific, you know, can we do 3%. Can we financially afford 3%, should we do 2%, should we do 1%. Is it no percent? Right? And so, I mean, personally, again, the 3% felt high. We've talked about that and I think as a board we can continue to talk about that, but that's where I'm at. >> Okay, >> Jackie, go ahead. >> I'm going with charity. I've honestly lost my train of thought almost that that thing that you have up there that that what know on

051your paper Josh I guess what I'm saying is >> it would be >> having been involved in that conversation and understanding the matrix and the base but having that thing John do you go off of that thing or you who who recommended the 3% Kenzie does >> we went through several different scenarios >> so that's what you use though that paper that Josh has or is that for individual The one Lacy has they don't correct me if I'm wrong. >> We don't do We don't do merit based raises which you can tie specifically to your evaluation in >> we're not a merit based group. We don't have each principal's raise tied to their >> Okay. So, but on the matrix I So, when you give them individual because I can come to you as a

052principal and say, "Hey, you gave me 3%." But I wouldn't talk to you about getting more money because I' I've been doing more work than your like I have the right to negotiate that. Correct. >> They could they could request that, but I can tell you that that probably would. >> Well, I know but it has happened before. >> Correct. So what I'm asking and I think what the community is asking is just how do whoever brought this recommendation why are they bringing it which is what Lacy said and being involved in that conversation to understand that process >> that's perfect because Jamie brought up we were tying principles to teachers like teacher negotiations. >> Yes. >> We now are going next year back into teacher negotiations. So we've missed that ability to link that.

053So what we wanted to do was link principal races to administ or to teacher races and cap it what what percentage that is the teachers get a 7% raise that doesn't mean the administrators would get that. We never got that far. We talked about principles setting up a three or four year which is what the teachers got in their last negotiation but um we decided we were comfortable with next year just doing the 3% for now stopping because we have to look at what's coming in budgetwise next year. we can handle a year, but we don't know what's happening with our funding sources, with our funding formula, all those things that go on. So, next year is going to be a year where we kind of go, what's the legislature doing? Are they really going

054to change our funding formula or are they going to keep it the same? We're hearing a mix of a lot of things. But without knowing that, I can't I can't say yes, let's just go ahead with 3 to 4%. Because that means then our teachers are going to be negotiating, parents are negotiating this year, so we'll have an idea on that. that it didn't work out on the timing of how we thought that was going to go based on now what's happening with funding and we have no control over that. So I'm hoping by next year they say here's how it's going to work. You let us set in August and that's what you get not surprised in November and we're pulling $477,000 because at first we did think we were going to have to

055take care of it and we met and had a contingency plan. We thought okay if we're not going to get this money back here's what we can do. We're in a different position than a lot of districts. So, >> I guess that being involved in that process would would have been a lot more transparent and understanding why we're not freezing wages still. Just having that conversation and having it open so that we don't feel like, hey, these weren't recorded. We're not sticking by it. Tough luck. Like kind of that's the that's what we got Tuesday. That's the feeling that we got as a community. Um, so just being involved in that. And I guess I would like to see how you're gauging because I I will say some of this is personable, but if you're

056out in the community and you're talking to people, there's no way you're not hearing this stuff that's happening and that people are feeling and why they're not necessarily supportive of admin of the 3%. because they're not understanding exactly what you guys are doing, first of all, and second of all, there's a lot of a lot of things happening with morale and and teachers feeling a certain way and students feeling not supported and some of those comments that were made. And I just will add really quickly that I did listen to a private recording and there is too much conversation going on in the background from it's not professional. It's not okay. We parents are talking. >> Can I say something? >> Hold on a sec. your comment about the That's the first time I'm hearing

057about it. >> Which comment are you referring to? >> The unprofessionalism in the background. >> I've brought it to Don's attention previously. >> I'm the current board chair. >> He's their boss. >> I'm his. >> That's fantastic. I'm following chain of command. >> Well, if you didn't get the resolution you want from him, you can always be a sub also. >> I'm just saying it. When you're done, it wasn't kindled. I'm bringing it to the board. >> Okay. We're going to go with Jackie first. Oh, so just my kind of observation on this and how I'm feeling as basically, you know, public and board member is I just feel in general that there's kind of a lack of data and I think emotions rise when data is not there. Um I think I really hope

058and believe that if we had a little bit more data, it would support our admin and our uh you know the superintendent, the principles, the school board. I'm hopeful that if we had real numbers to look at, those would [clears throat] be positive and maybe that would help the public feel better. So, I would actually like to propose that the board within the next year, maybe within our goals or however that needs to be structured, consider um ways that we could present more data to people so that we build >> to all our attention. We have to have these conversations like we're having now >> and we're going to going forward all all committees will be publicly noted. We are going to be changing the safety committee format because we do not have our reunification

059process or evacuation process out. >> Well, it's also not our committee. >> Yeah. >> So, it doesn't fall under those guidelines. >> Yeah. It's actually your guys, the schools committee, and I just sit on it to >> Yes. But I don't actually make rules >> and then that way I can let them know that >> I I think that's important. Um Josh, I I guess just data wise, um I see the supporting documents in here uh 3%. So, the proposal was a 3% and I believe if I'm correct, Kenzie, that would cost the district an extra $50,000 for that 3% added to the base. That still >> And then I guess just what is the timeline for contracts? 26 they come out in well for the sorry for the 26 27th school year they come

060out June no August so they're not >> yeah we end school in May we start issuing contracts Aprilish we try to have everything filled before the end of school so that we know going into the 26th 27th school year and that's for all I mean that's for teachers everybody. We try to have everything done by the end of school. >> Okay. So, in in just the timeline wise, and this is just I think coming from what Jackie said last board meeting, official board meeting. Um, and again, I'm not sure we don't have enough data tonight because of the the resend and in and providing the data, but we still have time to look at this if if the board is uncomfortable with the 3%. Does that >> I guess my question would be is what

061other data are we looking for? We've got comparison data, we've got budget data, we've got the contract templates. What more are we looking? I think what the community would like to see is is why you are bringing this in the first place basically. Okay. Cost of living rates. That's what Kennedy answered to, but I don't know that. I guess we're not articulating or saying what we're trying to say the best way either, but what what are you seeing? What is making you want to do this? They were on a freeze, but they weren't on a freeze, I guess. So, never reported, but to the community, that's what we thought. So then when this got put on the agenda on Tuesday, I just don't think the community had an object to digest it or to fully

062understand why we're where we're at right now. I see this and I've seen that it's added. I'm very appreciative of that. Just having what we have there. But I just think if you want my transparency, the discussion of having it and why you guys are where you're at with it, I think is important. But I don't think there was enough time for like all these discussions that were had that were not being included in this anymore because they can't be. But all of those discussions would have been helpful. I guess I don't even know if that answers your question, Shane, but I'm just trying to give you feedback as to where it feels. >> I'd understand where you're coming from, but I didn't hear what other data request. I guess but we wanted to know

063merit based like what are you gauging this 3% that's a I mean in a in a heap of a school right like 50 grand what's 50 grand I guess but 50 grand should be >> 50 grand's 50 grand that's a big number >> right that's a whole lot of >> so like what are you facing like is Don saying you know I've set certain goals and I really feel like these guys is he telling you guys that he's their boss so is he saying hey I set these goals for these guys we've had some hard conversations I feel like they're they're meeting they're coming up to my expectation of what I expected from what are you gauging that because from a community standpoint we feel like there's a miss does that make sense and and

064a miss where these things are leads back to a leadership which they're looking at principles and vice principles and dawn as their leaders I guess I don't I'm I'm trying to say this the best way like I can and I don't know if I'm being clear but they want something showing that you acknowledged where the short come the shortcomings are, I think, and what struggles community is having with what's going on in our school and that you've set goals for them to meet. You feel like we're getting there, I guess, is what I would say. >> Anybody interpreting? Because I don't know if I'm saying this correctly. >> Perception of what the community thinks are the struggles in school are different when you live it every day. >> And I'm sure they are. >> And

065that's what I mean. It's hard for me to say, "Yeah, I get what you're saying, but here's 15 other things I saw that counter that one bad experience." Kelly >> uh Jean, >> so I have a I guess a couple things. So you said that this raise is not merit-based and it has never been and I so my question is why is it not a merit-based? Has it ever been merit-based? And if not, why not? And and then the other thing is is you had said the par the parah's negotiation is coming up right this year. Is this something that has to be rushed or why can't can the par negotiation go first and then the administrators go second? And and the only reason why is because I feel like the our payers are still

066way underpaid across the board on on class A wise. I that is just so if you can answer that I would appate that say Jamie in the last years our parents have had a 12% raise to increase their contribution to insurance. So they haven't been killing. No, I'm not saying they're not. They're not ignored, but they're still I feel like they're still way underpaid than class A districts. Okay. >> Shane, can you what you just said? The Paris chose to hold off their negotiations for a couple months. So, it just made sense that we got through this so that we weren't going at the same time. If that answers your question, >> Billy, >> I think people are missing out that I mean there is a lot of information out there and not everybody gets

067to decide who has who gets raises, who does not get raises. We go through Paris, we go through classify, we go through admin, we go through through certified teachers. And I know, you know, like I don't think we had that many questions with certified staff on on parent or differentiating the percentages of of what a teacher you get. My job that I took on was saying it would be great if we would follow teacher raises starting at 3%. We had a whole other big scenario besides that, but decided to do just Last thing >> I guess Kenzie, how do you holding how are you holding accountability then? Because I understand teachers are negotiated but I still think that teachers should be rated on a merit. I think somehow you have to provide accountability somehow Don

068has to provide accountability to you. Sometime somehow you're providing accountability to your teachers. How is that when I work a job I have to be held accountable. I have to have hard conversations. And so that's all we're asking. Like I have to have somebody say, you know, Charity, we expected this and you didn't you didn't make the cut. Like you didn't step up to the plate and we you know what I'm saying? Like those are hard conversations. >> So I guess >> we could do we could show you what we evaluate them with, but I can never talk to you about what >> Oh, I know that we you guys have been drawn outside of here. They can just come up and tell you exactly what you already said. They can come up and tell

069you you're not meeting it. I'm not giving you a raise. It's not that simple here because we can say we're giving them a raise and maybe this person didn't meet everything but they did some. We don't do merit raises here. It's not your race is not tied to your eval. >> So can you can you like answer to that like why why is it >> we don't do teacher evaluations aren't tied to their races. >> Why? >> So how two of them how would they do that? >> True. Because they're a union, right? But but the administration is not union. >> Right. So they're individually >> negotiate individually. >> Right. Right. Exactly. So if they can my question is if they can negotiate individually why can't you evaluate them individually >> and make it merit

070based at that point >> different matrixes for the reason. My question is if if a principal that's what would happen with the merit based program you'd have 142 matrixes for teachers and 14 for administrators because none of them would be at the same place >> if a principal is underperforming say consistently worth it's just I'm just asking this understanding somebody underperforms say two years in a row and they you cannot get them to get above a one or two is there what's the course of a like what what would that look like >> once you generate the planet agreement in evaluation. >> That's the start of your documentation. If somebody's not meeting the expectations, saying for teachers or plan of improve, >> what would that look like? How many years would they not be? >>

071Well, it just outrageous whatever thing you're working on. I mean, if there's been no classroom management, teach that that's a pretty quick move. >> Admin are tenure, too. So, >> they have the same. they get tenure they just are free for all then >> or are they actually >> that's what I mean like that getting into a discussion of of >> why Don evaluates things instead of just saying Don is our guy that evaluates the assistant superintendent the directors and the principles >> and I understand >> that's exactly where we're at right now >> but as a as a as a community member it's our civic right and our civic duty to be able to follow things and we have the right to understand how he's doing that. We have the right to understand the

072process. >> I agree with that. >> Yeah. >> To understand, >> but not not the input on hiring. >> No, we're not asking for everything. We're asking how how is it gauged. >> We It's the same evaluation for every person. I can't go like, okay, as much as you did last evaluation. We have to be consistent with them or we'd be in trouble with that, too. So does the principles for each >> Hold on. Yes. I don't know your name. >> Go ahead. Sorry. The question for you, Don. Are there do you or is there a way though set goals like, hey, I want to raise AC scores by points or I want to keep teacher retention. I want to improve that by five. Can you add goals like that to a principal? No. >>

073No. >> It's not part of the green. I know it's not part of I'm wondering >> I can't add things to that couldn't build can I say to the building your your leadership team those are things your your building leadership team need to work on they're working on ACT scores that's been one's focus now for three or four board meetings or I mean three or four staff meetings now is getting the scores out there and then demanding ways we're going to improve that that's being done I don't have to tell them to do that now if I don't see improvement then there's a problem but then that's up to me to address that it's not up to me say you're not going to get a raise if you don't do this. the more more the

074more of the question was >> are we are we casting a vision to our administrators like hey let's get here >> sounds like every building they're different than every building >> because uh K2 was tasked with implementing and managing the daycare for our retention and recruitment process for teachers which has been extremely beneficial for us And that was part of her asking was, hey, this >> they have proficiency requirements that are based on our jump start program which we get money for. So the requirements there are already built. I didn't have to do those. If we're not getting them, then there's a problem. But we're meeting those. And that's the stuff I wish and it's like is going to start happening. I'm going to start putting in my board report things that are going on

075in the district that are good pictures of things because it doesn't get out there because that's not what they're here for. They don't do that. But it was a little reminder that when I put that everybody gets to see, oh wow, I didn't know that went on in elementary. I didn't know that happened. And I'm going to start doing that again. I used to do it. That makes my report, but it doesn't mean people can't read that. We'll go back to doing that and putting pictures of ROC. But there's those things that people don't get to see. >> Yes, ma'am. I guess the thing that I think where I'm coming from and maybe where other members in the community are coming from is as taxpayers we are paying to fund the school. we elect board

076members to ask the hard questions and to do and to figure out why are we why are they why is this 3% being proposed and if it's not a merit-based while all the things Josh has said about all the good things that our principles and vice principles are doing I believe are they're doing and they are good people and all of those things but if it's not merit based why are we looking at that to decide if we're going to give them a 3% raise not merit-based. So where are you coming up with? Why are we giving this? There's nothing to support. You haven't looked at cost of living like what is the cost of living increase like there's nothing there to support why we're giving the 3%. If you're going to do it as

077merit-based and all of the things Josh is saying I agree with. It has validity. There are good people. They are doing wonderful things. their jobs are really, really hard. And in every way, I'm usually the one that says, "Let's pay them more. Let's give them more." Because I do agree with that. But I also am saying when we have teach administrators that are comfortable continuing to come and ask for stuff and as a group collectively, there may be one or two that aren't always that shouldn't be getting that as a group. And when you're not doing it as a merit and you're saying it's not a merit, but then you're standing up and saying I'm standing up for the administration. I'm not saying the administration is a bad administration. I'm asking simply why we're giving

078a 3% raise and those things are not supporting it. >> Two years ago, these members of the board came on and here's how raises used to have add 25 cents to your salary and tell me what that gets you. $600. There's your raise. That's how it used to work here, Don. I can't give you a raise this year. I'm sorry. I know you worked hard, but you just didn't do enough. That's how it used to be done here individually in the offices. Yeah. Sorry, I can't do that for you, but I can give this person $7,000 because they they did a great job. >> And that's where the days came. Two years a two years ago, Shane asked a question when he got on the board of why do we not have equal opportunity for

079everybody? And it's about the time that we were having these discussions with 80%. [clears throat] We weren't doing our insurance correctly with non union non union classified. We got that all straightened out. That's where this all started principles. But we agreed that we would come each year and correct what had been done in the past that wasn't correct. our our directors weren't getting consistent raises. One would get $5,000, one would get a quarter on their it was never consistent. We now have a system where last year we did all of our classified non-union people but excluded the principles and they're in that group now. So we got that set up. So in another year or two years we'll go back and look at that and say okay it's time to look at this again. But

080now there's a matrix in place which was not in place and it was hard. I mean we developed them but now Deianne knows in her paperwork where to go to look at what our maintenance director is going to make next year with or without us adding anything to the base. That's not me saying throw a dollar an hour onto that salary and see what it looks like. It's now she can plan and budget around that which we didn't have. Now we're working with administration pair of professionals. Next year it'll be teachers. But if we can set up these things so that we're not doing this every year. That's the exhaustive part of this is we talked about this every year with administrators. Yeah, we're going to do something. No, we're not. We need to get

081away from that mindset. These jobs are not easy. And I agree with Josh 100%. Seeing what people go through daytoday here, it's not always a great place to be on some days because we have a lot of kids with a lot of high needs and our principles are in there giving what they they can give. So, we're our pair of professionals. Nobody's being dismissed here in this bust. We're not saying you deserve more than you. We're just saying I think everybody deserves to be recognized for what they're doing. And it may not look like that because we didn't have these discussions like we did two years ago. >> And how are you gauging when you come Oh, sorry, Cy. >> Corey. So, I just want to kind of clear everything up. Um, so in the

082in the information you guys have given the comparison data, what we go off of is trying to be equivalent to school districts are size. So get rid of this merit based stuff because that really doesn't matter. What we're trying to do is equal out the pay. And Jamie, you know this, equal out the pay to other districts that are like ours. It's not that we're trying to give them more than they deserve. We're trying to make them as close to equal to schools our size because a lot of them are getting paid a lot under here. So that's the main reason they bring it to us is because we need to bring them closer to the wage they would get in Harden or get in Pulson. And in the paperwork here, you can look through

083and see the the different um it's in the comparison data. It talks about comparison with different ones. If you guys are worried about merit based stuff, I'm sure we can get uh photo copies of that and hand those out tonight if you need it. But the raises aren't based on merit. So no matter what, that doesn't matter to this. This matters to bringing these principles up to a slightly below pay what other schools are another district. So that's the main thing here. It's not that if they deserve it, if they don't deserve it, it's if that person leaves, are we going to get another one? No. Because we pay 20,000 under what are we pay? I mean, we're just trying to even it out. And that's where that 3% comes from is to raise it

084a little bit and try to keep the good ones we have. And if anybody leaves, we get new ones in. So that's that's how I see it, right? How often? Thank you. That's a great explanation. Actually, that's what we were looking for. >> Yeah. And that's that's all I'm trying to say. >> How often do you revisit this then? Is there >> Every year we were going to do this. >> Every year we've been No, we want to give away doing it every year. >> We've been doing it every year, but >> Yeah. Last year we talked about it and they didn't get a raise. >> You know, this with our uh what they're proposing is a two-year. Let me see if I can. >> So, >> isn't it it's a we agreed to be

085an postcard talking but not >> perfect. What is steps? Because when you were talking earlier that almost sounded more like a merit type because it was like.7 metric in it. When you move up a step there's a 1.08. Somebody down here farther might be a 4.2%. It just goes with your steps. Yeah. That's why >> years of service at all. >> No, it's based on years of service, not on what you do. So all teachers, as you move across, everybody going through this lane gets that same thing. It's not based on if you get this far over on your your credits, you get the same thing everybody else that's in that lane gets. >> Because we when we go out, if we have to replace somebody and we want somebody with 10 years of service,

086we can give them seven. Seven I think is the max we that we do. So if they come in with 10 years of experience, we'll give them seven years of experience on our steps. >> Steps. >> And I talk that comparative is that compared to matrix base salaries or is that just salaries across the board? >> Matrix looks like it's matrix based compared to most matrix based. So those comparisons like our base where we're at right now with our vice principles you compare I I can't see >> there's a lot six or seven there >> it's just to kind of bring them up it's it has nothing to do I mean like >> the steps we teach the steps >> I think last year or the year We made it from >> what do we

087have steps before >> five or six and then we jumped it up to seven because we wanted to get it up to seven because we can't do 12 like Billings does because that would be >> Jerry you need to come up if you can't see it >> I can blow it up really big >> on the bottom here is Hawkwood this is what we pay our superintendent or business manager 912 principles 912 assistants middle school middle school assistant elementary and K5 assistant So if we go to 912 principal 98,432 uh Pollson pays there's 132,57 uh Lawrence Carlton pays 95 >> Corvalis 100 is that big fork 112. >> Yeah. >> So this is what >> but those are just salaries. So we >> those are just salaries for that one. Yes. But through all of

088this, our matrix consistently, >> but East Helind is kind of like our biggest comparison. They're the about the same age as us >> demographics and things like that. So that's kind I mean, >> is Laurel on here? >> Laurel is on the top. >> Hold on. Those are all western side states that I found the state. I'd like to point out one thing is that Hamilton They may pay higher because who wants to live in house that you have to take into figure that kind of thing. >> So I mean they're they're an outlier in my opinion. They don't have the metropolitan area that we do. East Helena in my opinion is about the big Harden isn't because they have other forms of income Indian aid money things like that. So they can offer other

089things. It's not apples to apples. We will never have an apples to apples, but East Carolina seems to be our biggest or our closest comparison. So, okay, go to the other one. >> What was up the top? >> It's up here. I think you went >> this high school principal 104,745 insurance teacher gets um 256 uh we're estimating 78 7804 insurance high school 109 >> so curriculum director It's another mine. >> And if you look at ours was 98 for our high school principal and they have no days anymore. >> So they those these that are you're all comparing with insurance. >> They all get the same for insurance across some people get more, some people get less. >> Some people get full family insurance. >> Yeah. But again, a lot of people that are

090giving full family insurance are >> Louis Sandy out. Lewistown pays full family for everybody. >> Yeah. Lewistown pays full family for everybody as well. >> We got in trouble for >> currently do it until somebody says don't. So that >> but also I would like to reiterate what Corey said of the raise that we're doing right now. Don't put the face of the person that is in admin associated with this race. We're doing this as a district to stay competitive or if we do need to replace somebody or we need to go out and do something else. It's also a recruitment and retention process so that we keep the good ones. And with this raise, we're still in the middle, maybe lower middle of this, but we're not we're not at the top. So when

091you say you guys are putting it on the base that means that or clarification that it is a entry level like if I if I don't is this the is this our matrix is that the current model one >> I can't see >> is that the one on there >> I I'll have to look I'm not sure that was ours or something >> I'm just saying like so that so when you are giving them the 3% It is the base pay of what a what a principal will come in at. Is that what you guys are stating? >> Correct. So >> depending on what step they come in at as well. >> Right. But if we're just talking like clear cut >> zero base here you go. That's why I'm confused about the comparisons maybe

092still. >> Okay. So these matrices are spread out here. Like Laurel didn't put a matrix out. they just they're starting or what they're currently paying. Lewistown put theirs in here and marked out what they're doing and what they're moving up to. If you were actually asking them, please send us your matrix. You would get the actual matrix. I don't know many places that don't have this in place. It's almost impossible budget if you don't have this for your teachers, your parents, everybody. Um, >> okay. So, the 3% >> raise Jamie and put it on >> the zero >> on the zero. So then now so what I'm hearing is so you guys going to put the 3% on the zero base right there which I get >> what you guys are talking about but now

093we got principles who are at the 15year mark at the right like or the cap >> the cap right the let's just say the 50 so their 3% is way more is you're telling me that it's less than $50,000 the 3% raise on the principal itself Oh, that's a principal. >> You're right. >> The total the ad put together for it is 50,000 for the 3% >> for almost six >> 11 for 11 employees. The total bottom line amount is about $50,000. >> That's including where they're on on their steps. the whole steps coming down because we're not getting all that increase on days and insurance and all that stuff. That's gone. Now it's just a 3% on the base and it adjusts the steps down but it's still not going to be >> so

094then the 3% so it'll so it'll go on the zero but then all of that on the B. So everything >> the 1.08 or whatever that step >> everything will shift up 3%. >> No, just the base. >> Just the base. Lacy had Lacy had a good question last time because people say, "Well, it's 1.5." It's not a 1.5. I thought it was too. It took me a long time to figure this out. Deian has a spreadsheet with 1.08% in it. It's the increments or is that increments? >> It's already pre-done in a spreadsheet. You don't determine that. It was already pre-done. It just plugs it. You plug the numbers in the base. It generates what that's going to look like. As you get farther down, as you're here longer, that gets higher. That's the

095same on the teacher. some of the teachers might get up. We might do a 2% raise to the base, but by the time it gets down to 15 years, it's seven or eight%. So, that's the stuff that we're looking at working on is what is sustainable? Do we need to maybe shorten this? Do we need to increase it? That's the kind of conversation we're having, but we can't do all that at one time. Another conversation we have to have while we're looking at what's our funding going to look like with the new decentennial group. Are they going to do anything different? We don't know that yet. they haven't made those decisions >> and the matrix the steps are in the supporting documents too. So the increments like Don said but it's it's >> I can't

096speak to how they do the increments. I don't know it was Deian has done a lot in opening up what we didn't know before. I didn't even know that was behind this spreadsheet that there was something that calculated that. I would sit there when I was trying to do maintenance with Shane. I would sit there and go, "Yeah, we did 1.5. They're going to make $85,000 as custodian in 10 years. That can't be what it is." Right? >> And then the said, "No, there's things in order to calculate that." It made it a lot easier for me, >> doesn't it? >> Couple things. Thank you for your apology. I also apologize to both of you. Um, now with all of this explanation of why we're doing the raises, I support them. before it was coming

097across as just giving a raise to the staff and it wasn't it wasn't communicated clearly as to the why. I appreciate the discussion. My only concern then is if everybody's getting just the base raise and it's not merit-based, what is their incentive to in improve morale in the high school? because if they are still getting it, then they don't have a reason to improve anything because they're still going to get their money. >> Here's here's one one thing down first. Um I like everybody to know that this was my screw up as board chair. I should have been more proactive and having discussions in public like this like we're doing now. My bad. I screwed up. I'm going to make the change and know that everything will be done in the future differently and open.

098So that is on me. That's not on Don. That's not in any other trustee. That was on me. So I just want to put that out there. Okay. Sorry. Here's Kelly. Here's the hard part. There's a perception that things are horrible in the high school based on people's individual in ourations. As of yesterday, we are fully staffed. We had no applicants here. And I wish people would Google teacher shortage in Montana. I would challenge anyone to find districts our size are fully staffed anymore. >> It's been a retention issue, >> but they don't they don't stay anywhere. Shepherd's had openings for two years now. Nobody applied for. People don't stay in education and I'm going to say it's because of the stressors of what's going on in in the classroom and at the building levels.

099It's a whole different animal than when I was over in the elementary over there and that kind of stuff. It's a different thing. >> I think I think the perceptions all over the board of of what people think versus what they know of of each principle. I mean I I would challenge you to to know more than Don or I about the buildings or the actual principle of things. I mean I I think the retention thing I'll say this we have lost people in the past and we we we've actually improved by some of those losses. Not all of them but we improved by some losses. Sorry I don't Jeremy I just said a question to make sure I understand correctly the 3% is a change in the whole scale or is it just the

100base? >> It goes on the base and it trickles down to different indicators on each each step. >> So there will be an impact to folks even if they're not at the zero step. >> Yeah. >> Okay. But anybody coming in here for the zero that's starting just we get some experience in that stuff >> and to to quantify that impact on the budget is it's already been you know calculated at roughly 50 grand for the next for this >> county. Okay. So the genesis of asking for this or decide or having this motion brought to be considered was a pay scale study. So what happened is we've been having our meetings and doing it like we've always done it and that's not the way it should be done and we are acknowledging that that

101that we were not doing our committee meetings correctly based on open meetings because we were getting mixed reviews and I have to thank Shar because she put two things in there that when you put that in it changes the entire information you get on what Montana open law allowed because if you don't have two articles in there it doesn't come up the So once we realized that we did exactly we talked to our legal adviser and he said this is what you need to do. That's that wording that's in the agenda. We have now self corrected which which means that they acknowledge that there was not open meeting on this reissue everything put the documents we used in there. Um, some of the documents I would prefer people just have a copy of them just

102so quick emails can to you rather than doing this thing where they're randomly just going everywhere. I just mean that we we don't want people taking a document like a principal evaluation and walking around to the principal they don't like and saying, "Hey, you're not doing this." That's the stuff I don't want to have. We want to educate people on here's the evaluation tool, but there's things you don't know because we can't share that like we're doing right now. >> I think what we've asked for is the tool, not the result. >> Yeah. >> But we are saying as a community that we are hearing differently than what you guys are seeing on the inside and sometimes it's really good to have that dialogue because maybe maybe because of certain things people don't feel you're

103approachable. And I'm just going to throw that out there. I don't know what the what the I don't know where the hard line is drawn. That needs to be discovered. >> Not I'm not saying any personal attacks. I'm just trying to There's a disconnect between the outside and the inside. And there's a disconnect between the inside with the leadership because we're hearing that as a community. We talk to our teachers. We all have kids. And it's not in a bad way that I'm saying this. I'm saying that something needs to be done. Someone that why we're wanting merit-based. We want to understand who's holding who accountable and how can it be fixed because we understand there's shortages. We don't want to be a part of that number. We want to be the school where yes,

104there's shortages, but we're working at Lockwood. We're taking our kids to Lockwood. That's what we want. I'll just say like I feel like I'm kind of really in between on this because I get, but I don't spend all day at the school, but I am more involved than I used to be. Um, and I know like as parents, we just we're not here all day. Our kids hate it. Um, but so it is really hard because I think you guys maybe the staff get a little bit of blinders because you do get to see it day in and day out and maybe you kind of forget how hard it is to know what's really going on and all we have to rely on sometimes is rumors and stories and I don't like that. I much

105rather have the data and the information. So I do think as a board that we recognize that they do not have that information if we're not sharing it. No, a lot of times I don't >> Nobody comes to me and says, "Hey, could we have a conversation about this?" I don't know what's going on out there. Alls I get are the big blow up and the comments and it's a two-way street. If you're hearing something and you don't reach out to anybody, but you tell your neighbor, then pretty soon it's a Facebook post, not something I'm not going to go on Facebook and defend the school district. I'm not going to do that. >> I don't have energy to go every night and figure out why Sus is mad about the bus stop. We don't

106It doesn't work that way. My [clears throat] door has never been closed for four years now. Three years. >> As a board member though, I really do appreciate when the community comes to me and does. >> Oh, yeah. >> Like he said, she says, tells me stories because I don't have all the information. I don't know what's going on in the elementary anymore, whatever. So, >> but I can speak to that as someone as a community member. Last week when I came to you guys with the question about why the raises were being closed, I purposely had not spoken to anyone in the community about my concerns. I hadn't spoken to charity before the meeting and I purposely don't try I tried not to speak to people about like my concerns about that when asking

107the question about it and I felt like I was facing a wall. >> Don't question us. Like don't question us. very hostile, like defense, very defensive. >> I'm telling you how I felt and I I am allowed to have those feelings, too. And I'm telling you that when I and I was and I choose to have my kids here in Lockwood. I'm I'm sticking here. I'm saying let's do better for our community and everyone. And if Corey would have just explained exactly what he just said to me that we're doing it so that we stay comparable to the other districts in case we lose one of our administrators, I would have said that makes perfect sense. Thank you for explaining that to me. Not I think our administrators are blah blah blah while I'm listening

108to administrators whether they're talking about me or not, but the comments that they're making aren't very appropriate in the back row behind me. It was a total it made me as a community member very uncomfortable and when the reality is is we are paying taxes. I am electing you guys to be able to come to you and ask questions and I felt completely uncomfortable and it made me question if if if [snorts] I should be able if it if what I'm doing is right and if I should be sending my kid here because whether or not I can ask questions and that shouldn't be the way it is because I do want my kids here and I do want it to be as best we can be for as many people, not just a minority

109of people and not just the few people that are coming to this meeting asking questions, not just the top 1% or any of that. I want it to be the best for our whole community. And I think we just need to be more transparent and be careful that our defense is enough. So I guess I want to comment on what you had said, Don, about how um like you don't think that there's like how how the community views the school and how how much work the the school is doing like how negative it is looking in versus looking at the inside looking out. And I can just say that being off the board and and not being as involved as I was looking in and looking at it, looking at this district as a whole

110from when it first started, in my personal opinion, it feels like it's on a decline as far as educational wise, >> educationally. And and here's my personal experience is because when I I do remember prior to you um there there has been convers like the conversation was you know when I leave this when students leave this school the goal is for them to possibly leave with a an associate they will have the opportunity to leave with an associates degree. Hence the reason why Blockwood School was not offering AP classes or honors AP spec specifically, not just honors. And he and it was we're going to offer more college courses, dual credits because it'll be at a discounted rate and that's the route where we're going. And that's where it led to we would like to

111see our students leave with an associates degree. Now today when you look at it it doesn't see well we still don't offer AP classes which is f which however and as far as honors classes I don't even know how many honors classes um that is being offered and now as far as the dual credits like that's seems like to be limiting being limited and that's coming from a teacher um and other parents um making those claims. Not sure if it's true or not, but looking in as far as these kids who who want to excel, want to be challenged, um want to do those things, it doesn't seem as though that opportunity still arises for the kids in Lockwood um as it used to. So I'm just saying looking in I think that is the

112perception that parents are getting and as far and looking at our ACT scores that are not is is kind of scary. So I'm just saying >> a week and a half ago we had a public meeting about exactly what you were just talking about and 62 people came and that's what they took from that. That is what Mr. School is working is here's what we're working on in our leadership team. Here's the things I cooked from the questions we recorded. That will start coming back, but it can't be done in a week. >> Gotcha. >> So, okay. And you're right. Some of the stuff you're hearing is from disgruntled employees that don't like because they might like teaching this and it might be changing, but we're not doing away with anything. We've increased our honors

113classes. We've increased our dual credit classes. We've decreased what that does for a child's GPA. You get two classes and that's it. You can't take 10 because other kids can't afford to do that. It's not it's not even. So, we're limiting it to the two that we started the high school with. You can do two classes that will be counted on your average or your GPA. You can do as many dual credit classes as you want. They can put it on your transcript, but it's not going to be weighted in your overall score, your grade point average. That's the difference. And that was very sloppy. And it was very open to whatever anybody wanted to do. It's being cleaned up. what's going to take some time from that meeting to get all that stuff in

114place, but there will be some course corrections on yes, you can request a special class if you want to. Here's the form to do that. So, it it's happening, but it's going to take some time to unravel this stuff that was just allowed prior to this. And I think that something needs to be said from you Don or from the school board to let the community know that honestly in a transparency way that you are working on that because that I think we all know that meeting was a little bit rough like splitting into two wasn't productive all the things whatever but that you're working on those questions and that feedback is going to start coming back to >> them last week Stacy talked about where's with that. So we'll just keep updating as we

115go. Kelly, do you have something? >> Um, the if that's true, that's different because I was at that meeting and I was told you're not going to be able was hoping for high school. I want my daughter to be able to graduate, which she's not even in here. Like, I'm here on behalf as a soccer coach. Like, I try to represent the kids and everything I hear from them, from families and whatever, which is vastly negative. That's why I'm here. I'm like, I don't want to go off rumors. though I sit through these long meetings. Um, but I did ask that question because I'm like when my daughter graduates I want to be very close to having two years of college done and I was told that is not going to happen in that meeting.

116So is that >> correct that when they built the high school there was a lot of promises made that we don't have programming for some to do some of those things. Now, your kids can take as many dual credit classes and college classes as they want, but you have to fit it into their schedule. We don't rearrange the schedule for that to happen for each individual. >> I would like to stick to the agenda. >> Great. >> Sorry. Sorry. >> Part of what is on the agenda. >> You have a question. >> I I'm sorry to be off topic a little bit. I just wanted to say the 4:30 start time was really tough to try to get here for. So, if you in future can take that into account. >> Appreciate it. Sorry. >>

117Yeah. So, I understand 4:30 is hard, you know. Um, all these good people have jobs. They don't get paid to be here. They have to take time off. So, I mean, if we're willing to do it every month, a couple times a month. I mean, it it's hard on us, too. So, I mean, we don't get paid. It's not a matter of willing, it's a matter of >> We get yelled at online. We get degraded online. And then >> I know I'm not saying it's you, but I'm saying We don't get paid to be degraded. We don't get paid to be here. We be We're here because we we love the school. We love our kids and we want to see the best out of the school. We're not here to, you know, fight with

118you guys. We're part of the community, too. We want to make sure that you guys know what's going on, but there's other things that happen behind the scenes that the school does because we are not going to micromanage Dawn or the principal. It's my fault because my evaluations start on the floor. So, we just come to meeting that is the easiest way to get through this topic. I'll say it's just a little bit of feedback. >> Yeah. >> No, we do try on vacation. [laughter] >> Yeah, we do try to accommodate our meetings. I mean, that's why we don't have them at like noon or whatever. We try to do everything after people get off of work when we can, >> but sometimes we have to if we can get a quorum at three is

119what it is. >> So, so Josh, I guess, um just kind of trying to get us back on track. Like we said, I I appreciate everyone showing up. Um I think we admitted, you know, our transparency wasn't there before. I feel like it was here tonight. Um I again, I was in those meetings, you know, the discussions, the discussions tonight, everything. I don't think $50,000 is a huge hit to our budget. So, I mean, I'm going to go back to what I recommended last time, and I'm going to recommend that we approve the set race in case of the 26 children matrix. >> Got a motion from Lacy and a second from Shane on a 3% raise to the base of the matrix for the principal and assistant principal. Discussion from the public. >> Thank

120you. >> Discussion from the board. No, I just again want to thank everyone for showing up. It's hard to understand. I mean, being in the committee meetings, I asked a thousand questions. I asked Kinsey and the end to run multiple numbers, 0%, 2%, 3%. Shane and I, you know, bantered back and forth a little bit. We've done that tonight as a whole board. Um, it's not easy, you know, >> wasn't just pulled out of the air. >> And I can appreciate that. I just wanted to appreciate that. My uncomfortableness was also knowing that the rest of you didn't have that documentation and hadn't reviewed it. And I, as a community member, there's seven of you for a reason. You all have different perspectives. You all see things differently just as we all do. So, I

121just would hope you're all involved in that process because seven of you for a reason. >> I apologize earlier. This is my fault. This will be fixed in the future. >> I'm just saying >> everything will be because I don't want to be in the district for doing shady stuff behind closed doors. Period. not going to go. >> I can take my launch like the next of them. But >> and I just have one more question to ask and I don't know if this is relevant but when do we when would be the appropriate time or how do we get it on how do we move forward to understand how you are gauging? I understand this is separate. How do we move forward? What do we need to do to engage with you to understand

122the hard conversations that we want to know you're having those hard conversations? We can't know what they are, but we want to know that it's happening because we have a different perception of what's happening in certain areas. >> I already asked for discussion from the public. [laughter] >> It it depends on >> it depends with the hard I don't like uh if you know something that is not going >> No, no. Like the the scaling of how are we holding people accountable like this isn't a way to do it because this is a basically we're catching up with the rest of the district. We're making sure we're comp competitive. You have a different he explain it. Great. Where's the other part come in? Where are we holding accountability and how do we address that and

123when is it appropriate? Maybe I'm not still making sense >> accountability for what charity did >> or well obviously there's community members concerned about what's the high school or the whatever part of this building might be. How are we how are we able to ask our questions to make us feel like Don We want to know Don's aware of situations and having those conversations from us. So when is that appropriate? I don't know when we can share that as a community. I know I know that's a community concern. That's what I'm asking you as far as >> I don't understand if somebody hears something they have a question about something I understand that but you guys put them >> nobody comes up and says anything until it's a Facebook rant that has 50,000 >> I

124know we're getting off topic again I'm trying not to I'm just saying it turns into a complaint process and that's a whole another bucket of >> No I'm just saying if people are hearing something and they have questions about it call me and make an appointment come up I can talk about things that come up here that are not anything but in the community because we haven't did you have some I mean some of that you guys is you elect board members to oversee Dawn and Don oversees the admin who oversee everybody else in the district that that's pretty much the process the other thing is is yes they're not all complaints they're not all through the complaint process um and done. And I definitely don't have time every day clarify everything, go over everything.

125Well, what we could try to do that, but I think that kind of moving away from educational purpose. >> I don't think we're that's not what I'm asking, Kenzie, I guess, is I I'm not saying is can anybody else say what I'm trying to say? I guess what we're trying to what I'm trying to say is on a higher level, where do we get Maybe we'll just save it for the next board meeting or maybe I'll try and put it in a letter. sign obviously missing the missing what they were doing >> at any point in contact if you want to talk through it I'd be more than happy >> at any point you can contact any member of the board okay if I'm unapproachable just don't I know you didn't say anything but I

126know people have said that I'm unapproachable >> you can contact Jackie or Lacy or Stacy or Christie >> okay >> if you there's I mean I think uh all of our information is on the website. >> So that's >> contact. >> So is that is that >> I wear the hat? >> No, but I I'll I'll go from there. That's kind that answers my question. >> I'll get a starting point. >> I guess I don't understand. >> So um I'll kind of answer your question like I've heard from teachers. I've heard from other you know community members and and if it's something that's I have something, you know, a worry about or something like that, I call Doc. I call him. I say, "Hey, this is going on. Can you look into it?" He's always

127open to me calling him. Just like I'm always open to people calling me. I've had people call me on my phone at like 9:00 at night. I've had people call me at 10. I've had, you know, >> so the the thing to the community would be at this point if you've been those routes and you feel like you're getting close to doors. If you've done the the whole month or two months long, which is a whole another bucket of worms that needs to change is our complaint process. If you've done all that, then who do they go to? The board >> just reach out and let us know what's going that you're not getting what you're needing and we can try to figure out why and then we can let we can come back to

128you and say, "Hey, we're looking into it." >> Sometimes it just feels like a circle thing. Sometimes I feel like that's what community members are are upset about and that's some of the disgruntle is that it's a circle and we're not accomplishing anything. So >> at this point I'm going to call the question. We have a motion from Lacy and we we can have this discussion after a second from Shane to approve the 3% raise to base principal assistant principal matrix. I'm going to be calling this agenda item six and correct. Okay. Discussion from the public discussion to the board. All those in favor of the 3% raise the basic principles principal matrix say I. I. >> All those opposed same sign. Hearing none motion passes. Move to adjourn. Move to adjourn from second. >>

129Second floor. Discussion from the public. Discussion from the board. All those in favor of say I post same sign passes. >> I guess I just don't understand. >> So you would she wants to make sure that principles and stuff are doing what they're supposed to do. So she wants to know >> I actually want a copy of that thing. Do you have that copy? I think she has >> Yeah. February board meeting. quit.