001It's six o'clock. If we could stand for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. Has everybody had a chance to look at the agenda? Yes. I move that we approve tonight's agenda. I'll second. All in favor? I I All right. We have an agenda. Superintendent support. Mr. Jess. Thank you, board president Wheelander, other board directors, staff, and other folks who are listening in. Um, I'll start off. Uh, summer program are well underway. Uh, a lot of kids are gaining credits. So, we do do a credit recovery for our high school students. Um, they're working really hard. It's a it is a major focus for us
002underneath our strategic plan. So, college and career readiness. And um you know we're really focused especially at 9th grade um one of the things that I really like and it is very effective. I wish not everything was done through an online module with some tutoring attached to it which is how generally credit recovery is done at almost every single school district but we do offer a couple core classes. One is like a pre-alggebra. done that since I've come here just in preparation because that is usually a gateway course uh for high school students and their math trajectory to get their math credits. And so um I believe all but one student last year successfully passed their algebra classes this year to get all their full credits in algebra with through the pre-alggebra class. And so
003and it's going really well this year too. So I did I get really excited about that. We also do offer an ELA class as well. And in fact, it's going so well that the uh we had a student uh give a book recommendation to uh the administrator for summer program and took it and ran and loved the book, the recommendation from our students. That's exactly part of our other thing around high quality literacy. It's not just about teaching kids how to read, but to love the part of reading and writing um that goes on. And so that's always cool to hear. um related to summer program. I just wanted to take um a minute to recognize the tragedy in um Kerr County, Texas with the flooding. Um summer camps, summer programs, I know a number
004of our students, I'm sure, participate in them. Um for a whole bunch with us for a religious camp or a sports camp or just an activities camp, lots of causes too. Kids with health difficulties and disabilities I know as well. And I just wanted to, you know, make a recogni uh recognize the pain and suffering for a lot of those families and just thinking how dear life is um for our youth and um just another reminder about being safe for all of our students and that's one of the reasons and most certainly director Davidson reminds me all the time about the importance of why we teach our kids how to swim too. So flood's different but it's also a number of kids drown just from sheer the sheer water that is here in Mason County.
005So um my condolences to those families um who lost someone. Uh this is uh one of the my last topic is um also not necessarily the most uplifting topic. Uh but last week uh we received um notification from the federal government. So the state did all the states received notification that there would be a uh cut in funding for some federal programs. Um those will include uh intervention supports for our students including those for uh multilingual and some kids for homelessness. So there's some cuts to services. um how that supports them um will be um is just part of the continued story about the defunding of public education. I've said it before. I think I'm starting to get more people to believe what I'm saying is it it is on. So the um both the
006state and the federal government have continued to cut the funding for public education and it is making a difference here in the Shelton school district. I just think of Evergreen Elementary and I think of third grade and I think of some of the students who are trying to learn English and do the best they can and 65% of those kids qualify for multilingual those those services and those directly those monies that both the state and the federal government fund will be diminished that that is leading to less support and services for students. That equals less staffing. That that is a direct relation. When we receive less fund funding and now we're at a million dollars of less funding than we've traditionally received, that is going to lead to a diminished amount of quality of the
007services we can provide. And that's like afterchool programming. It actually isn't that expensive, but when we can't do it, it is going to have an impact. Um, and you know, it does include buses. It does include, you know, obviously staffing that has to go with it and some meals. That's how you provide a high quality program, but that program has to go for the whole school year. It's not like we're going to fix all these issues in six weeks. And so, I'll continue to advocate. I I had asked this question four months ago about this particular event, if they were going to cut funding in the middle of the summer. I can kind of see it coming. Felt it. And here we are. We don't have numbers. So I don't have they they're not going
008to release the numbers. They haven't got received that from the federal government uh specifically on their cuts. We have uh received some notification from the state. But I think my last and uh leaving impression if I can for anybody who's listening is the state has at over 20 years had an office called school improvement. So OSBI has had a office called school improvement. That seems logical. Last week was the last day for the office for school improvement for the state of Washington. Having worked with that office for 20 years. It makes me really sad to say that that's where we're at. So if you hear alarm bells out there, you should. It's coming. It's going to continue to come and we will do the best with what we have. I just want to make sure
009that people if you want to advocate for public education please do so. Our kids are our future here in Shelton. Very passionate about that. Dedicated these kids. I know this school board as well and our staff are. And so more to come as I get more details and I hope everyone has a safe and restful summer as much as they can. Thank you. Uh just one quick question roughly and I don't expect an exact number. How many kids are doing credit recovery this year? Yeah, we usually around 100. Sometimes it abs and flows depending on what level of credit recoveries we have. We have some students who are going for multiple credits. Yeah. Cool. Thank you. Sure. There's nobody here, but I'm going to read it anyway. Uh community comments. Uh item number four, as
010part of the regular school board meeting, the board welcomes community members to make comment in person and/or by phone as conditions allow. Please see the full script with call-in instructions and guidelines for community comments displayed on the screen above. Is there anybody out in TV land? Nope. Okay. And we'll move on to item number five, reports and recognition 5.01, HR update with Tabitha Whitting. Good evening board. Thank you so much for giving me an opportunity to talk about the work um that I get to lead. I'm certainly not the only one doing it um but that I get to oversee in the human resources department. So start by bringing us back to the strategic plan. As we all know, all of the work that we do here, everybody that works here, our work is directly
011tied to the strategic plan and human resources work is no different. we actually have a huge priority um in investing in effective educators and leaders. And so a lot of the work that um I get to do and that um is one of my favorite parts of my job is getting to recruit and retain those highly effective teachers. And we do that because we know that highly effective educators and leaders um result in um effective learning for our kids. So, one of the ways that we recruit highly effective educators and leaders um is in our hiring practices. So, over the past uh few years, we've been making some changes to recruit uh more qualified candidates. We've increased recruitment efforts. And when I say that, that means that we don't just wait for candidates to come
012to us. We are actively looking and going out. We're going to job fairs that we know um have had the best results for us for finding highly qualified candidates. We're partnering with Evergreen State College for student teachers um who have given us some amazing student teachers and um we know that student teachers often stay in the district that they student taught in. So, we're also hiring some great teachers from Evergreen State College. Um moving to Red Rover has allowed us to reach out to candidates that haven't even finished applying for a job yet. So, if you put in your application, we can see that and we can reach out to those people um and see if they're really interested and get them excited about coming here. and we have hired people through that process. Um,
013like I said, we've moved to the Red uh Rover hiring platform. We did that the year that I came last year and it's been phenomenal. Um, people can apply in about two minutes. So, you upload your resume and it autopop populates the application for you. So, instead of the 30 minutes that most people to an hour actually when I applied for this job, I think it took me two hours to get through the entire process. Um, and people now it takes two minutes. We also can use that platform to do asynchronous interviews which is creating this super fast hiring process for us. So they apply, we can immediately send off references. If everything looks good, we can send them an asynchronous interview which means we've given written questions that they see an answer and then
014if we think that they're um a possible match, we bring them in for an informal second round interview um to see if it's a good fit. We also had um kind of our own mini job fair this year doing the same thing. We um in our elementary hiring pool we had some asynchronous interviews. We many actually asynchronous interviews and we went through those and identified um I want to say 10 to 15 um candidates and we had them come in and meet the principles, meet people from the district office um and really kind of get a feel for what we were doing and give us an opportunity to um get to know them a little bit better. and we hired several people from that event. Um, like I said, we also created hiring pools which
015allows us to u move from hiring in August to hiring in March and April. So, this graph right here you'll see is our elementary pool applications. So, in 22 23 and 2324 we were using the old system um and predominantly posting individual positions. So, what that means is I um retired as a second grade teacher from Evergreen Elementary. I put in my notice and now HR can go in and post that position. People can apply for that position. We will screen it. We bring people in to interview. We do the reference checks and then we can offer. That takes six to eight weeks really um in the grand scheme of things to hire for that one position. And by doing elementary pools, what we can do is we kind of take we make an educated
016guess about how many positions we think we're going to have open based on trends and other things going on. Um, and then we can hire in um, March and April before we those people have actually put in their resignation. And then we get to match up those people that we hired with their skills and their interest. So um, we're getting in front of it. We get to hire these people and then place them instead of waiting until August when um, honestly all the really highly qualified people have already been hired by other school districts. Um, so teaching experience. So, we hire these really great people um and then the next step is to retain those really great people. So, um I dug into a lot of data to do this PowerPoint um and um was
017more than pleasantly surprised at a lot of just the really great data that we have about retention and recruitment here in Shelton School District. So, I pulled um like-siz school districts, so about 500 FTE students, give or take either way, just to look at um what our average years of teaching experience is. And so for 2324 um which is the most recent data you can get on OSPI's website you can see that um we have the second highest at 13.9 years average teaching experience um for our teachers here uh which uh is also significantly higher than the average of 12 years teaching experience. Um and then in addition to that um on a a national level when someone leaves a school district on average they've worked 8.2 two years in that school district. And here
018in Shelton, our teachers average 9.24 years, which means people are staying longer here before they're retiring or moving on to another profession than teachers across the country. Um, also certificated uh retention trends. So, I dug in a little bit deeper to Washington State specifically. So, Washington State Title One schools have a retention average of 86%, which means year after year about 86% of their certificated staff return. Um, when you're looking at our data over the past uh decade or so, it's 88%. Um, and that takes into consideration the 2425 outlier that you've heard us talk a lot about this year. Um, so why is it an outlier? So, you've heard us say over and over again that this year is different because of the budget deficit. Um, inadequate funding has resulted in our need to
019make reductions. You've heard us say over and over again that we are a people organization, which means unfortunately a bulk of our reductions have to come in people. So we made very different decisions this year around retention than we have in years past. So it actually makes perfect sense that this year is an outlier compared to other years. And one of the other things I found this very interesting despite the fact that we've been making reductions and um over the past couple years we still have more staff per student than the average of like-siz districts. So that means if you're looking at this for every um 6.46 46 uh kids we have we have one staff member um in our district. So the average again with those like-sized districts is 6.78. So the lower number
020the better essentially that means we have more staff to support our students. Um and if you're looking up there it's the data is interesting when you see student FTE differences and staffing differences across those districts. When I dug into these districts, all but three um have reported a budget deficit, anticipated budget deficit for next year. And the three that don't have experienced an increase in student FTE. And one of the other things you'll see is that the staffing doesn't necessarily align with the student FTE trends. And that's because staffing decisions, we're hiring in March and April. We've created a budget in February or anticipated uh enrollment for February where we've made staffing decisions. and we don't know if we're going to have less or more kids based on that anticipated um enrollment until September. So
021those staffing decisions have already been made. So when school districts see an increase um it takes them a little while to increase the staffing which means they're actually banking that money where when school districts see a decrease it takes a couple years to decrease the staffing to align with those reductions which has the opposite effect. Um, but all in all, we are have a lower staffing ratio than the average and I anticipate given that all but three of these districts will have staffing reductions that our staffing ratio will still be lower than the average moving forward too. Um, and then the last slide here, I just wanted to touch base on the personnel report status because there's language on there that I don't know is in layman terms for um, everybody reading it. So when
022someone leaves the district, there's two ways that that happens. Either the employee initiated it through a voluntary resignation, a voluntary retirement, or a voluntary layoff, which is less common, but you will see it. Again, part of the reason we have that outlier in 2425 is when you're doing a reduction in force, you will see people volunteer to be laid off or volunteer to retire or resign um because they know that their colleagues are going to be losing jobs. And there are many people that will leave to save their colleagues jobs. And then the other side of that is district initiated. So you have non-renewals which is um a certificated term um for an evaluation being unsatisfactory. So that is a very long detailed process. The evaluation process it's statutoily driven. There's policies collective bargaining agreements
023about it. Um but essentially a tenur teacher has two years um to increase their practices um to reach a satisfactory level before we ever make um a recommendation of non-renewal which comes with a significant amount of support from the district's side. Um provisional staff have up to three years to get to satisfactory um before the district has the ability to make a determination if they want to move forward with recommending a non-renewal or not. Um, alternatively, a termination is for misconduct. So that's when people are making poor decisions as an employee. Um, if they reach that egregious level, um, you will see a recommendation for termination. This is also classified language that is used for a classified employee who also had an unsatisfactory evaluation. Layoff, you guys are familiar with that term, a reduction in
024force. It's done by seniority typically um, or endorsements um, for certificated staff. And then the last one there is not something you would ever see that language on a personnel report and I wanted to touch on it because it's um probably not something everybody is aware of. So when somebody is non-renewed or terminated um most of the time not always for very egregious things but most of the time um when they meet with me I give them an opportunity to resign in lie of a termination or a non-renewal. And the main reason for that is because um the district believes that just because someone isn't a good fit here doesn't mean that they won't be a good fit somewhere else. And if you apply for another teaching job and they will ask you if you've
025been non-renewed or terminated and you say yes, you're probably not going to get another job. So that is the district's way of supporting these people to move on into another position and to the next phase in their life. Like I said, even though they may not be a good fit for us, we want them to be successful moving forward. So, we allow them to resign. So, not all resignations on a personnel report are voluntary. Um, there's actually probably a good chunk that are not voluntary um on a from a year-to-year basis. All right, that was a lot of information and a lot of data. What questions do you have for me? All right, I know there's questions. I've got a few questions. Perfect. Um, first one, when we're talking about the strategic plan and we
026want to have good professional development for our teachers, that may also go to what Wyth just mentioned with these federal budget cuts because it's my understanding that part of that cut was that there were funds that were appropriated for professional development that are now being withheld. So that is also going to affect staff and programs and support that we have for our staff. Is that correct? That is absolutely correct. Yeah. I mean we don't have any I mean I just I think we're talking a lot about staffing. We've cut everything else out of our budgets and now all we are is left with people in the enrichment of people which is the professional development. So yes. Yeah. So that yeah, I'm just aware of that and I know we don't know the numbers on that
027yet, but that is something that that I'm aware of. I often get questions from community members about why we are hiring teachers when teachers are being laid off due to budget cuts. Sure. And that is something that's not well understood. And so I know, you know, sometimes I give them the example of a high school, you know, math teacher is not necessarily certified to be a second grade elementary school teacher. Correct. Is can you give us some more examples so that you know people can understand why this is happening, why we would be hiring in in a situation where we're also laying people off. Sure. So um a layoff happens based on seniority. Um and so sometimes that does require um a certain level of layoffs in order to get to a certain number which
028can require certain movement to happen and certain hiring that needs to be done. But predominantly um in the last school year and in other school years, not all separations are due to layoffs. Um a lot of it is very specific certification. Um, if you're only endorsed to teach French and we're not going to offer French next year, then you're going to receive a layoff notice during a reduction in force because we don't have a position for you. Um, however, there are um people that are non-renewed and are allowed to resign in lie of a non-renewal or are terminated for misconduct um which are still positions that we need to fill that that French teacher can't fill. So, we will always have openings no matter what our budget situation is because there will always be people
029ebbing and flowing out of the district for a variety of reasons. Yeah, I appreciate that because I I mean even when we see things for special education teachers, you know, physical therapists, occupational therapists, you know, I I think sometimes people don't understand that we don't have a bunch of people in the school district that have all of these certifications and can get easily moved or manipulated to another spot to save a job. Exactly. So, that I think is something that I do get asked that question quite a bit. I do have several questions because there was a social media post that almost looked like an official school district post and on that were just some different statistics and I didn't know if you had updated statistics that you could help me out with on clarification
030for this. The first one is how many employees do we have at the school district because they listed 561. I thought we were quite a bit more than that at this point. Yeah, we have over 600 employees. Okay. Um, do you have the total number of resignations because they listed 83 and I don't know if there's confusion there too that if people are looking through our consent agenda that we do have teachers for instance or community members that apply for seasonal coaching jobs. And when they get hired for those jobs, they are hired. And then when that seasonal coaching job, like an assistant swim coach or an assistant football coach for instance, the season's over, volleyball coaches, I'm very familiar with that. They then resign and we see their name as a resignation in the
031schoolboard consent agenda. Correct. So the resignations aren't just um a second grade teacher leaving the district. Um they're also resigning from stipens, resigning from coaching positions, resigning as a substitute. Um, and we have substitute bus drivers, substitute teachers, substitute pair educators, substitute food service workers. Those are all really high turnover positions. Um, and I did look at the personnel reports um, for this year and about 25% of the resignations fall into those categories. Coaches, stipens, and substitutes because there's teacher leaders and things like that in the buildings as well. I know just from looking at it over the years. And so I I I wondered if there could be some confusion and a misinterpretation of the amount of resignations. But yeah, the type like I said, the type of resignation um isn't always a position
032either. For instance, um we have PAR educators that resign an hour of their time and it's going to show up as a resignation even though that person isn't resigning from the district as well. And as I mentioned earlier, um not all resignations are voluntary. Um there are those resignations in lie of non-renewals and terminations as well. Yeah. And I I think part of that story is too is we had uh an unusual amount of resignations really early in this year. It was literally in like we had some in uh December and January just because some people were like nearing retirement. They knew that budgets are tough. That's a common thing for some certificated staff to go, hey, I'm near retirement. I'd rather retire. I was thinking about it and I know this teacher next to
033me is a younger teacher. If I don't go they may go is usually the common thing. So I don't feel we don't looking at that data if you if you're thinking about it like really like you started getting in the zone of like 50 staff. Well, there's like Yeah, we usually get like 35 40 turn, you know, positions turn over and then we're going to have like 10 or 15 people are going to choose to choose to retire early um just for the sheer fact of hey, I I know I'm I wanted to go and I we know those those folks in those stories um this year um of their own fruition. No one forced them or anything like that to to resign in in those cases. Yeah, I touched base on that as well
034that it is very common um in a year where reductions are being made for staff to voluntarily resign or retire. Um like uh why said when they're getting near the end of their career anyway. Um they know there's it's probably going to be a little bit more work the following year. There's going to be less staff. It's going to be harder. A lot of people um decide at that point that they're just going to retire a little bit early than they had planned on. I think that's all I have for the moment. I'm going to follow up on that just a little bit to get clarification. Um, when you combine your resignations and your resignation in lie of termination and your terminations, all of those together maybe would be the less ideal possibly leaving. Is
035that increased from previous years? I know we have the riff and I know we have layoffs. Set that aside. Is there a significant increase in in those particular places in the Yeah. And you saw on there the 2425 outlier year. Um but setting aside what we might have laid off because of budget cuts, right? Thinking of people that maybe weren't laid off because of budgets. Um yes, it is a higher than normal year. And I will say that um we took a really hard look at um staff this year and we have um you know, we have really high standards here in this district. and knew that we needed the best of the best here next year because we are going to have less staff um which did result in um some non-renewals of provisional
036staff that would show up on there as resignations. So yes, it is a higher than normal year due to a number of factors related to the budget deficit and one of those factors is hey we looked harder at staff than maybe we have previous years. Correct. Okay. Thank you. Any other questions? Thank you for all the data. I love data. So, the only question I have is just kind of listening to a little bit of social media, people in the crowds, things like that. Um, have we given any thought to like an exit interview or an exit survey when people separate for whatever reason that may be? Sure. Um, I have done a lot of research actually on exit interviews. um not super effective data. As you can imagine, someone being um non-renewed doesn't have
037a lot of positive things to say about the district as was witnessed by public comment um at the last schoolboard meeting. Um so they're not typically providing that type of data. Something that I did in my previous district um that I thought was far more beneficial is what we called stay interviews. And that is where you find those top performers, those really positive people, those people that are contributing to the culture and you find out why they're staying and you replicate that. Um and so that is something certainly we could look at that actually provides us useful data as opposed to exit interviews where you're just getting disgruntled um data that's not always super um effective or or fully true in its nature. Okay, thank you. How are we looking for staff for next year
038for staff for staffing? Are we how many positions are open at this time? Not very many. Are we putting kind of on a hold because we're not sure what we've hired all of our vacant positions. Okay. So, at this time there is not Okay. Nope. And and again I think there have been like like you were alluding to like special ed is I mean no matter what we are going to be hiring for special ed multilingual is another area some of the specialty areas for ESA staff which is your you know school psychologists your SLPs your OTS PTS we always we have to contract actually we can't even find people for those um we it is elementary we do have class size which is part of this the state mandates class sizes for student ratios
039at the elementary level for K3. So we have to maintain those. So if someone resigns there and we don't have other people that are endorsed in those other areas, we do post for those jobs and that's why when people go I don't why part of the story is why are you hiring? I'm like, "Yeah, those are almost all elementary jobs." Like, and then it gets very specialty at the secondary levels because there's not usually a lot of movement and so a lot of people don't have those special endorsements and then we end up finding people in that. So, I just want to make sure that when you're like, "Oh, you're hiring a lot." Yeah, we're going to have movement and that's why the element that won that skill of why are you recruiting in the
040numbers for elementary because it's just more fluid. you're just going to always have a bigger pool for elementary just because most of those folks can teach literally any classroom position K through four at our elementaryaries and even up at the MS or 56 level. Last question. Well, last question for me. Um I know you talked about using Red Rover. Uh based on your explanation of it, I'm assuming it's AI Jappy GT whatever that is Skynet. It does use artificial intelligence to prepopulate the um application, although the candidate can go in and modify anything. Sure. So, that's speeding everything up. I'm assuming uh and I hope that I'm right that when we get to the background checks and all of those things to make sure we're hiring truly good folks that that is just as robust
041as ever. Yeah. um you are required um to well if you work alone with children but I actually require it for everybody hired here um if you haven't been fingerprinted in the last two years you are required to receive a fingerprint and you are not allowed um to be alone working with children until that those fingerprints have cleared. We also do a Washington state background check on every single person we hire. Okay. Thank you. Anything else? All right. Thanks. Thank you. Moving on to item number six, the consent agenda. Did everybody have a chance to take a look at that? I propose we approve the consent agenda. I'll second it. All in favor? I. And we've approved the consent agenda. Item number seven, the proposed uh revised policy 2413 equivalency credit opportunities. Chelsea Brady. This
042will be the first reading. Good evening, board president, members of the board, superintendent Jesse. Um, tonight I have a uh 2413 revision to our equivalency credit opportunities. Um, hopefully you've had a chance to look over this. Um the most significant change is around the addition of mastery based credit and some of this is already in place but we just needed to get it put into a policy and start getting um consistent across the district for with how we're accomplishing this with our students. So mastery based credit is really giving students an opportunity to earn credits through um state assessments. So, high school students when they're taking ESBACK or SATs or GED, there's a lot of assessments that they're taking that they can actually earn credit for. Um, it also opens the door for students to
043um if they feel like they've already mastered a concept and they would like to be able to earn credit in that and move on to the next course, then they can demonstrate that they're already competent in that area. So, it really opens up opportunities for students to show what they know and earn credit along the way. Um, we are also increasing our CTE credit opportunities and so we wanted to lay that out in this policy. It's referencing um that with students would have access to one equivalency credit opportunity and we have much more than that in our district. So that just needed to be updated. Um and then the other adjustment is just about how we share this information with our students and our families. And some of the work that we did this year
044was to create one Shelton School District course catalog. Um, which is really great. If you have not had an opportunity to look through that, it does actually say in there what credits are equivalency credits. So, um, that is documented now in our course catalog as well. So, were there any questions? I had a quick question and I I apologize if it's in there and I didn't catch it, but a long time ago people could do like work release from high school and get credit for the job experience while they were actually working. Is that part of this still? That is something that they can still get? Yes. So, if they're working for like a nursing home facility and working as a medical assistant or Yeah. We have sitebased learning credit opportunities through some of our
045CTE courses. And so it's not just if you have a job then you get credit. It is it has to be tied to a specific CT that that might be the difference. So it's not just the student going out and getting a job and then coming and presenting that like this work experience that they might have. Correct. So there are um courses that are connected to a CTE course. There is in that first part where it's talking about the experiential education opportunities, right? If they are going to work a summer job that they can lay out that they could earn credit in a particular way, that's actually what that first portion is about. Um, but they do have to be able to tie it to standards, have someone that's supervising them say what kind of
046credit they're earning. So, it is it's tight to make sure that they're really achieving the standards to earn the credit. Okay. Thank you. Yeah. I didn't see anything. I thought it looked like a lot of updates that needed to be made. So, yeah. All right. Okay. Super. Thanks. We'll see you next month. All right. Thanks. Uh, okay. 7.02 proposed items to declare surplus. Mr. Herren, chair, vice chair, chair, and directors. Good evening. I'm here this uh evening related to their our annual surplus. And so at the end of June, all of our administrators and uh department leaders submit as part of their annual closeout for the end of the school year. There are lists of surplus items. Those items were listed in your board packet. And so we need in order for us to legally
047dispose of them, we need your approval. So I respectfully request your approval this evening. Did everybody get a chance to look at the list? It was robust. Um, I have a question. Where do those go to be sold? So, there is a uh meeting scheduled in August uh or a uh sale dates. There's two dates. And so, there will be published in the paper and advertised and uh and so we're it'll be I think the morning of one day and an evening of the second day. Thank you. Is that here in Shelton or is it over in that? Is it the gym here at the ASB300? Yeah. Okay. Do I hear a motion? I move that we approve the proposed items to declare surplus. I second the motion. All in favor? I I. And the
048surplus is gone. Thank you. Board member comments. Mr. Dale, just a couple. Um, thank you for the presentations. Thank you for the information from HR. Thank you for the policy update. Appreciate the work behind the scenes um with Wyth and Clinton. Appreciate you guys moving quickly as budgets change and funding changes. I know that is quite a difficult task. you set a budget in one direction and then money changes and those usually result in real people and and classrooms maybe not having all that they could. So appreciate you guys doing all that you're doing to make that happen. Um I'll I'll say quickly couple of weeks ago we had a lot of teachers in here talking about the climate in our district and and I just say we are talking about that with with the
049superintendent. We are working towards hopefully a more cohesive future, but that is not off our attention. We are paying attention to those things and and we're working towards that. Thank you, Director Gilmore. Um, I just want to remind everybody that um, the library is available and has their summer reading program and to keep literacy up with our students over the summer reading every day. You know, 15 minutes at elementary school and moving upwards and that retention of things is, you know, estimated at negative 1% a day. So, look for those free worksheets and read and have a safe summer. Director Davidson, thank you both for your reports tonight and for answering the questions. I always appreciate the fact. And Clinton, I know you didn't present, but I do very much appreciate that all of you
050do respond back to questions um when we have those, and you always have been very open to that. So, thank you. And thank you to Superintendent Jesse for your updates. I definitely am keeping an eye on the news and the funding and I'm also very aware of just kind of the shifting sands of our base and the impacts that that has and I hear that in your voice when you talk about it and everybody's voice when we are looking at having to pair down programs and services and and you know that that's going to have uh an impact that's different than what we want to have. and we have wonderful teachers and a wonderful community that always pitches in and supports which is great but I I don't like having to be in this situation
051that we're in. So I do find that difficult. Thank you for bringing up you know the climate and the culture. I do think that that's something that we're all going to continue to work on as well because we do want this even while going through a difficult time. We would like it to be a good climate and culture for everyone. I know that the schools are doing a lot right now even in the summertime with the summertime programs with athletics. I know we've got coaches, you know, coaching kids, gyms being open, maintenance crews still working on all sorts of things. So, thank you to everybody that is still doing the work that happens at the schools even during the summertime. And yeah, we'll get a little bit of a break. I hope everybody does enjoy
052the nice weather that we have and and stays safe out there. Uh yeah, it's summertime. I I hope everybody's still out there reading. Plug for the library. It is air conditioned. So if you need another reason to go there, go there and read. Um Oh, nice. So anyway, um stay hydrated, wear your sunscreen, enjoy the summer, stay safe, and we'll see you guys in August. We don't have anything else to do. So Oh, we do. Uh we do have an executive session uh possible action. How long? We'll be 10 minutes and then we'll come back to adjourn. If you live in Belfare, you probably just received an evacuation notice. Please follow the directions and contact your local authorities. Thank you. All right, we're back from executive session. Uh, do we have a motion on proposed
053bargaining agreement with Shelton Education Shelton Educational Support Personnel? Yes, I move that we approve the proposed bargain agreement with the Shelton Education Support Personnel. I will second the motion. All in favor? I I I The eyes have it. All right. Now, do we have a motion to adjurnn? I move that we adjourn. I second. All in favor? I. At 1855, we are done.