 I think they're taking maybe some of our revisionist services, but they'll be. Any follow-up comments or course lessons? They have a motion to approve the minutes of 4.20 to 19. Did everybody had a chance to read them? Yeah, there's something on there that I had it marked on the ones that are cut up down the cut. In 4.1, the wording, there are only 17 kindergartens, there's something not worded right now. One classroom, one healthy classroom. But it's the way it's worded, it says coming in, which is two healthy classrooms, one. That's what it should say, one classroom. Anything else? Those in favor of approving the minutes as amended? If you say aye. Second. Aye. Oh yeah, I agree. Oh, did we have a second? Did we motion the second? I don't agree. I'll make a motion to accept the minutes as amended. I second. Yeah, there you go. Those in favor of approving the minutes as amended? Aye. Please say aye. Aye. All right, discussion agenda. 3.1, annual fiscal management questionnaire, H4. This is what you just, this is what you just signed. It's the tiny little crime. Yeah, I just signed it. Is there any discussion? I just read the lines that from that note. Discussion is done. So Washington Central Unified Unified School District update. So what we did is we moved away from actually 16 hours, like moving into an update of what, as a whole. So we decided to make a change in our agenda. And they, they had a couple of updates. I don't think we're going to be here, but. So first, starting with the elections are tomorrow. But no, so you were to vote. We're having, we have scheduled to meet for this week. Hopefully it'll just be one of them, and we can get all the work done in the first one. To schedule? Yeah, to schedule. For the, for the unified. Once people are elected tomorrow. Yeah, and everybody would be, yeah, everybody would be elected tomorrow. And Mary Orsby is going to be at our first meeting. Wednesday. Wednesday. And we'll come and give the oath to everybody, because we, everybody needed to be, we have had the oath, and it's pretty hard. Because the election is tomorrow, and to be organized, not all clerks open at the same time. So Bill and Christa took care of that. And send an informational email to everybody. Yes. They found out you guys read it. The second question is identified. The truth is that we, we were organized that, that day. And then we have scheduled six, and I don't have them right in front of me, but we didn't have much six meetings for most of June. To be able to get all our work done, putting the budget out, the policies, and just a, besides, deciding how we're going to run. The board is mostly organizational, and making sure that we decide if we're putting articles of agreement out to vote, or not, and vote on the budget. We had an articles of agreement meeting last Wednesday. And I was at the meeting before, I was not there last Wednesday, the only, the only part of that one was to decide on the two, on debt, those two issues. Article four. Yeah. Which was to the school. School closure. School closure, yeah, when it's a school choice. So we had the, we had the lawyer put together two, two samples of what it would look like. So one was the full, they're very similar. The majority of the board, the new unified board, would have to agree to close the school, plus a positive vote from the town that would be impacted by the closure. The second one was the same, but had to be voted for two years consecutively. Yes, that didn't pass. This is for two years out anyway, right? This is two years out anyway. And that'll just be part of the articles now. Okay. It was just the wording to have article four. The amend the way people wanted it. Yeah. And it ended up being rich by the first one. The first first one. So not too consecutively. No. So in two years, if there's a vote, it goes to the new board and then the towns? Yes. The new board has to have the majority to bring it to vote to that town. And it's just that town. It's just that town. Okay. So we, that was sort of after much discussion and discussion. That was the best consensus that we could all with you participate in the article. But it was a little bit of a departure where we were, but we all felt pretty good at the end. And it really represents. So is that a article we just voted on? Yeah. It'll be part of that. Yeah. But the articles committee felt like they not felt like, but felt that it was up to the new board to put the amendments and articles to vote not to ourselves. We were just putting them as a recommendation. And then they'll decide, they might decide that nothing is being put out to vote and just the budget or they might decide to put the work. Out. But I can't speak for the new board wishes. And as far as I know, there is no, I probably think that might be more important, but as my last meeting, last Wednesday, there's no delay. There's no delay. There was no agreement. And there's no, there's no delay. Did you say that one of the conversations we have was about debt though? Or was it just about the school closure? Sorry. Just the school closure. The school closure. The school closure. Yeah. No, no debt. Can I ask a question? So is it, is it too, just because people ask and talk, is it two years, like two school year, you have to go through to the next two school years and then, or is it calendar years? This won't take, this won't take effect. The, the articles that we had already protected us for two years. Right. So it said in two years, you can't close any schools. So this will start right after that. But pretty much, you know, once the, the only way that we could change is by the, the board to vote on that. So it is kind of a double protection, but we could honor it, you know, right in 2020. Right though. All of this doesn't take effect until, until later today, adding a member at the board doesn't take effect until 2022. Okay. I'd say a school year. Yeah, school year. Yeah. Not calendar year. No calendar year, that's true. Thank you. And I don't have them electronically, or I would have read it to you. So in that packet that I left that one. Yeah, yeah, I left my packet in that too. Um, any questions? So maybe, but I don't know. There's not much to, because we haven't met, so I don't know. What would the second meeting be this week, you were saying? Well, we, if we didn't get everything done on that first meeting, because it feels like the first meeting is pretty much just reorganization. Yeah. So. Okay. We don't have the possibility of having another meeting if we don't get our work done. You don't? You don't? And has it been? I don't know. I can tell you what it's been. I have every Wednesday for the rest of my life, pretty much. Yes. I saw that. Yeah. From now on, I believe in you. It is. I'd rather it was, yeah. But Wednesdays don't work out that way. There's an executive committee this Thursday. So, yeah. Would it be Thursday? No, it was, let me just, and maybe it's just that we're just talking that the executive committee is about, and that's what I'm talking about. I just had Wednesday Wednesday. I'll step on the tour. And there's nothing on Wednesdays agenda that says another date for work, so no. Yeah, please just send it. New board information here. Which says May 22nd and then the next one. Yeah, the next one is not until June 5th. So, May 22nd, we're a board organization. We'll do the budget. We'll do the amendments. It's just this a lot. So, in order to get the budget warmed, all that. I knew it was going to be a big one. Yeah. So, it's the, but we're not starting to meet until six. So, that's why we had said that it might need to be. So, is the budget agreement putting the review and the amendments and warning? Those two warnings need to go out on the 22nd. And so, the action for that meeting would be budget, artistic agreement, the amendments, and the annual report and approve the district organizational meeting. So, the meeting where we all met, like at that time, we would approve those minutes. Any questions? I think this meeting is not scheduled to June 5th. I think we have one on the 29th. That's the Washington Central. Here I'll be to hear something about this. And that's lovely. So, that's one. Yeah. Good. Okay. That's another one. Another Wednesday. Just plan on Wednesday. Wednesday. Yeah. So, next is 3.3. As in terms of print and update, we finally had the final interviews. Mr. Sherwin was part of the committee. We interviewed last Thursday. This is our last round of interviews. And we all agreed to bring forward two candidates that will go around May 23rd and visit the schools. And I know May 23rd is the function here, but they go around during the day. And then they are being interviewed by the executive committee. And they will make a decision on Thursday night. So, I want to miss the argument. It's okay. Any questions? Names are public. So, you're not there this Thursday? Yeah. The what? In order to meet. Executive committee meeting this Thursday? She's not here. No, I'm not here. I'm going to miss the... No, there's just actually Q and R's thing that I was saying. Oh, I really want to go, but I'm not at the executive committee meeting Did you say the names are public? I knew we got them in an email, so... I am pretty sure the names are public now, but... Yeah, the names are public. Because they have to announce in their jobs and they're touring the schools, so they have to put them out. So, Deb Taylor and Don Normstrom, I think not to say his last name, right? Apologize. So, they both were interested in... And we were very clear that it's an interim position. We are... They attention... We don't know until it goes to the new board, but the intention is to have a full full search with input from the community, input from the teachers, and input from the leadership team, and start that in the fall. So that we have a couple of time to find the superintendent and use this time to put... You know, all the policies and the governance ourselves together during this time. Questions? Three points. Actually, can I ask just a process question? Yeah. Is the executive committee going to select or are they going to have a recommendation the following week? They're going to have a recommendation that you're prepared. We're going to... They're going to have a recommendation the following week to the full board, and the full board will hire. Then we went back and forth if it should be the new board or the full board, but because the work is really being done by everybody, by the full board, we felt either why it was the same, the same people, the same intentions, the same mission. So that was the decision we made for process and to making it quicker and not adding another agenda item to the new unified board. And the candidates that we're interviewing are also interviewing at other places. So there's not a lot of time for everybody to make that decision. Well, what I think part of the discussion was essentially we're hiring staff at all the schools and the current boards are doing it because you've got openings, you've got to fill them in. Yes, yes, so yes. So good, good. Three point four. This was crazy again, I don't know how you guys feel about it, but the transition communication really know how to phrase it. So that thought was that I could type something, but if we could send a wish or when you begin to do the new board from our board, so our board is dissolving, right? And send a message to the new board from our board, but I don't know that's too crazy or how you guys feel about it or just, you know, mission them well or, you know, this is what's been important to us. The votes are what mean. That sets a new board, so I don't think it's necessary, but I think you two are the ones running from this town, so I'm sitting here being elected. There's not a lot of competition. So, I mean, and you guys kind of know what our goals were. My thought was more about like, it's more of a tongue. And so I said, your tongue, you know, we totally support, it's not just the two of us, or like, I know that you guys were always half our backs and we all had to know each other really well during these years, but like, I don't know, I just can't say the names. English, like a gesture of support, you know, like, but I don't know, that is just very much mean. Do you want to come from each one of us? No, I was thinking we could just do a sentence. I'm not thinking that we're going to write like two paragraphs, but I didn't want to speak for everybody, and that was not something that we were, you know, it could be part of the minutes, or that's something that sounds too, you know, not us, but that's totally fine too. I don't. I think totally fine saying something to the effect of thanks for being willing to carry on the work and good luck. Yeah. For me, I would stop short of saying support because I don't know what's been proposed to you. I might not support it. Yeah. Yeah, so. Thanks for coming forward, and we wish you the best. Yeah, I was thinking you take it as far as saying, you know, like this are, you know, three things that have been really important to us. I don't think, you know, or maybe not. I wouldn't want to say anything that was viewed as attempt to influence. I think we just acknowledge that the new board has stepped forward and is going to do the work necessary to make our schools keep our schools strong and thanks for, you know, thanks for your willingness to serve, or something along that line. What were you thinking? We get like an Olympic torch and Yeah, it's just like passing on our, you know, I don't know how to explain it. You're too, you're too emotional feeling. Well, there was thanks. Yeah. So I had a conversation about this transition with somebody who was relaying what Harwood did when they moved to the transitional board and they did like a little sort of open house thing when they accepted the audit. That was like the last action of that board. Yeah. And they had like a little reception that was open to the public and they had a scrapbook of, you know, when that board was formed. It was actually, it was really a sweet, it was a really sweet idea. Yeah, it sounds great. It was, it was like a way to sort of like, you know, like this chapter is closed and like this board is now, like our work is officially done and the new board had time at that point to have sort of gotten their legs under them as well. Yeah. So just, just a reflection of the conversation that I had. Yeah, we're doing something similar. I don't know if the details bring on that because we haven't met again. So it's going to be there on the 29th, there will be kind of a celebration. And then obviously the new board wouldn't have had that much time to meet, but it'll be some kind of celebration of this period and Bill has been heading that, at that, that effort on good. But that's, I just offer it as there was something that sort of struck me as that was a really sweet way to do it. Yeah. So I don't know if the timing works as well for us. I don't have an opinion, but all those happenstance conversations. So with some, thank you for willing to serve in the new Washington Central Unified School District on behalf of our communities. All right. So you have our kids. Yeah, the half of these won't give you a full warning. It's awesome. We wish you the best. We wish you the best of luck or the best of luck. We wish you the best. We wish you the best. It's not going as well. We wish you the best life. We wish you the best. Good luck. Some of us are watching your hands in the end. On behalf of what did you say? The East Monterey School. The East Monterey Elementary School. Yeah. Yeah. I mean, we can happy it up and say, you know, we're excited for the future or something like that. I don't know. We're hopeful for the future. I think that's straight to the point. It's perfect. Just as it is, we're good. Get your marketing hand off. He's trying to help me. Okay. Do you have that? Two. I just, thank you. Yeah. Great. Well done. Thank you. Okay. Administrative support? I don't know if there's any questions. Last month, I had told you be happy to share a monitoring report with you with any executive committee you met and agreed to have this all done in the fall. So I will invite you all back in the fall to see the numbers. But what I tried to do in this month before is kind of just recap the year. More anecdotally, if I can find it. In each of the areas in the implementation plan, I don't know if there's any questions or I guess for every, to me, everything looks well. I, you know, it's awesome. We feel like, but we're doing this really, yeah. Exciting. And this, you know, part of the multi-tier support stuff like that is what I'm excited to for the report. I don't think I have a really good, but I read the balance assessment system and the three points of data and stuff. I don't Try and relate in the data. Yeah. Do you have to explain that? No, no, not totally, but just that sort of what that means. Okay. So as we are getting better with our assessment system, so what we used to do, it's almost like putting all your eggs in one basket. We'd only look at SBAC data, right? Because that's all we ever had before that. It was need cap data. And then we started having local assessments, which is the start of 360 and the reading assessments that we use the writing assessments. So we started bringing in other points of data to look at. And basically trying deletion means that you're, you're looking at at least three different pieces of data, measuring the same type of scale, right? So that we don't say, oh, well, according to SBAC, this child is not where they need to be. You need to look at more than just that. So our conversations this year have been really, I am, I'm quite exciting because we're looking at what the teachers see in the classroom and looking at what we're putting in infinite campus, you know, just the day to day. And we're comparing that to what we're seeing in our assessments that we give every, like two to three months. And then we're comparing that to the big. And I can actually pull up and I will for you because I want you to see our electronic data wall. It's very cool. So we, it is all color coded. So we look at a child and we, we traffic light them, which we've been doing for years. And we might say, you know, this kid is yellow here, but they're green here. Why is that? What's going on? You know, what is it measuring here versus there? And so we're having, well, I feel like our much more meaningful conversations about a child and not just saying, oh, well, SBAC says that they're, you know, not making progress or, um, so, so what we did in the fall, is we get, and this went along with the goal setting because teachers set goals in the fall. And I'm, I'm sad that the focus this year hasn't been on that because in this building it has been on that. It just hasn't been at the our level. So I'm really hopeful that in the fall we can come back to that because our teachers have been doing this. So we did, we did some training with all of the teachers around what does triangulation mean? Why do you need to look at more than one data point? And we've gotten well versed, I would say, in having those conversations at our kid talk sessions, which is that when we sit down as a, you know, every teacher who works with whatever set of kids and we go through each child and we talk about them. And that's where the goal setting has come from also. So every time we give a new assessment, or during a new assessment when do the teachers will look at all of that, set goals for the next window, you know, work on their instruction, work to move kids forward, then we'll come back, we visit it. So that's kind of in a nutshell what triangulation is. And I'm going to show you, but keep talking. Yeah. So the last question with that was so, so how does the trauma and form practices that we have doing now affected? Is that, you know, how we do this triangulation or the kid talk or how does it affect our assessments, our local assessments? Yeah. Has that been like, that's a really good question. So I feel like this year has been a really nice year learning from our staff around trauma transformation, but we're not really, we're soaking in and taking in a lot of information, but we're not, that would be a next step for next year. Like I would say, especially in Michael's position and looking at behavioral data, we have a lot more of those conversations. And so there's four teachers and myself who are, who are in the graduate class, we did Melnick, which wraps up Wednesday. And then there's another cohort of teachers who, Michael is a part of Hoover's with Dave Melnick, who's been working with him for the last two years. So in these small pockets, the conversations are happening, but our goal is to bring that back to the larger staff and have them part of these. But, you know, when we, you know, DCF is a close contact of ours for a number of our kiddos. And so when we have cases like that and we have kids in trauma, it comes into the conversation, but we're not probably as purposeful as we need to be yet. That's definitely a next step. Oh, there's other. Well, actually, I did have, I mean, not on that section, down below. I was just like, so, replacement for Julie Anand Jensen. Alex, so she's not full-time between the two? Really? A half a day. And it's really tricky. So she comes here on Wednesdays at lunch. So instead, she'll be able to spend a whole day with us and then provide some services to kiddos, which is a win-win for her and for us. Yeah. So does that give her full-time position of that one? But not a full-time teacher. But yes. But oh, okay. So she will be working full-time. Full-time. Yeah. A half a day of her week will be here. Okay. Yeah. But she actually had approached me to say, if it ever comes up, you know, I love to do that kind of work. And I was like, oh, that's good. And then it just happened to me. Okay. Cool. And then just a process question. So you have two paras coming in for pre-K students. Yeah. How do you identify that need? Is it just through the screening process? No. No. So these kiddos are identified as soon as, before your third birthday, you have to be identified. It's called Childbinding. It's our job to know who lives in the community and who's growing up here before we even enter our school. So these are children who have been served through intensive family-based services. So they're already getting services in their home or going to other places. They just hadn't turned three yet. So it's in the birth to three program. So they're pretty intensively. It's kiddos. So I'm going to show you. This is just a visual and you don't need to see any names or anything. But basically these are our reporting windows. So that was September, like November, January, and then this will be the spring. So we look at any color code and just kind of compare the three different measures to say, okay, yeah, this kid is green all the way across. Their SBAC score, their DRA score, teachers, they're all, you know, that's a good match. And this one right here, the student was in the yellow. The star 360 said they were in the red. So then we'll talk about that. We'll maybe dig a little deeper into the star. Where did they get hung up? What skills might they not have? That maybe the SBAC didn't measure. So we'll look for any, try to see if there's any that stand out. We sometimes get some that might be one of each color and that's like, okay, what happened? And maybe they had a really bad day. So we begin the star 360 and we might readminister it and then it's, you know, where we think they should go. So as we go across, is that by date or? Yeah, so here's the kiddo. This is fall and this is spring. So the other thing we look at over time and this is where the goal setting has come. So this kiddo was in the green at the beginning of the year and the May star shows them in the blue which is actually exceeding expectations. So that's something to celebrate like they were where they should be and they've actually grown. We might look at and say, okay, this kiddo's been yellow and this is red. What's happened? Why are they not making progress? So that red there is not all red. Then we have a, we may have a kiddo who's just blue or red, yeah. And that child is most likely on an IEP with a lot of supports and services. But so this is, this is what we've done. So that's reading and we do the same. This is our math data. So it's the same when we go through. So that's, that's how we're trying to even in having that conversations. And then how does that give representation to the parents? So parents get this information in a number of ways. They get it at report cards for proper support time. It's an infinite campus. And then once, for the first time, took the S back this spring. So then you get a report at the end of the year telling how she performed. Any other questions? The fiscal report? They're really our, so we, we close down before regular break with teachers and we're working on closing down the budgets. This is a huge task for central office because all of our systems are going away and we weren't coming on in our new district. So they're working extra hard over there to close down our books. You will see I'm assuming at the June 17th meeting the end of year but it hasn't happened yet. So it doesn't, this report doesn't look any different than last time we met. Any questions on that? So I'm sorry, were we going to transfer funds or not yet? We're going to wait until June. I think everything is supposed to happen in June. Yeah, we're going to, we had that conversation with Phil and we're going to wait until the car so meeting over in June. All right, thank you. Once they figure out the percentages. Yes, and you'll know right where we're, like everything will be closed. Yeah. Anything else for fiscal? The executive committee report. I think that's pretty much totally everything. I don't know if you guys had a chance of reading the minister on the executive committee, but pretty much it was the same the interim in Mark Andrews. I think that you guys will know we hired a consultant. Mark Andrews has been taking part of the process. We had three interviews. We were at the media of 10, Mr. Sherman was part of that committee too. And we're in the process of having another executive committee meeting on Thursday. We'll be hiring, we'll be recommending a candidate to the Washington Center to the full board. And we have scheduled a couple of carousels meetings. It's pretty much similar to what we just talked about. Unless you guys have a specific questions. There were, in the minutes we had, Carrie had asked those questions for example of what how do we know that it was doing an interim. It was the lawyer was very clear on the language. So it's clear that it's just an interim contract that we're not offering. Yeah, that is final. And so there's no question there. We have started to change all of our accounts over to the new five district, both on healthcare but that's been more of a transitional board, not the executive committee. So I think we're in good shape was doing all the steps to get us to where we need where we need to be looking at you. Okay. Yeah. Did you guys have a chance to read the minutes in that? Or yeah. So did you hear back it hasn't gone through but I'm guessing he's not in service. I think 5.1 needs to be changed. I have nothing to recommend to you. Yeah. And I don't know if we approved it. I said that we are executive committee. Executive committee minutes. That's why I was just reading. There was for most people it was the same as the teachers. Yeah. So we could just go ahead and do the same thing. And because he said we had hitting them in your producer. So if somebody you have it here it's right there both. So could I have a motion? I would make a motion that we recommend that we approve the non-bargaining contracts at an increase of 3.1 percent that's what the non-bargaining. The non-bargaining administrators and all others in the central office who are not administrators increased by 3.5 percent for the 2019-20 school year. Do you would not say central office? Do you don't say central office? Yeah. But just the other. The other. I missed. Right. The other non-bargaining. Right. All others. This is a motion or not. Yeah. Yeah. But people say it was for. So 3.1 percent increase for all non-bargaining administrators and 3.5 percent for all who are not administrators. Yes. Yes. Yeah. I mean that's the same across the. Yeah it's the same across but yeah. But because we still do it. One second. I second it. I second it. All those and any discussion. All those in favor of approving the motion as. Stated. Stated. But do you want to read it? But you do. You have good. I think we have active. You sure. The non-bargaining contract increase of 3.1 percent for the non-bargaining administrators and those all who are non-bargaining administrators 3.5 percent. Or that can wait for the school year 2019-20. Yeah. Thank you. Non-bargaining non-bargaining. Staters. Yeah. What's the 3.5? Yeah. Non-bargaining. Non-bargaining. Non-bargaining. Non-bargaining. Non-bargaining. Staters. Yeah. Yeah. Okay. Thank you. Everybody good with that? Yeah. Yes. All those in favor of approving it please say aye. Aye. Aye. Any oppose? No. No. No. Approved board orders. Okay. I don't know. I don't know. I don't know. I'll make a motion to approve the board orders for. 48,168 dollars and 71 cents. Second. Any discussion? Seeing none. All those in favor of approving the board orders. Please say aye. Aye. I think we can have a future agenda if we're never seeing each other again. Yeah, but we have the carousel meeting. We still have the carousel meeting. Okay. We just started seeing it. We need to decide on what your transfer to the capital and what you need. Right. Right. Yeah. You don't have to see me two more times. Sorry. Any. Yes. We could get out of this question about what you were talking about. Could do. As well. I have one communication. Oh, I don't. You have? We don't have anything. You don't have anything. At least we have this real thing for you. Just because it's our last time here and I know that you can't go to the other. You can't go to the carousel meeting. I'm calling June 17. Good for you. I'm very excited. Is this your first in Park Galeon? It's wonderful. I can't. It's just wonderful. It's a terrible week to go. But it is. I will be back for graduation. But they don't always think about their weeks very long. Well, they don't think about their northern weeks. They feel like they're out of school. I ask that because in this cohort is only principals. So every principal is in the same situation. But so I won't be there on the 17th. You will be running across the park a lot in the field when they get to graduation. Well, no, no. If you saw last year's, you know what I'm talking about. Yes, she'll be sending me the Japanese Meditation Garden at the Koi. It's the most beautiful building ever. And the work is amazing. The work is just some of the best ever. And thank you all for doing your part. And I know that was a long survey, but thank you very much. They said the more the better. So I appreciate it. No, I fly in at one o'clock Friday morning. Oh my gosh. And then I'll be here. So there's something from the staff for each of you. If you'd like to open those. And then there's a hanging basket for me also. I hope I get them right. Check your clothes to make sure that I don't talk to anyone. It's nothing. I'm sure those of you know how many you're calling me. I'm like, it was okay. She wanted to find that staff. Thank you. It was not here. Well, we very much appreciate it. This is this that day for me. I know it's the class that would have been. Yeah, we had learned so much from you. We said, I just want to thank you. Thank you. And I want to say to everybody that's been an honor with every view, studying, respect. Thanks. Have you, do you want to make a motion to adjourn? Sure. Stephen. You can just prepare. Adjourn. Okay. I was starting to speak. I forget all the people I argued with. Thank you. Thank you. Do you want to show that? I don't think so.