[0:00] [music]

[1:55] [music]

[1:57] sharing with the board and the public.

[2:00] There are no voting items at this section. It is intended to highlight

[2:04] good things happening across the district and keep everyone informed.

[2:06] Does the board have any good news at the district?

[2:14] I've heard wonderful things about Hornet days and all the back to

[2:17] school events and all the meet the teachers and all of that.

[2:20] And so, it's wonderful to see everyone getting ready

[2:22] for the new school year

[2:24] and kids are excited

[2:25] and parents are excited for school to get started.

[2:30] And it's just great to see that enthusiasm. So,

[2:32] Thanks. I know it's a lot of hard work from all the buildings

[2:34] to be ready to go for that.

[2:37] And I appreciate all the planning that the staff has done and our

[2:40] new superintendent have done over the summer months.

[2:43] While uh the board has hasn't been on vacation, but we've been slowed

[2:47] down during July and August.

[2:50] But the superintendent and the staff has really committed a lot of time

[2:52] and effort into getting ready for this new school year.

[2:55] So, thank you to all for all the effort you put in there.

[2:59] When I was thinking about the good news of the district, I was thinking

[3:02] how I'd love to be a fly in the wall in that first day in elementary

[3:05] school classes.

[3:08] When the teacher always asked, what did you do that was fun and exciting

[3:10] this summer?

[3:13] From wide ranges, from camping with family to learning how to swim,

[3:16] or visiting grandma

[3:19] and grandpa.

[3:21] Um, it's just uh pretty exciting to see um I just wish that I could be

[3:25] part of that in a couple weeks when kids are back in session. So,

[3:30] um that uh yeah, that's my good news of the district.

[3:34] Just I wish I could be in the classroom that first day.

[3:37] You can.

[3:38] [laughter]

[3:39] I'd be another distraction.

[3:42] A lot a lot of kids didn't regulate that first day. So,

[3:46] Um, does anyone have any anything else?

[3:48] All right.

[3:50] I'll turn the time over to Dr. Wenzel and the superintendent report.

[3:53] Thank you.

[3:54] Uh, just a few items to share with you this evening.

[3:56] First, I would like to officially recognize and welcome Scott Tatum,

[4:01] Dr. Scott Tatum, who is our Director of Secondary Education.

[4:04] and joined us uh first of the month and or third of the month,

[4:09] and has been uh came in rare to go and has led some professional

[4:13] learning.

[4:15] Um, has been connecting with secondary leaders and really adding a lot of

[4:18] depth to our conversations and our improvement plan.

[4:21] So, welcome Scott and really excited to have you on board.

[4:24] Thank you.

[4:25] Welcome. Thank you.

[4:26] Uh, we have, um, we're continuing the past practice of, um, having news

[4:31] in the in the newspaper monthly and and kind of creating some content,

[4:35] and so we have a two-page spread going in this week.

[4:38] Uh, kind of back to school, uh, a little bit on me with a Q&A,

[4:41] uh, a focus on attendance because that's a real priority for us this year.

[4:49] And so just encourage you to look at that and if you have ideas, we want

[4:52] to do really intentional storytelling in that space to talk about the

[4:55] strategic work we're doing, how we're trying to improve, um, spotlight

[4:58] some board members as part of

[5:01] So, just to encourage your ideas

[5:02] as we create content throughout the year for that.

[5:06] Uh, we have had you

[5:09] uh, you referenced the, you know, the good work of coming together this summer

[5:13] and their husband, a lot of

[5:15] leadership planning and then a lot of learning on the part of teachers.

[5:16] And so just some of the learning that's happened in the last week or so

[5:20] has been around math, reading and writing, new grade book,

[5:23] leadership meetings.

[5:24] And so it's just exciting to see teachers who are very motivated,

[5:28] come together, really think about

[5:30] how can we work together to create

[5:32] the best possible opportunities for our students.

[5:35] and to coming back from summer and to just feel that energy in the room.

[5:38] Um, and in alliance with our theme this year.

[5:41] And so we have a theme which is rowing together,

[5:44] which you will hear more about at our kickoff on Thursday

[5:47] at 8:30 in the auditorium.

[5:49] But it's really about this idea of alignment,

[5:54] and how can we combine our efforts to get

[5:57] the best possible results for our students.

[6:00] And there's we've been playing with that metaphor all summer.

[6:03] But there's lots of ways to think about what it means to row together,

[6:07] what it means to be in sync.

[6:08] How we depend on one another, how we leverage each other's strengths.

[6:13] Uh in in in a in a boat, you've got um what's called the engine,

[6:17] and they're the people who are the big husky ones who are really putting power.

[6:22] And then you've got people

[6:24] with finesse and you've got the coxswain who's calling out the directions,

[6:27] and so there's lots of ways to think about that.

[6:28] But it's it's sort of an exciting opportunity to leverage

[6:31] that metaphor, and I would love to explore that with the board as well.

[6:34] What does it mean for us to row together effectively throughout the year?

[6:38] Uh, our um, our maintenance and facilities team has been

[6:42] rowing together hard this summer.

[6:44] And so Phil shared just a list of some of the projects.

[6:48] But um, Central Kitchen uh Central Kitchen, lighting

[6:51] in the elementary portables, entry access control at Kibler,

[6:55] GPS installation for buses,

[6:57] restroom flooring at Thunder Mountain,

[6:59] roof replacements at Westwood and EHS main entry,

[7:02] counseling and autoshop,

[7:04] painting the grand stands,

[7:05] paving near the district office.

[7:07] Pretty long list, um, but I think just shows commitment to taking

[7:10] care of the physical plant.

[7:12] Really wanting the community to be proud.

[7:14] Also focusing on our grounds and having really focused efforts

[7:17] this year on how we present to the community.

[7:21] Because we know that that presentation is critical

[7:24] in terms of how they see the quality that we're delivering for students.

[7:28] So that's been a real effort and uh, and thank you

[7:31] to the team for that work.

[7:34] And then tonight of course, we'll hear more about the budget

[7:36] and we've been working hard on that.

[7:38] And really thinking about how we're aligning resources to

[7:41] our strategic plan and wanting to be very intentional so that we're getting

[7:45] the best in terms of teaching and learning from the investment

[7:47] the community makes in education.

[7:50] So there's an opportunity tonight both in the hearing

[7:53] and in your questioning to push on that and uh ask questions

[7:57] and probe our priorities

[7:59] in terms of our budget.

[8:01] And that is it for you.

[8:04] All right. Thank you Dr. Wensley.

[8:08] Uh, next on our agenda is a presentation uh about

[8:11] Evergreen Elementary and the project.

[8:27] Well, good evening, board.

[8:28] It's been a while since I've been here.

[8:31] Been uh, you know, growing up the peninsula, it's uh, a ways.

[8:37] A kid flatter in the Bay Area. So it's okay.

[8:39] It's good to be here. Good to be here.

[8:41] How was your summer that's you're sharing what the kids would say

[8:43] what you did this summer.

[8:45] Yeah.

[8:46] Yes, yes, yes.

[8:50] Yeah, uh, Ryoto was going to be here tonight.

[8:52] But he was unable to make it. So you're stuck with me.

[8:56] Um, so we'll just go quickly through the project, uh, an update,

[8:59] go over the schedule and then open it up for some questions.

[9:04] Um, that looks good.

[9:06] [laughter]

[9:11] The project is moving along extraordinarily well.

[9:15] Um, I remember the first time I came and looked at the site

[9:18] doing the uh early validation phase when I was with Kyle.

[9:22] Uh, I took a drive out to the project site, and I couldn't believe it.

[9:26] I have never had a project like this in my entire career.

[9:30] Uh, sidewalks are there, there's utilities, everything you need.

[9:35] But with that, uh, the permitting,

[9:37] uh, the building permit submittal happened uh, on the 21st.

[9:42] The 100% DD set, we've received that, so everything so far is on schedule.

[9:46] You'll see a little later.

[9:48] Uh, they have uh, footings poured

[9:51] in most all the areas right now.

[9:54] Uh, a lot of the form work is in place. In fact, they are planning on

[9:57] uh, starting some of the floor pours as early as

[10:00] next week. Uh, they will be prefabbing walls on site.

[10:04] Uh, it's pretty amazing, pretty amazing.

[10:08] Um,

[10:10] Uh, we've executed uh uh pre-contract amendments.

[10:13] Uh, one was for the validation phase, uh and then we had two GMPs.

[10:19] Uh, one and two.

[10:21] We will be uh at the next board meeting uh presenting GMP 3.

[10:27] which GMP3 will encompass the entire project budget.

[10:31] So you will know what it's going to cost.

[10:33] Uh, with progressive design build,

[10:36] uh we already know that.

[10:37] There's just some things to iron out and get put in place.

[10:41] Um,

[10:43] Uh, we talked a little bit about the uh uh happenings.

[10:47] Uh, there will be some additional resolutions.

[10:50] One is a constructibility review that just talks about what they've looked at,

[10:55] uh how they can ensure it can be constructed.

[10:58] Uh, the constructibility review is usually conducted um on a more

[11:02] traditional uh the design bid build.

[11:06] We're doing progressive design build.

[11:08] So that happens progressively throughout the project.

[11:11] Uh, but there's this little agency called OSPI that requires that

[11:15] we show documentation of a constructibility review.

[11:17] Uh, so we will do that.

[11:19] Uh, there will also be the value engineering report.

[11:23] Um, and that is also um something that happens

[11:26] progressively throughout the project.

[11:29] Uh, with progressive design build, the nice thing is,

[11:32] you look at that as you go along.

[11:34] You can identify uh, you know, what needs to happen to bring

[11:37] the project on budget.

[11:39] You develop betterments, there aren't necessarily alternates.

[11:43] Uh, so it's a great way to do it, but we still have to check the

[11:45] OSPI box with a value engineering report and certification.

[11:51] Uh, quick look at the schedule.

[11:53] As you can see, we are right on track.

[11:57] Um, and in fact, um they are ahead of schedule right now.

[12:07] Um, I'm not going to disclose how much.

[12:09] [laughter]

[12:11] Yet.

[12:12] But it is going uh very well.

[12:15] Um, again, start of foundation, you can see uh took her in August.

[12:19] We are there.

[12:20] Start framing, you see that's actually out a little further.

[12:23] Uh, more towards October.

[12:25] We are looking at likely starting that this month.

[12:29] So,

[12:31] uh pretty incredible.

[12:32] Uh, we're planning the move-ins, we're planning to make sure that

[12:36] there is a way to allow for adequate time.

[12:38] Uh, looking at all possibilities.

[12:40] And some of the things uh we do with the construction team, the the

[12:44] uh progressive design build team,

[12:47] uh behind the scenes is we are really working with them to ensure

[12:50] that they uh understand all the obligations and they are very well

[12:53] aware. Um, you all selected a excellent team and and they're on it.

[13:02] Any questions?

[13:07] Great team you have there.

[13:08] [laughter]

[13:09] That is a good team.

[13:11] Few questionable people in there.

[13:13] [laughter]

[13:14] What's it look like?

[13:16] What's that?

[13:17] Design, what what does it look like?

[13:22] I am not very good at explaining.

[13:25] It is a uh uh uh multi-story school,

[13:29] uh two.

[13:30] Um, it will have a pre-K wing, uh it looks very schoolish.

[13:35] [laughter]

[13:36] Uh, there are parameters that it has to fit within the area, uh uh

[13:40] I would say they're neutral colors.

[13:43] Um, it's going to accommodate uh the appropriate number of

[13:46] students, I believe 600.

[13:50] Just the design, don't you have a perspective or a

[13:54] David, we have those on our website. I can send them to you.

[13:58] Okay.

[13:59] Thank you.

[14:00] Yeah.

[14:03] I can look at them on a plan.

[14:05] Well.

[14:07] Um, it'll have a pitch roof.

[14:13] Windows.

[14:15] There are renderings on the uh website, on the school website.

[14:19] Okay.

[14:20] Does it have a flat roof?

[14:22] [laughter]

[14:23] It's a slope roof.

[14:23] [laughter]

[14:27] Has the design for the entrance been finalized?

[14:29] I know there was some

[14:32] So at 60% DD, most everything is finalized.

[14:36] Uh the front entrance, um, I believe is finalized to include

[14:42] um kind of the access and more of a uh a court yard type area.

[14:51] Okay.

[14:52] So I believe that's all in place.

[14:54] Um, and in fact, at 60% DD uh is when they really start to put

[14:57] their estimate together.

[15:01] 100% DD. Again, we're not quite to CD yet, so there are still some things to be worked out.

[15:06] But if you think about it, at 100% DD, they're going to give you a guaranteed

[15:10] maximum price for the uh, project.

[15:14] Um, there are some areas that will still have to be worked out.

[15:17] Again, I wish Ryan was here because he's more into the details of this than I am right now.

[15:22] But uh, um, for the most part, everything has been finalized.

[15:26] There are some final remaining details.

[15:29] Um, perhaps some of the interior finishes, although for the most part that is done.

[15:33] Uh, there could be some exterior items that still need to be finalized.

[15:38] but for the most part, you will be.

[15:39] [cough]

[15:41] Do you have a timeline for 100% CDs?

[15:48] 90% construction documents are October 19th.

[15:53] So, shortly thereafter, the 100%'s will come.

[15:58] Thank you.

[15:59] Yeah. And then,

[16:03] I think

[16:06] Yes. I just wanted to jump in and offer just a perspective of the weekly meetings

[16:10] we've been having. So,

[16:12] um, one of the things we've been pushing is risk.

[16:15] So just so we can stay on top of that

[16:17] because that in these projects, that's really what you have to monitor.

[16:20] Um, I think we're hearing some great news tonight.

[16:22] The project's going really well so far.

[16:24] And but then weather happens and sometimes unmitigated things

[16:27] can occur in a construction project.

[16:31] So, our occupancy is July 21st,

[16:34] and and the tightness of the schedule when this was conceived is that there's

[16:37] not a lot of float.

[16:39] So there's not a lot of wiggle room in the original schedule.

[16:42] The fact that things are progressing well is a really positive sign.

[16:46] Um, so that's why we keep asking about risk.

[16:49] So with the July 21st occupancy, it allows us,

[16:53] uh, it's the 21st, right?

[16:54] 27th. 27th. 27th, sorry. July 27th.

[16:57] Um, it allows us about three weeks, right,

[17:00] before before everybody arrives.

[17:02] And so we're really pushing on that.

[17:04] Um, our partners are well aware and and monitoring that.

[17:07] But, you know, we're beginning with the end in mind.

[17:09] The end in mind is that folks walk in there mid-August and it pops.

[17:13] The furniture is in place,

[17:14] there's a celebratory feel, it looks great.

[17:18] And we've hit a lot of the punch list,

[17:20] there's just maybe a small amount of work to do.

[17:23] And so we're just, I just want you to be aware that the timeline's pretty tight.

[17:26] We're in good shape right now.

[17:27] We're monitoring risk,

[17:30] and we're really pushing on making sure that we can get in there

[17:33] to be able to make the building our own and have that warm feel that we want

[17:37] when the kids and parents and stuff arrive.

[17:42] Thank you.

[17:46] a little more clarity. 90% uh, CDs

[17:49] uh, October 100% should be uh, mid to late December.

[17:56] Um, and again, what what they'll be doing uh, during this

[17:59] um, this next phase of their work is

[18:03] they're starting all their buyouts with all the subcontractors,

[18:06] getting all their pricing.

[18:09] They're going to give us a GMP based on everything they have,

[18:11] but they're going to be doing uh, uh, buyout, their actual buyouts.

[18:16] Um, it's at that point you can see what you would consider buyout savings,

[18:19] which would also talk about other items that maybe you don't have in the project,

[18:24] or what you want to do, um, with with those buyout savings.

[18:30] And that'll happen, um, uh, sporadically,

[18:34] uh, as we go along.

[18:35] You don't want to do it too soon,

[18:37] uh, because there is still as uh, uh, Dr. Wincell, uh, mentioned, there's risk.

[18:42] Uh, they have a contingency built into their contract for that,

[18:45] but we want to make sure that everything is covered.

[18:48] Uh, if we do have to expedite uh, schedule, we're able to do some of that uh, also

[18:53] with some of the construction.

[18:55] You said earlier procurement.

[18:56] What's that?

[18:57] Some early procurement?

[18:58] They have items.

[18:59] Yeah, yeah.

[19:00] They've uh, uh, I know some of the mechanical,

[19:03] uh, again, some of the framing,

[19:06] uh, all the things that we would anticipate to be long lead items.

[19:10] Uh, we've worked on that.

[19:15] Uh, trying to think what else.

[19:17] Um,

[19:19] You have most anything, anything that was likely to be a long lead item,

[19:23] they they purchased.

[19:27] Usually that, uh, as you're well aware, it ends up electrical, mechanical, those type of things.

[19:35] And do you have commissioning scheduled before occupancy or?

[19:39] Yes. Before.

[19:40] Yes, it will, it will be uh, uh, before occupancy and also during occupancy

[19:46] because you still have to commission once the building is occupied

[19:49] and has everybody in it,

[19:51] you have to adjust your systems to

[19:53] it substantially

[19:55] Yeah. commission before. Yeah.

[19:57] Occupancy.

[19:58] Yep, yep. The idea is to have a turn key.

[20:00] cool. So everybody comes in.

[20:03] All of your technology works, uh, the heating works, everything, uh the building

[20:09] Um, I will say with new construction

[20:12] and you get into something, uh there can be bugs, things that have to be worked out.

[20:17] Uh it's the the nature of the wood.

[20:20] But for the most part, everything should be up and running and ready to.

[20:24] make it a better product. What's that?

[20:26] Better product when the commissioning's done prior to the building being full of

[20:30] It is. It is. It is.

[20:34] Appreciate it. Thank you.

[20:35] You bet. Thank you. Thank you.

[20:39] All right. Uh, next is a presentation on the strategic roadmap.

[20:45] [paper rustling]

[20:46] Thank you. Thank you. Thank you. You're welcome.

[20:51] [paper rustling]

[20:54] Uh, so, more than an official presentation, this is really just an

[21:00] opportunity to share thinking about where we are strategically with a draft district

[21:05] improvement plan.

[21:07] Uh, to kind of, uh, get you, um, aligned

[21:12] with where we're at in our thinking about how we can make the biggest difference for

[21:16] students in Enumclaw this year.

[21:17] And I think the process will be to put this to you in October for approval

[21:24] along with school improvement plans.

[21:27] So what we hope to show you is that there's great alignment between the mission

[21:32] and vision, the five commitments that are on the wall, the district improvement

[21:35] plan, school improvement plans, and teacher goals.

[21:39] And so what you'll see is a through line of all the work we're trying to do

[21:43] in a really coherent manner that makes a lot of sense,

[21:46] that allows you as governors of the district to be able to monitor progress

[21:50] and assure constituents that we're really leaning into important improvement work this year

[21:56] on behalf of the students that we serve.

[21:59] So with that, uh, our improvement is really based on three big ideas.

[22:06] And those are ideas all come from research,

[22:09] and they're grounded in what's on on the board.

[22:14] But the three big rocks are that the central office shifts

[22:19] to be able to help principles become stronger instructional leaders.

[22:23] And we can talk more about what that means.

[22:25] Second, we work really hard on principal leadership and capacity as instructional

[22:30] leaders.

[22:31] And so there's some training and some support that we provide principles

[22:35] so they are becoming the best instructional leaders they can.

[22:39] That's everything from skill and time and time and support to allow them to do that work.

[22:44] And then the third piece, if you think of legs of a stool, the third piece is

[22:48] collaboration.

[22:49] And it's teachers working effectively together to be able to discuss teaching

[22:55] and learning, look at data, and make a difference for students by changing the

[22:59] way they teach or improving the way they teach or improving the way they teach based on the professional dialogue

[23:04] that they have together.

[23:05] So these are three big ideas that are animating our improvement efforts this

[23:10] year, that we believe, and research suggests, will really help us make a

[23:14] difference in terms of student learning outcomes in Enumclaw.

[23:18] And so there's a lot packed into all of this, there's a lot of leadership

[23:23] and thinking and strategy that lies behind each of those three things.

[23:27] The central office read a book that was based on University of Washington research,

[23:32] that was about how you can transform the central office to shift the way we do

[23:37] things to provide more support for schools.

[23:40] And that's everything from HR, thinking about the processes that we have,

[23:44] uh, and is there a way to streamline those processes to facilities and maintenance,

[23:49] uh, kind of being even more strategic about how we communicate the projects

[23:54] we're working on and responsiveness to the needs of school,

[23:57] to finance coming alongside principles in new ways.

[24:01] So we got a list from the principles of all the things that we could do

[24:04] that might make a difference for them, to save them time,

[24:07] to help them focus more on teaching and learning,

[24:09] and the central office staff, the cabinet, is going to go through that carefully by function

[24:14] and come back to the principles and say, this is what we plan to focus on

[24:18] based on your feedback.

[24:19] And we think that by shifting the way that by shifting the way that we do business as a central office,

[24:24] we can ultimately save you time, be more efficient, and help you be an instructional

[24:28] leader.

[24:29] So that's one body of work.

[24:30] The second body of work is around principal leadership, and it's really about looking at some of the tools that

[24:35] we have as a state, which is the Association of Washington Principals, they have a framework for leadership,

[24:40] and so principles are setting goals against that framework.

[24:43] And then they'll be meeting with me one-on-one, we'll be discussing their school improvement plan.

[24:47] Scott and Lindsey will be joining me monthly to walk through classrooms

[24:51] with principles at elementary and secondary, to look at instruction,

[24:54] and then come back and talk about what we saw and ask how they would give feedback.

[24:58] And so that will be an ongoing learning experience for principles where

[25:02] they're really setting specific goals around improvement for students

[25:06] and then growing in their own ability to give feedback on instruction, to carve out time

[25:11] to do that work and to make that the focus.

[25:13] And then finally, um, the collective efficacy, which is,

[25:17] um, working better together, rowing together, if you will,

[25:22] is the PLC work.

[25:23] And so, the district has done PLCs for a long time.

[25:26] Many districts do, but to do PLCs well,

[25:29] really requires understanding what effective PLC work looks like,

[25:35] doing training, having common practices around that work,

[25:39] and then building capacity over time.

[25:41] So, we are introducing a three-year partnership with PLCs at work,

[25:45] which is a national cohort, and we will be uh

[25:49] year one is really the leadership team working with that cohort.

[25:53] And it's about identifying essential standards in math and language arts

[25:57] that we want students to know and be able to do.

[26:00] And then it's about working with teachers.

[26:01] So it's a very, it's a recipe, basically.

[26:04] You're following a recipe that is research-based in year one, two and three,

[26:08] starting with leadership, then moving to teachers, and really embedding that in the life of the district.

[26:13] So that is sort of our theory of improvement.

[26:16] If we do these things well,

[26:19] we believe that teachers will have more effective instruction and students will learn more.

[26:24] So that's a theory.

[26:26] And then within that, we've got five goals that we've identified for this year,

[26:30] that I really think will likely go beyond this year.

[26:33] um, one might not, hopefully. One is Evergreen Elementary School. That's goal five.

[26:38] But the other four are really tied both to the five commitments

[26:42] and to what the state is measuring in terms of district effectiveness.

[26:46] So they are mathematics, they're English language arts,

[26:49] they are attendance, and graduation rates.

[26:53] And so what we did, you heard a little bit from Leah uh previously

[26:57] around this cohort of eight districts that we're comparing to.

[27:00] We found eight demographically similar districts.

[27:03] We looked at their growth patterns over time. How much were their students growing and achieving versus Enumclaw?

[27:10] And based on that data, we have set specific goals for math, language arts, attendance, and graduation rate,

[27:17] which are now embedded in a draft district improvement plan,

[27:21] and the schools then are setting their school improvement plans perfectly aligned to this district improvement plan.

[27:27] So they'll have school-based goals for math, attendance, English language arts

[27:32] and where it makes sense graduation rates for the high school.

[27:36] Uh, and then of course, we've got a very specific goal around Evergreen Elementary where we've got a steering committee

[27:41] and our commitment is of course to deliver the school on time, on budget and to celebrate an excelling school year.

[27:47] So, just wanted to kind of take you behind the scenes on our strategic thinking.

[27:52] It's really grounded in data.

[27:53] The comparison cohort group gives us a very clear-eyed view of where we are.

[27:58] We've compared to the state in the past and that's helpful for a baseline.

[28:02] But we know that if we look at a comparison group of demographically similar districts, actually the bar's higher,

[28:07] and that's who we should be looking at.

[28:10] And so we feel like we've got ambitious but achievable goals.

[28:14] Uh, these are based in the five commitments.

[28:16] They're aligned to a lot of the good work that's happened already in Enumclaw

[28:20] and they really vision a way of working together in the future that's going to get even better results for our students.

[28:27] So just wanted to give you an overview of where we've been

[28:29] on that journey so far.

[28:31] This will be ongoing work.

[28:33] There'll be ways of measuring this, being accountable to this,

[28:36] and the board ultimately, as we talk about the superintendent evaluation at our October, uh, retreat,

[28:42] should, you know, I think the discussion should really connect my evaluation with this work.

[28:47] You know, am I as the superintendent delivering on our shared commitments around improvement,

[28:53] particularly in learning, but also with Evergreen Elementary School uh as we move forward.

[28:59] What questions might you have?

[29:03] Define instructional leadership.

[29:06] Instructional leadership is really uh in comparison to

[29:11] a traditional leadership style in schools, which was about management.

[29:15] So traditionally, uh the school principal was charged and this is 1950s through 1970s

[29:21] with being a really adept business manager.

[29:24] That person was all over the finances, making sure the buses ran on time,

[29:29] making sure the school schedule was set. All of those sort of management issues.

[29:33] Now, that work is still important, right?

[29:36] We still safety remains critical and it's part of that school principal's framework.

[29:41] So we're not discounting that work, but what's become new based on research in the last 30 years

[29:46] is that when the principal is an instructional leader, meaning understands what good teaching looks like,

[29:52] knows how to walk into a classroom and diagnose effective instruction,

[29:56] knows how to give feedback to teachers in a way that can spur reflective thinking

[30:02] and growth that the research shows

[30:05] that that kind of leadership actually moves the needle on student learning.

[30:08] And without that kind of leadership, schools don't make

[30:11] as much growth as schools that have that leadership.

[30:14] So a lot of the focus in the last 20 to 30 years in school leadership

[30:19] has been around, how can we shift to build

[30:21] the capacity of principles to do that work,

[30:24] while also making sure that we're taking care of the basics.

[30:27] And part of that central office transformation is coming alongside

[30:30] to make sure we can help as much as possible

[30:33] with the running of the schools so that principles have the capacity

[30:36] to take on the instructional leadership piece.

[30:39] So they fully understand what it is to be an effective teacher

[30:42] and then they can provide feedback and support.

[30:44] That's right.

[30:45] So it's about, it's about understanding the curriculum.

[30:48] It's about understanding effective pedagogy or effective instruction.

[30:51] and then being able to lean in and be a lead teacher in that work.

[30:58] Well, there's

[30:59] And our principles are excited, I would say, about it.

[31:02] I mean, many of them, um, I think identify as instructional leaders already,

[31:06] and they're really excited about this idea of alignment,

[31:09] having a common vision, learning together.

[31:12] Uh so just for example, we did an exercise at our retreat where we

[31:15] looked at part of the framework we have for effective instruction.

[31:18] And it's about intentionality. It's purpose.

[31:20] It's one of the five dimensions in the five dimensions in the University of Washington framework.

[31:24] and we split up and we started to define, what would you see

[31:27] if we saw this specific indicator in a classroom.

[31:30] And so there was really, the room came alive, people started

[31:32] discussing instructional practice.

[31:36] And that's how you build capacity, connecting those ideas around the framework.

[31:41] Well, their schedule allow them to be in the classroom more?

[31:44] Is that?

[31:45] That is the goal. That is the goal.

[31:46] And they're as you know, principles are often pulled

[31:49] in a lot of directions.

[31:50] And so the conversation we had as recently as this morning

[31:53] was doing some goal setting around that.

[31:57] And and Lindsey fairly made the point that you have to build that

[31:59] into your schedule, you have to carve out time and really

[32:03] be committed to saying I'm blocking it this out,

[32:06] uh and and just making that a priority.

[32:08] And I think it will be because

[32:10] then I'll be visiting them and asking them about

[32:13] kind of what their classroom visits have been like.

[32:15] So, it is attention, for sure.

[32:17] and we want to support them to be able to have that time.

[32:20] That's great.

[32:22] When you say you have school-based goals, is that by building?

[32:25] Is that what you mean by school-based, not grade level or

[32:29] It is.

[32:30] So every year, uh I I principles develop a school

[32:33] improvement plan in partnership with their staff.

[32:37] And and that school improvement plan

[32:38] is is very specific about how they want to get better.

[32:41] Sometimes that will drill down to grade level,

[32:44] because they're looking at performance,

[32:46] they're looking at the results of students,

[32:49] And let's say we have um our results from last spring

[32:52] and last year's second graders really didn't perform

[32:55] very well in math.

[32:58] Well, as the school principal, I'm really going to be thinking

[33:00] about them as third graders.

[33:02] And I'm going to be thinking about what do we need to do specifically

[33:04] this year, particularly with that cohort of students to support

[33:07] their learning in math because three quarters of them did not

[33:10] meet the standard.

[33:12] So they do drill down and really look at specific

[33:14] groups of students and grade levels,

[33:17] uh and then they set their goals and those goals

[33:19] then align with this plan.

[33:22] Which is why with district goals.

[33:23] What's that? Which district goals?

[33:25] Right.

[33:26] Okay.

[33:27] Thank you.

[33:33] Any other questions?

[33:36] I just want you to keep on going, Dr. Wenzel, and don't stop.

[33:39] Right.

[33:40] I'm I'm I'm really excited for our staff to, uh,

[33:44] to get a glimpse of this, uh, on Thursday.

[33:47] I think that'll be pretty powerful and, uh, pretty awesome, so.

[33:51] Any other questions?

[33:53] Thank you.

[33:54] I I do want to call out that part of the feedback from principles is

[33:57] that this is a little bit of a shift in terms of um a slightly

[34:01] greater focus on state assessment results

[34:04] and I'll be addressing that on Thursday.

[34:06] I I think that, I first of all, I understand that.

[34:09] I understand that there's a tension in education between

[34:12] sort of a holistic approach to student development

[34:14] and state assessments and I think I think we all are aware

[34:17] of that tension.

[34:20] And the state assessment measures what the state says students

[34:22] need to know and be able to do in every grade level.

[34:27] And we need to pay attention to that.

[34:28] That's important.

[34:29] And so I think both things are true. I think we want

[34:32] to celebrate uh teachers and the art of teaching

[34:35] and their connections and relationships,

[34:38] uh and so I'll I'll hopefully find the right words to bridge that,

[34:40] but I do appreciate that this will be new, a new focus

[34:43] for for some of the districts.

[34:47] What great goals.

[34:49] Thank you for all the effort. They're only been on the job

[34:51] six weeks now?

[34:53] Jeez, thank you.

[34:54] There's a lot of time and effort you put in, so.

[34:57] to the staff.

[34:58] And to you.

[34:59] A lot of support from the cabinet and others.

[35:00] I know. I know.

[35:02] But thank you.

[35:03] All right. uh that uh

[35:05] that ends our section in the communications in our agenda.

[35:09] Next is hearing of persons desiring to address the board as a whole.

[35:13] Uh if you want to address the board, there's blue cards outside.

[35:16] Uh this is a public comment portion of the meeting.

[35:18] It gives the community members an opportunity to address the board

[35:20] on matters related to the district.

[35:22] The board's role during this portion is to listen.

[35:24] We typically do not engage back and forth discussion or take action items raised during public comment.

[35:29] Anyone public comment?

[35:32] Okay.

[35:34] Uh next, um is a big one.

[35:36] Um, it's our budget presentation, hearing resolution.

[35:39] Next section of our agenda is the district's annual budget.

[35:42] process for the 2026-2027 school year.

[35:45] The section includes three steps.

[35:47] First, uh a presentation of the proposed budget and provide an

[35:50] overview of the district's financial plan for the coming year.

[35:54] Second, we will hold a public hearing to provide an opportunity for public comment on the proposed budget,

[35:59] and finally the board will consider resolution 1182,

[36:03] which will formally adopt the 2026-2027 budget.

[36:07] All right. Time is yours.

[36:09] Thank you, Director Gamblin.

[36:11] Um, thank you for giving me this opportunity. I'm excited to talk to you today about the uh budget adoption.

[36:17] We're able to meet last month uh for an update, but as stated,

[36:20] we'll have an opportunity to look at the budget together, the completed budget

[36:23] and proposed budget for 26-27 for our district.

[36:28] Um, and then of course, uh consider it um for adoption through a resolution in a moment.

[36:33] I want to start with the commitments. We talked about this a month ago.

[36:36] Again, all the work that we are doing in the business office and specifically with our

[36:39] budget for 26-27 should really support the work of these five commitments that we have.

[36:46] not only student well-being, but proficiency in both literacy and math,

[36:51] as well as students on track for grad and of how to move forward into the world

[36:54] with the skills that we've supported them and helped them uh develop.

[37:00] So, uh timeline wise, you remember last month we were here in the budget development update phase.

[37:05] We are uh here today for both the hearing and board adoption.

[37:09] As a reminder, we started way back in February with our enrollment projections, um and working through

[37:13] it has been a long process as usual, but it's a very important process that we go through each year.

[37:20] I want to start by talking about the five separate funds that make up our budget for our school district.

[37:26] So the five funds are the general fund. Remember, this is our primary fund, um, the big one that we talk about mostly.

[37:33] is our operating budget, day-to-day uh operations of the district and really delivering

[37:37] our educational services, our education to students.

[37:42] all the components uh within that.

[37:44] Our capital projects fund, again, it's used for really our school facilities, our properties,

[37:49] uh any repairs, construction, things of that,

[37:52] [clears throat] things of that nature.

[37:54] And of course long-term infrastructure.

[37:56] We use our capital projects fund to be thinking forward about what is going to be coming next, um,

[38:00] uh for capital and our capital projects in our district. Our debt service fund.

[38:05] This is related to the voter approved district bonds, and it serves

[38:09] the payments of any long-term debt we have through those bonds.

[38:15] Our ASD fund. Again, this is student generated funds.

[38:17] These again support extra curricular and student activities, all of those amazing things that our students uh can do.

[38:24] We want to make sure again, athletics, clubs, events, cultural activities, um some examples

[38:28] there for you, but our ASB fund houses all of those monies.

[38:32] And then finally, transportation vehicle fund.

[38:35] Uh this fund is pretty restricted. We receive revenues through the depreciation process through the state.

[38:41] And then of course, we use those just to pay for the purchase of buses, our transportation fleet,

[38:46] as well as potentially major repairs if needed.

[38:50] Um, we do have one other fund that's not generally talked about. It's called the Private Purpose Trust Fund.

[38:54] And that is when families might want a scholarship trust to be uh some funds to be given to the district and families often have a say

[39:00] in how they want that scholarship to be distributed to students.

[39:05] We work with EHS on that. It's a much smaller fund that we use, but it is something that you may hear about.

[39:10] It's just not one of the five major funds.

[39:13] Mr. budget briefly, can you uh comment on where each of the dollars come from that support those funds?

[39:19] The private purpose trust?

[39:20] No, these funds that are listed there, where the money comes from.

[39:24] into those funds.

[39:25] Correct. Yeah. So, um, back to general fund, so really the state apportionment uh is the biggie and we'll go over it here in a minute.

[39:31] Um, federal, federal dollars are there as well, some federal funds.

[39:35] And then a large portion of the general fund, a very important portion is the educational programs and operations levy

[39:41] that um our community has graciously helped support us with for many years.

[39:44] That generally makes up the revenues of the general fund.

[39:48] Capital projects fund, that's a good question.

[39:50] A lot of the funds in there, um, are going to be made up of the technology levy, our technology levy every year,

[39:55] those monies go into capital projects because

[39:58] when we talk about our one-to-one device program, our instruction

[40:03] normal technology tools, those are capital investments.

[40:05] So the that levy, the tech levy lives here,

[40:08] that's where revenues come in from taxes every year.

[40:11] And then some biggies, especially you'll see in this year's budget of the revenues to construct the new school.

[40:17] So from the land sale, from uh early um procurement mitigation fees,

[40:23] and then also some state funding, some scalp funding.

[40:26] Impact and mitigation fees, those also go into there, um and there's some interest as well.

[40:31] So those are the major pieces of cap project fund.

[40:33] Um the debt service is um taxpayer dollars.

[40:37] So remember, when we pass a bond, uh the district we did that in 2015,

[40:41] we're about halfway through that cycle, you remember we we refina- we refinanced that

[40:45] because you can refinance at the 10 year or the halfway point of bond payments.

[40:48] But when the um taxpayers or the uh the voter approve uh bonds happen,

[40:53] then we can go right out to a bank and we sell that to receive all of those funds in the capital projects immediately.

[40:59] We did that in 2015 to construct whatever the bond was for

[41:03] and in our case last it was for the modernization of the high school and the construction of the Black Elementary school.

[41:09] Uh once that happens, we need to repay the principal and interest over time

[41:14] from those uh those uh taxpayer dollars that are levied every year for that bond.

[41:19] So every year, taxpayer dollars are coming in through that levy that was passed, through the bond that was passed,

[41:24] and then they're going out to repay at about the same exact rate every year, uh to repay that debt.

[41:30] And then ASB, a lot of that are generated from um student activities.

[41:36] You have um ASP cards, you have a lot of fundraisers at the ASP level.

[41:41] Um you have some fees associated with athletic events or classes,

[41:45] those are the main uh fund generating um uh revenues.

[41:50] And then transportation vehicles, as I mentioned, it's that depreciation schedule, the state every year,

[41:57] depending on where we're at with our cycle, they fund money to for purchase of of new buses.

[42:02] Um we'll jump into enrollment projections, simply because enrollment is the driver,

[42:06] as we've talked about before, of uh our operation funding.

[42:09] So most of our general fund will fluctuate based on our FTE.

[42:13] We uh are uh we have a unique opportunity in our district, many districts don't have increasing enrollment.

[42:19] Um we see the drop in 2021 and then a recovery over the next year and a half to two years,

[42:24] and then since then we've been steadily increasing our enrollment.

[42:27] We've talked before about um basing this on uh full-time equivalent,

[42:32] so it's not a head count number, the state doesn't look at your head count and say, we're going to give you X amount of dollars per head count.

[42:38] Because many students, especially the high school level, have some partial um partial time in the school day,

[42:44] and so all of those add up to a a a percentage or an amount.

[42:48] And then we have this many full-time equivalent students.

[42:50] These are our numbers, um the last few years we have hit our projection and gone a little bit over it in terms of the average for the year.

[42:57] Um we we project we're projecting again fairly conservatively for growth again for this next year.

[43:03] Again, when we turn in these numbers, the budgeted number we use for enrollment

[43:08] drives the dollars that the state is going to give us.

[43:10] And it all beginning in January, remember it re-it they pay us for the actual number of students.

[43:16] And if they paid us too much or too little, they'll they'll make it right for the rest of the year.

[43:20] So, it is important when creating a budget that we're not too aggressive in our enrollment projection,

[43:25] um because we want to be able to make sure we can cover our expenses with the projected amount at the end of that.

[43:32] Um these next two slides look specifically at the general funds.

[43:35] So down here, um you can see that we're projecting an estimated beginning fund balance of 11.5 million.

[43:40] That's about one to one and a half million higher than we began 25 26.

[43:45] Um

[43:47] and so we will know for sure what that beginning fund balance looks like in about early November, late October, early November,

[43:53] remember our 25 26 fiscal year ends August 31st.

[43:58] And then we begin about a month and a half process of closing the books, right? All of the reconciliation that takes place for all of our funds.

[44:04] And when once we turn those into the ESD and OSPI, we have our actual ending fund balance,

[44:10] which creates the beginning fund balance for 2627.

[44:13] For revenues, we're projecting $90,717,720.

[44:19] Our anticipated expenditures are $89,351,841.

[44:24] Uh we are including in this um in this um in this budget, just like we did last year, an interfund transfer.

[44:29] Uh last year we had 1.5 million, we did transfer that from general over to capital projects.

[44:35] Um as you know, we didn't pass that levy in early 2025, but we were able to strategically

[44:40] take a lot of those projects that we knew we needed to get to as a district.

[44:45] Um really prioritize those projects, uh often modify those projects a little bit,

[44:49] um to make them more financially feasible.

[44:52] But getting a lot of the work done, some of the work that Dr. Winl um uh spoke of earlier,

[44:57] um and a lot of the work we're doing this summer through um

[45:01] Stream Britton and his team is

[45:03] really hitting, his teams are really hitting at some of that work.

[45:06] And so, this, although we have it in the budget, it remains to be seen

[45:11] as we go throughout the year, if we are going to transfer that.

[45:13] So if something's in the budget in terms of a transfer, it's not

[45:17] required that we transfer it, but it's possible if this budget is adopted.

[45:20] And so it's something we're going to keep an eye on, depending on our needs,

[45:25] depending on our fund balance.

[45:27] Given those, uh, expenditures and transfers,

[45:29] uh, we would end up having a net gain of about 300,000, 365,000

[45:35] in this budget for an estimated ending fund balance.

[45:39] When we look at revenues, um, back to kind of what we talked about a little bit.

[45:42] Um, our major source of revenue is that general state apportionment,

[45:46] kind of think of it as basic education apportionment.

[45:48] Um, and then the next highest is the state special

[45:52] purpose funding.

[45:53] Really a lot of that is state funding around special education and other programs.

[45:58] The federal special purpose is smaller when you think of title funds, some

[46:03] further special education funds, the federal money is that's a

[46:07] smaller piece of the pie, but it is still significant.

[46:09] Um, this is the portion we talked about, the educational programs and operations

[46:13] levy, that EP&O levy.

[46:15] As you can see, without that, we would be, uh, it would be very difficult.

[46:18] And so that's why it's important that our districts and other districts have

[46:24] that local support non-tax.

[46:27] Um, some of this is can be, some of this can be interest gained,

[46:31] but most of it is things like, um, could be rental fees that come in.

[46:36] It could be, uh, most of it is actually food service fees.

[46:39] So schools that, uh, have paid for lunch.

[46:43] A few of our elementary schools don't. We have free lunch,

[46:45] um, this year, but many of our schools and all of our secondary schools have paid lunch.

[46:50] So throughout the year, all of those lunch payments come in to

[46:54] [tap] pop by and procure the food.

[46:57] Um, and that is, uh, in the local support non-tax.

[47:01] When we look at the expenditure side, same numbers. We're just highlighting

[47:05] that 89 million anticipated expenditure.

[47:07] And so we look at the pie a little differently. The buckets changed.

[47:10] This is the money going out from our general fund.

[47:13] The regular instruction or basic education is our largest portion of funding.

[47:17] Within each of these funding, each of these pieces of the pie, you

[47:20] can think of the supplies, the programs that are purchased,

[47:24] the um, instructional, um, expenses. A lot of this is staffing.

[47:28] Each one of these, each one of these pieces of the pie, it does include

[47:32] staffing for that area or that type of service.

[47:35] So regular instruction, we have our vocational education,

[47:39] which is our CTE instruction.

[47:40] Um, a lot of materials and supplies as well in here, but again, um, mostly staff and costs as well.

[47:46] Special education, same thing applies.

[47:48] about 17%.

[47:50] And then our state and federal programs, our title programs, our MLL programs,

[47:55] things of that nature, cultural program supports for students

[47:58] is in this bucket and then, um, our support services.

[48:00] So think our operational support, um, grounds, transportation, food service,

[48:05] custodial, uh, support, staffing.

[48:08] and lots of supplies.

[48:10] In here we would also see things like utilities, um, continually rising

[48:15] insurance rates, things of that nature.

[48:18] Same calculation down here at the bottom. We are projecting a

[48:20] slight gain, um, in our, um, anticipated ending fund balance.

[48:26] Kyle, real quick, on the last slide.

[48:27] What would you, like, what's the personnel, like?

[48:29] How much of this goes to people?

[48:32] Of all of this, about 83% of this goes towards staffing, salary

[48:37] and benefits.

[48:39] Yeah, great question.

[48:41] And I would say, um, districts are all pretty much between 80 and 85.

[48:45] I think in the past we've been up closer to 84, 85.

[48:48] And we've really kind of worked hard, I think, over time to get that number

[48:51] down, uh, a little because again, the more capacity we can create,

[48:56] um, that's not staffing, allows us to allows us to think through

[49:01] instruction and programs and supports for students.

[49:04] Um, obviously the staffing component is important because you want to make

[49:08] sure you're retaining your staff as well as attracting staff as well.

[49:11] So it's finding that balance.

[49:12] Great question.

[49:13] Our EP&O levy, we project to collect 14,648,000.

[49:17] Again, this is for supporting students, staff and school operations.

[49:20] Um, you'll hear me say it time and again, the importance of this support we receive

[49:25] from our amazing community. But of the EP&O funds, here's how we project or

[49:31] plan to spend those funds.

[49:32] A lot of it goes to unfunded salaries. We've talked quite a bit before about,

[49:38] um, the state's funding model. And, um, the state's funding model. And, um, when we provide for students, we we need

[49:42] to make sure we do that in a way that, um, is a good balance of our funds, but

[49:47] provides the supports and the staffing needed to meet student needs.

[49:51] Um, a lot of positions, especially in classified, only about two-thirds of our

[49:55] classified positions are funded by the state.

[49:57] So, a lot of it goes there and then, of it goes there and then, of course, um, certificated staff as well.

[50:02] Uh, there are un-

[50:03] one positions there as well as um a base level of funding.

[50:08] The state calls it the base level of funding for staff, certificate to staff.

[50:12] Anything above and beyond that, um finding that balance of retaining staff is important.

[50:16] That's that's. Only that model is also tenure, correct, from the state.

[50:20] So they they base a a teacher and their prototypical model from the state will base off a tenure model, right?

[50:30] Yeah, it's It is built in. Yeah.

[50:34] been in in our district.

[50:36] for well, we've had staff number we've been here for 40 years.

[50:39] Yeah, we have. So.

[50:40] It's it is built in. They do have a um they do have a base amount that they provide for all certificated staff.

[50:48] And then there's a multiplier for your um for both regionalization, meaning where you live in the state.

[50:53] There's higher costs, some areas uh more than others, so they have a multiplier for regionalization.

[50:58] And then a multiplier also for tenure. Um they have scaled that back.

[51:03] And so when we used to get as a district, I would say four years ago,

[51:07] a a more of a bump because we have a more of a bump because we have a more experienced staff than some districts nearby.

[51:12] Um most of that bump has gone away because they've taken that part out of the funding model for the most part.

[51:19] Transportation and food service comes in at about 13% of um this spending out of the EP and O Levy dollars.

[51:26] Uh you have athletics activities and fine arts.

[51:28] It's an important piece that we our public knows, is one of the one of the reasons we, um,

[51:33] they provide the EP and O Levy to us, 11%.

[51:36] Professional development, um facilitators, mentorship, teacher orientation, professional development, opportunities and classes about 10%.

[51:43] Um miscellaneous operations, as you can see, we're going from kind of highest to to the to the lowest amount spent in the EP and O Levy.

[51:52] Safety and security, um very important.

[51:55] Not just our resource officers, um staffing, health room, critical substitute, security cameras,

[52:01] um supervision throughout the year of those pieces.

[52:04] student support services and uh early learning uh there at 6% and 3%.

[52:10] Again, this is the projected amount, every year it changes a little bit depending on our need.

[52:14] But we know that it is important that we know that it is important that we when we go out for the leby and we talk about the needs,

[52:20] and we talk about these things, we always want to be checking in as well and doing a look back at the end of the year of where did our spending go? Does this shift a little bit and if so, how can we talk about it and explain it?

[52:31] I want to, um, I want to talk briefly about something that Dr. Winse was sharing earlier is,

[52:37] um, the district improvement plans. And while I don't have them written out in detail, um, here are our major themes, math outcomes, literacy outcomes, graduation rates, attendance, and then, of course, Evergreen Elementary.

[52:48] And as was referenced, we want to make sure that when we work through not only our expenditures and looking throughout the year formatively at what we're spending on,

[52:59] but when we create a budget, uh we want to be thinking about now how to how to help support these goals.

[53:05] And this is not all encompassing, but these are just a few topics, a few bullets there of how we are

[53:10] already working on aligning our budget with our improvement goals as a district.

[53:16] So a few up here, they're related to staffing and instruction.

[53:19] We had that, we had the instructional leadership realignment, as was referenced, we now have a director of secondary education and a director of elementary education.

[53:27] This was accomplished by, um, not hiring a deputy superintendent, but replacing the deputy superintendent with one of these positions.

[53:34] That was an important shift for our system and it's really exciting to see, um, what's already happening in our system because of that decision and that shift, um, led by Dr. Winse.

[53:43] Uh, instructional technology support. So we are adding also an instructional technology Tosa.

[53:48] As you can see, really, it's going to be strengthening implementation and support for not only our tech systems, but really classroom practices as well.

[53:55] Uh, I know our community loves acronyms, can you uh remind our community what a Tosa is?

[54:02] Yeah, Tosa is usually certificated staff and it stands for teacher on special assignment.

[54:06] pretty kind of a generic term for someone that's not in the classroom as a as an instructor with, you know, 25, 27 kids, um but on a special assignment really meeting the need more broadly.

[54:16] Are they going to be assigned from in staff already in district?

[54:20] We're we're posted and interviewing this week.

[54:23] Okay.

[54:24] So we'll look at both internal and external.

[54:25] So the the an additional add.

[54:27] Yeah.

[54:28] And then just intentional ESA support, continuing continued investment in our ESAs, our educational staff associates.

[54:35] Um really providing that academic, behavioral, social, emotional support. So we have a lot of staff that play a very, very important role.

[54:42] psychologists, counselors, other support staff across the district to really help us get get places in all of these areas that um we want to continue to invest in.

[54:52] As far as programs and other supports, just kind of in general,

[54:55] being mindful about continuing our investment in interventions, learning, curriculum, all of these things that will help these outcomes.

[55:03] we're going to be mindful of

[55:04] what that looks like

[55:05] and create some capacity to

[55:07] make sure those things can happen.

[55:09] Uh, balance long-term investment.

[55:12] We also want to continue

[55:13] finding those opportunities to strengthen teaching and learning,

[55:15] but we need to make sure we balance those investments because uh with

[55:18] staffing school operations and future needs.

[55:22] Um, when we think about Evergreen elementary as a goal,

[55:25] we want to make sure that we're planning forward for that.

[55:29] Uh, there are costs to that. There are operational costs,

[55:32] um, a lot of it in staffing and, and, and utilities,

[55:36] insurance, all of those things will increase slightly.

[55:38] Um, but there are going to be costs

[55:40] associated when we open the doors of that school.

[55:42] And so it's something we want to be mindful about

[55:44] as we balance having the capacity to do some great things for

[55:47] instruction and students.

[55:49] And then also being cognizant of what it's going to look like to

[55:51] open a new school.

[55:53] I just want to jump in with one thought on this slide because

[55:55] I think this is important.

[55:56] We say that a budget is a value statement,

[56:00] Right? This is where we're spending our money,

[56:01] this is what we believe in.

[56:04] And so, I, I would love us to get

[56:06] as we put our heads together and look at strategically

[56:09] at the district and continue to refine our efforts.

[56:12] I think this conversation about how we're aligning those resources to

[56:15] get the better outcomes we're looking for as

[56:19] uh as listed above is just a really important conversation.

[56:23] And I think that's where you can kind of push and interrogate

[56:25] and ask what impact will this have on some of these goals that we've

[56:28] set, and that helps us get further aligned.

[56:31] So, I think it's appreciate you showing what that looks like and

[56:34] want to celebrate that.

[56:36] And I'm excited because this is, um,

[56:39] well, these are the things that we start to see taking shape in this

[56:43] new budget.

[56:46] Um, we're, you know, as you mentioned, we're kind of six

[56:49] weeks in to, to a new vision and a new structure,

[56:52] and um, I'm excited about this being a continual process and

[56:56] as we go through the year refining it for the 27, 28 budget,

[56:59] um, and and planning things as well.

[57:01] Okay, so I'm going to ask a question about and it might be to you or to you.

[57:05] Well the tech toss that be helping with math and literacy outcomes?

[57:09] That's the intention.

[57:10] So we've explicitly had that conversation about how do we link

[57:14] that role very specifically to some of the outcomes we have listed and so

[57:19] that's our goal.

[57:20] Okay, okay, perfect.

[57:21] I just want to add just for clarification for our community.

[57:25] Uh, teachers on special assignment,

[57:28] um, historically our district is, is compared to other districts of

[57:31] size, we have very, very few Tosas compared to other districts.

[57:37] and

[57:39] I think a lot of times our community gets caught up in the admin costs

[57:41] of things and when you start adding in districts and looking at their

[57:46] other district budgets

[57:48] and you start looking at the use of their Tosas, which then goes

[57:52] and it kind of hides a little bit of their admin budget.

[57:56] So just historically, yes, we're adding a Tosa, but it's

[58:00] we're actually far behind in how many Tosas we have compared to

[58:03] other districts.

[58:05] Not saying that there is a benchmark of use of Tosas,

[58:08] but I just wanted to make sure that we kind of just

[58:11] kind of when we want to compare Apples to apples.

[58:14] Just, just to draw that up very quickly.

[58:17] A Tosa in some districts is also called an instructional coach.

[58:20] And these are people who are experts in a specific part of

[58:23] teaching and learning who work with teachers to co-teach, to look at

[58:28] lessons, to give them feedback in partnership with the principal

[58:31] and they're embedded in the system to be instructional experts who can

[58:34] help people get better.

[58:37] And so, the research suggests that it's an effective mechanism

[58:40] to improve teaching and learning.

[58:42] And so, I'm, I'm celebrating that we're moving in that

[58:45] direction with this role.

[58:47] And I think in the future, there can be a good conversation about

[58:49] is there more opportunity in mathematics, in English language

[58:52] arts to try to build that expertise within the system.

[58:56] Is that person focused specifically in elementary or

[59:00] So, it can be. We've defined this role as a K-12 role because it's

[59:04] just one person within an admittedly wide scope.

[59:07] And so we are going to have some focused conversations, uh,

[59:10] this year about how to leverage that position because it is a wide scope

[59:14] for impact.

[59:17] So often it is elementary secondary, but this year we went,

[59:19] we didn't want to limit ourselves because we wanted this person to be

[59:23] able to engage uh with all schools,

[59:25] but but I think the challenge there is to make sure that we've got it

[59:28] well defined so that we can show impact.

[59:37] All right, along those lines, you you did hear I know I threw all the

[59:40] data up and it's hard not to look at, but I do want to say,

[59:42] you've heard about the peer districts. Um, you've heard Dr.

[59:44] Wenzl talk about, um, having, uh,

[59:47] finding a a cohort group or a peer group that actually is very similar

[59:51] to us in many ways as a district.

[59:54] Uh, what was talked about before was on the instructional side.

[59:57] Um, thinking about our goals in terms of student proficiency and

[59:59] student growth.

[1:00:02] Um, it also has a lot of

[1:00:03] great. Uh, it's a great resource for us

[1:00:05] to do some comparisons on the financial site as well.

[1:00:09] So, um, this is a list of these peer groups

[1:00:12] or a peer cohort.

[1:00:15] I have a note here that when we identified these peer districts,

[1:00:18] the work that was done by the team to really hone in on

[1:00:21] out of 295 districts in the state,

[1:00:23] who would be a great, which group would be a great

[1:00:25] comparison set, which districts should be in this cohort group.

[1:00:29] And this was, um, based on some of the things you see up here,

[1:00:32] but also factors such as low income rates.

[1:00:35] It's not shown, but all of these districts have between

[1:00:38] 32% and 36% free and reduced rate or low income rate.

[1:00:43] And there's a direct correlation between low income

[1:00:45] or poverty and student achievement.

[1:00:47] So it's important that we're not just taking any district across the state

[1:00:50] that might have a very low poverty rate or a very high

[1:00:53] low income poverty rate

[1:00:56] and thinking that we're a match with them.

[1:00:58] Um, in many ways. We might be, but not in terms of trying

[1:01:00] to get us dialed in as we can about this peer group.

[1:01:03] Another one is ELL or MLL, so English language learner, multi-langu learners.

[1:01:07] Um, the 3% to 12%, there's a really wide range across the state of uh, ELL, um, learners.

[1:01:13] And so all of these are fairly close between 3 and 12%.

[1:01:17] And then of course, enrollment as you see between 2500 and 12,000.

[1:01:20] Um, while this may seem kind of broad,

[1:01:23] they're all, we're all kind of considered small to medium-sized districts.

[1:01:27] There's no, there's no real good reason to compare

[1:01:29] ourselves with a Skyhomish, a very small district

[1:01:33] because that their structure is very different.

[1:01:35] Um, the same goes for a Lake Washington or Seattle, right?

[1:01:38] It it's we might have some similarities here,

[1:01:40] but being a district that large in size is not going to compare

[1:01:43] to some of our kind of medium, small, medium sizes of a district.

[1:01:47] So that's these are some of the reasons that this peer cohort became very close

[1:01:50] in metrics to ours.

[1:01:55] And so, um, what we want to focus on right now for this presentation is just

[1:01:58] taking a quick snapshot of our per student spending comparison

[1:02:02] and that fiscal column right here.

[1:02:05] Um, and it's often a question amongst the community, especially

[1:02:08] when we go out to support, when we ask for support on our levies.

[1:02:12] It's, well, how are you, how are you doing spending money?

[1:02:14] And is it, are you spending too much or or not enough?

[1:02:16] And, um, we are right there, when we look on a per student basis,

[1:02:19] we continue to be right in line with spending compared to our identified peer districts,

[1:02:23] in fact, a little bit less on the per student amount.

[1:02:27] The average is about 18,250 per student.

[1:02:31] uh, annually, and so we fall just underneath that.

[1:02:35] So this is an important thing to look at.

[1:02:36] You can think of it a couple ways. One, we want to make sure

[1:02:38] we're not spending outspending all of these districts,

[1:02:42] especially if our achievement isn't matching that spending, right?

[1:02:45] But also if you're too far low, if you're too far low, if you're too far down, it also says something about priorities.

[1:02:51] And so I think this is a time, this next year in two years, we can really start to work on

[1:02:54] what that alignment is,

[1:02:56] what that balance is,

[1:02:57] so that as we continue to find the right ways to spend

[1:03:00] and to invest in learning and instruction.

[1:03:04] Um, we should also be cognizant and aware of

[1:03:06] of how we're matching up with these other districts

[1:03:09] as we also look at their their learning and their test scores.

[1:03:12] Another interesting component here is the students per FTE. So think of this as

[1:03:16] staff FTE, so for each staff member, how many students are they in charge of?

[1:03:21] Now we know it's not, it's not you have nine students and it's just the one person.

[1:03:25] It's, it's all comprehensive, but it's all comprehensive, but it's just a good snapshot of, um, of that.

[1:03:30] And so we can see here that not only do we have a little bit, um, you know, lower than average

[1:03:33] on the per student spending,

[1:03:36] but we also have a a little bit better ratio than some of these districts here, slightly

[1:03:40] on a supporting students basis.

[1:03:43] So, you know, these are metrics that don't tell the whole story,

[1:03:46] but they, they inform us about our current state and where we want to move.

[1:03:51] So that dollars per student would be taking the total revenues divided by

[1:03:55] full time equivalence.

[1:03:59] Yeah, uh, total expenditures divided by the full-time equivalence.

[1:04:02] because it's just that this is about, um, uh, yeah, the amount we spend per student. Exactly though.

[1:04:09] Um, we want to continue to leverage the this data to analyze our expenditures, um,

[1:04:13] and our staffing including central office comparisons.

[1:04:16] We talked about that a little bit, um, Director Gamlin, you, you referenced it, it's it's

[1:04:20] an important thing that we are aware of and we look at.

[1:04:23] Um, we're not going to match Apples to Apples a lot of the time,

[1:04:26] but it is something we need to be aware of and be watching.

[1:04:29] Uh, and then, you know, Dr. Winsel has really led us into making sure we're

[1:04:32] emphasizing operational efficiency and then having a

[1:04:35] focus on student learning.

[1:04:37] I mean, that's what we're you're going to be hearing again and again,

[1:04:40] and that's uh, that's part of what we're showing here.

[1:04:42] Has this been increasing over the years um, a lot due to more kids needing special services?

[1:04:49] Yeah.

[1:04:50] Um, I don't have the exact number, but if we were to look back five, eight, 10 years ago,

[1:04:53] you know, the first student spending would have been less.

[1:04:57] So it it is it is moving up,

[1:04:59] um, some of it is, um, some of it is required by law.

[1:05:03] we need to be spending on some of these needs and and it's admirable,

[1:05:11] it's great. We want to make sure we're providing those services, but

[1:05:12] the services are also getting a lot more expensive.

[1:05:13] Um, but when you think about insurance rates, our our insurance um for 26, 27 went up about 40%.

[1:05:20] And that's in line that's less than quite a few of the districts because we have a a better rating than many

[1:05:25] districts. But um, things like utilities and insurance also drive this up.

[1:05:29] And if you look over the past 10 years, a little more stable, and then now it's just having a lot of increase in the last three or four years. That's part of this as well.

[1:05:39] All right, we're going to take a quick look at the last four funds.

[1:05:42] So we talked about general. This is our capital. We already talked a little bit about where a lot of these revenues come from.

[1:05:47] This this is a much larger revenue and expenditure total than we have looked at in the past.

[1:05:54] We've been around 7 to 10 million thinking about mitigation fees that might come in especially from the Tinn Trails development,

[1:06:01] thinking about our two to two and a half million tech levy, but uh we've not been up in this range for quite a long time. And that is directly related to the school construction.

[1:06:11] So as we receive impact and mitigation, as we receive all of those sources of construction funding that we talked about,

[1:06:17] uh we're anticipating revenues of about 67 million.

[1:06:21] Um, as uh Kyle, can you just, can you recap how that that funds are coming in and

[1:06:27] the land sale and please explain that.

[1:06:29] Uh, the $40 million comes from the land sale, that one larger site

[1:06:33] that we have agreed to to sell back to to sell back to Black Diamond LLC, which is Oak Point.

[1:06:38] Um, and that transaction will finalize here, uh mid-September when

[1:06:43] the um, probably late September, if the um, probably late September, if the building permit is issued in mid-September as it is scheduled to be.

[1:06:49] Um, and then once we receive that 40 million,

[1:06:52] that will really enable us to uh to uh to uh pay our expenses for the construction for most of 26, 27.

[1:07:01] But as we get into the midway point of the fiscal year in 26, 27,

[1:07:05] we will then rely on that second financing agreement that we entered into with Oak Point, which is up to 25 million in mitigation fees.

[1:07:13] essentially a loan or a borrowing of those mitigation fees that would really have come to us,

[1:07:17] maybe in five, six, seven, eight years, further down the road,

[1:07:22] but we will be able to borrow them up front, and then they will be uh paid back when

[1:07:26] when developers, uh when construction happens and sub- developers are able to

[1:07:31] uh pay those mitigation fees in the future instead of coming to us.

[1:07:35] They will go back to Oak Point.

[1:07:37] Again, the beauty though is if for any reason those mitigation fees do not come in from the developers,

[1:07:43] we are not responsible for paying back any portion of that 25 million that is not paid for, which is a huge bonus for us.

[1:07:50] Um, but there's a risk that Oak Point was willing to take, and that is part of the structure that agreement.

[1:07:55] So the 40, the 25, including an extra 3 million, um given by Oak Point for

[1:08:01] the recreational facilities on that site, they have two beautiful fields up there. We have a large soccer field and a baseball field,

[1:08:07] uh uh being constructed as well on that site.

[1:08:10] And then finally, there will be some state construction assistance funding, Scap funding, um that we will receive from the state as well.

[1:08:17] And that um part of that is encompassed in here.

[1:08:19] Some of this we won't receive until September, October, November of the following fiscal year,

[1:08:24] so it's not really calculated into what those revenues are.

[1:08:28] And then about a similar amount, we are expected to go out the door.

[1:08:32] I could see it maybe being only 55, 60 at that moment,

[1:08:36] but we want to make sure we put the capacity in there to make those expenditures balanced with our revenues.

[1:08:42] And if we don't pay it then, we'll be paying it out from September to December in that following year.

[1:08:47] But um we want to create that capacity as well.

[1:08:50] Um, additions and repairs, similar to the things that are going on.

[1:08:53] Um, that's about how much money maximum we would be able to spend on that and that is even anticipating if we did transfer the million dollars over from general fund.

[1:09:03] And then um this really is directly directly directly related to our technology levy,

[1:09:07] spending out what we receive in the tech levy for equipment purchases, um one one to one devices,

[1:09:12] teacher, teacher devices, etcetera.

[1:09:18] Our debt service fund, um this is really dictated.

[1:09:21] Uh, we get support from uh usually Piper Sandler, our financing um support group.

[1:09:26] And they uh really help us understand exactly how much we should be levying each year for

[1:09:31] uh from taxpayers to pay back our debt service fund as we talked about.

[1:09:37] And so we'll be receiving, we expect to receive just over 5 million in taxes.

[1:09:40] And then paying out a similar amount in both the bond payments and the interest, um

[1:09:45] and then leaving our ending fund balance similar from 3.12 million to 3.2 2 million as an ending fund balance.

[1:09:54] Um, the ASB fund. We talked about a lot of these ways money is received into the ASB fund.

[1:10:00] These are potential expenditures. This you can see here, we're trying to to spend

[1:10:04] down. This will be highly um,

[1:10:07] well, this will be dictated upon,

[1:10:10] you know, whether the clubs really are able to go out and do a lot

[1:10:12] of the activities that they plan on doing. Um.

[1:10:15] General general student body spending, athletics, classes,

[1:10:18] um, it's not likely that

[1:10:22] all of this will happen in one year, but we also want to create a plan

[1:10:25] that enables or allows students to spend down.

[1:10:27] We've talked in the past a little bit about overtime needing to

[1:10:29] spend down our ASB fund and so that is the plan.

[1:10:33] as well. Most of that is at the high school level,

[1:10:35] but um, uh there are ASB accounts at the middle school

[1:10:38] levels and also the elementary levels as well.

[1:10:42] Our transportation vehicle fund, we have a healthy beginning fund

[1:10:44] balance of 2.1 million.

[1:10:47] And we are looking to spend down. This is likely um, four buses,

[1:10:50] uh, four to five buses could be purchased with that amount of

[1:10:53] money.

[1:10:55] Um, it remains to be seen yet how many we will purchase, but

[1:10:58] we want to create that capacity.

[1:11:00] Um, we don't anticipate major repairs.

[1:11:01] We actually have not used that fund for repairs for quite a few years.

[1:11:05] If needed, we could, but that's not where we've budget the money

[1:11:07] for expenditures.

[1:11:09] But you can see be a slight spin down.

[1:11:11] Um, it's something we can continue to talk about in

[1:11:12] the future.

[1:11:14] Can you explain to us about how our transportation

[1:11:16] is different from

[1:11:19] other school districts where they um, they lease out or

[1:11:22] some other different things that they do?

[1:11:25] But how our transportation fund is a little different?

[1:11:29] Um, in terms of we, many districts do lease buses,

[1:11:33] um, but we do keep it all in house.

[1:11:37] So that is one of the differences.

[1:11:38] Um, several districts around us do that as well.

[1:11:40] But I think it uh the differences is maintaining

[1:11:43] a fleet that you want to maintain a similar fleet,

[1:11:46] you want to make those purchases so that you can efficiently

[1:11:48] operate the the maintenance of.

[1:11:50] Uh, we have three amazing mechanics that that work on

[1:11:52] our team, uh to to to run those.

[1:11:54] Our staffing as well is fully internal.

[1:11:57] We don't um lease out or vendor out with a vendor

[1:11:59] for for uh transportation as well.

[1:12:02] I think one of the other things that we've talked about in the

[1:12:05] way our system differs is just the the distance that we that

[1:12:08] we drive.

[1:12:09] The miles that we drive, uh, we're I think the first or

[1:12:12] second largest um on on the west side of the state as far

[1:12:16] as a region,

[1:12:19] um, uh square miles, I should say, and so we cover a lot

[1:12:23] of distance to um to route our students.

[1:12:27] And that does take take a toll.

[1:12:29] So we spend a little more per student on transportation than

[1:12:32] what an average district would because of our our region and

[1:12:34] the mileage that we cover.

[1:12:40] All right. Um, this is a draft of the four-year budget summary.

[1:12:43] So, uh, you may remember uh in your packets, uh you had

[1:12:46] the memo, you had the overview, 14-page overview

[1:12:49] of all of the detail of the large F195, which is the

[1:12:52] OSPI report of all of the revenues and spinning the budget.

[1:12:57] Part of that is the F 195 F, which stands for the four-year

[1:13:00] forecast.

[1:13:02] And this is a snapshot of the forecast, it was also

[1:13:04] in that overview document.

[1:13:06] And really what this is showing is over the next four years,

[1:13:09] what do we plan or predict or forecast each of these funds

[1:13:12] to do?

[1:13:16] Um, revenues, expenditures, any transfers, the change

[1:13:19] in fund balance, and then again the ending fund balance.

[1:13:22] So, do we really know this is going to happen?

[1:13:24] Not exactly, but we want to at least have a plan and be

[1:13:27] thoughtful about where we should be heading with each fund.

[1:13:29] So you can see here on the four-year forecast, we have

[1:13:31] a slight increase over the years.

[1:13:34] You'll notice that the inner fund transfer that was one

[1:13:37] and a half million this last year.

[1:13:38] And really we're tapering off of that, just because we don't

[1:13:41] know yet if that's where those monies and those um the monies

[1:13:43] will be spent.

[1:13:46] Um, ASB fund, again, that's the spin down a little bit that

[1:13:49] you see, we'd like to see that ASB fund um be spent down slightly.

[1:13:53] And that could be a combination of receiving less funds, um,

[1:13:56] it could be a combination through fees or um ASB cards, things

[1:13:59] of that nature.

[1:14:02] It could be providing more opportunities for our students

[1:14:04] to have access to at a reasonable level.

[1:14:08] Um, and uh, and those are things that we really need to

[1:14:11] be considering and then also making sure that those students,

[1:14:14] um, have the the power so to speak to, um, to be a part

[1:14:17] of all the activities.

[1:14:19] So that's something we need to be be aware of.

[1:14:21] Our debt service fund, really stable, we want to make sure we

[1:14:24] just stay consistent with um working with our um our financial

[1:14:28] planners to make sure we pay off all of those debts.

[1:14:31] Capital projects funds.

[1:14:34] This is the one that is very large this year.

[1:14:36] We could see us after the construction of the school,

[1:14:38] um, depending on mitigation fees that come in in future

[1:14:41] years.

[1:14:43] Um, it could grow a little bit if we receive more mitigation

[1:14:46] fees and we're waiting to purchase those final two land

[1:14:50] uh the conveyance of land.

[1:14:53] There are two remaining to be conveyed to us, a future middle

[1:14:56] school site and a future elementary site.

[1:14:58] Those could be used um together as needed.

[1:15:01] Uh, and then finally the transportation vehicle.

[1:15:05] funds. Uh we could see us spending that down a little bit as well

[1:15:07] as we kind of continue to look and refine our transportation needs.

[1:15:12] Last slide, AMSOC disclosure, you have a document in your board packet. It's a requirement,

[1:15:18] um by law, according to um ESSB 5187.

[1:15:23] And this requirement is that when we receive money from the state for our AMSOC.

[1:15:27] So our material supplies and operating costs.

[1:15:29] We're required to um publicly show what our budget shows as how much we'll receive

[1:15:36] according to that enrollment that we project.

[1:15:39] We're receiving of the basic education fund 6,300,000

[1:15:44] uh roughly will be receiving in the AMSOC allocation.

[1:15:48] And then we're required to say in our budget how much of that is going to be spent out.

[1:15:53] And we're going to be spending out 9.278 million.

[1:15:56] Which means the difference is about 3 million will be spending more than receiving.

[1:16:00] The reason this is important is because the state has a law now that says, if we're going to

[1:16:04] going to give you this money for supplies and operating costs.

[1:16:07] But if you're not going to spend it all, let's say we came in at 5 million.

[1:16:10] We would need to have a public um uh statement of how.

[1:16:13] we were going to spend that additional money.

[1:16:16] In our case, we don't have additional money. I don't think many districts do.

[1:16:19] with the rising costs of your insurance and utilities specifically,

[1:16:23] but it is important that we follow that we follow that process and there's a document um

[1:16:26] that you'll be signing as well um that states that.

[1:16:31] That is the last um of my slides.

[1:16:33] So any further questions, I appreciate that you're able to ask some questions along the way,

[1:16:37] but is there anything else um before you move to the uh public hearing regarding the budget?

[1:16:45] Good evening.

[1:16:46] ask very well. Okay, thank you. Thank you.

[1:16:48] Thank you, Mr. Facher.

[1:16:51] All right.

[1:16:51] Uh, that concludes phase one. Uh, phase one. Uh, phase two is the board will welcome public comment at this time.

[1:17:00] The purpose of this hearing is for the board to listen to community input regarding the proposed.

[1:17:04] 2026, 2027 budget.

[1:17:10] All right. Looks like no one is interested in the taking part of the public comment.

[1:17:17] I now that concludes, well, I guess.

[1:17:20] in accordance with the open public meetings Act, the board will must conclude this public comment period.

[1:17:24] before any final action or vote can be taken on this budget.

[1:17:29] So that concludes the opening uh for public comment.

[1:17:32] Now we're going to phase three. Phase three will then be Resolution 1182, the 2026, 2027 budget.

[1:17:41] Do I have a motion to uh approve Resolution 1182?

[1:17:45] I make a move to approve Resolution 1182.

[1:17:49] I have a motion from Director Stoffer. Do I have a second?

[1:17:52] I'll second. I have a second from Director Mason.

[1:17:55] Any discussion?

[1:17:58] Um, I just want to let our public know that uh the budget overview,

[1:18:00] This nice little packet, 14 pages plus um.

[1:18:04] some really nice uh 200 pages of uh night stand bed reading.

[1:18:09] uh is on our budget is on included in our agenda saying.

[1:18:14] All right. We have a motion and a second, that that's discussion.

[1:18:17] All those in favor? Aye. Any opposed?

[1:18:20] Motion has passed.

[1:18:22] All right. Next section of our agenda is administration and business.

[1:18:26] This is where where the board reviews many of the operational and governance items of the district including

[1:18:31] project approvals, school naming, policies, financial reports, payroll and vouchers.

[1:18:36] Some items are informational while others require board action.

[1:18:40] Uh the first is the financial report.

[1:18:43] And then the second is payroll and vouchers.

[1:18:46] Do I have a motion for payroll and vouchers?

[1:18:50] I move that we uh approve payroll and vouchers as submitted.

[1:18:54] I have a motion from Director Fisher. Do I have a second?

[1:18:57] I'll second. I have a second from Director Stofer.

[1:19:02] Any discussion?

[1:19:06] All right. All those in favor?

[1:19:08] Aye. Any opposed?

[1:19:10] Motion has passed.

[1:19:14] All right. Next is the consent agenda.

[1:19:16] Uh this groups together routine items that are reviewed by the board in advance and can be approved in one vote.

[1:19:22] This allows the board to handle standard operational items efficiency while still maintain transparency.

[1:19:28] The first is the personnel report, which includes routine employment related items such as hires, resignations.

[1:19:33] retirements, leaves or position changes.

[1:19:36] The board approves these as part of its formal personnel action process.

[1:19:41] The next is the other consent consent items.

[1:19:44] The other consent items tonight include the June 2026 donation report, renewal of the district's uh dairy bid.

[1:19:49] and approval of the board meeting schedule for 2026, 2027 school year.

[1:19:57] Do I have a motion to approve the consent agenda?

[1:20:03] I make a motion to

[1:20:04] approved the consent agenda.

[1:20:07] Do I have a second?

[1:20:08] I'll second.

[1:20:09] Have a second.

[1:20:11] From Director Mason.

[1:20:13] Um, discussion.

[1:20:15] in our packet

[1:20:17] we did get our uh, draft meeting

[1:20:21] schedule. Did that look efficient for everyone?

[1:20:23] Dates, locations, themes, times?

[1:20:27] Yes.

[1:20:30] Does the October 14th Board retreat work for everyone?

[1:20:34] Yes.

[1:20:37] Okay. Okay.

[1:20:39] All right. What else now?

[1:20:42] Okay.

[1:20:43] All right.

[1:20:44] We have a motion from Director Stofer, a second from Director Mason.

[1:20:47] All those in favor?

[1:20:48] Aye. Aye.

[1:20:50] Any opposed?

[1:20:51] Motion has passed.

[1:20:53] All right. The final section of our agenda is board process and debrief.

[1:20:56] This is a time for board members to reflect on how the meeting went.

[1:20:59] discuss board-level processes that allows us to talk about governance

[1:21:04] practices, future agenda topics or ways we can improve how we operate

[1:21:07] as a board.

[1:21:11] All right.

[1:21:12] I'd like to thank uh, Rosemary Dumpler for a donation to the Avid program.

[1:21:18] And that was very generous.

[1:21:20] Yes.

[1:21:20] And as well as the other people, um, you know, plus stationeries and

[1:21:27] Can

[1:21:28] can we

[1:21:30] I don't know, thank her as a board, some way?

[1:21:34] Sure.

[1:21:35] Yeah.

[1:21:36] Okay, yeah, that would be nice.

[1:21:39] Now she's uh, been very active.

[1:21:41] She's been a lot of, a lot of uh, high school events. She was there,

[1:21:45] stuff like that. So, she was there for, I think the senior exit

[1:21:47] interviews and stuff like that. So,

[1:21:51] All right. Very generous. Okay.

[1:21:54] And then, no need for executive session.

[1:21:56] Uh, now I would like to adjourn the meeting at 7:54.

August 17, 2026 - Regular Meeting

Transcript