November-4-2019-Regular-Board-Meeting-Segment-3
[00:00:00] The two that for moment, as we, as building leaders and a central office team worked with these indicators, we actually try to bring in student voice a lot. And so in the last couple of years, it's been fun. When you hear work plans and when you spend time with buildings. You know, you probably hear and see some of these things that are, that emerge.
Um, and one of the things when we hear from student voice, we want always want to know what keeps them connected to school. They, you know, they say, well, why don't we have this? Or w I wish we had more of this, you know, do we out? Can we offer this CTA opportunity? How do we not have this club?
Or thank you for allowing me to participate in this activity after school. We know that each one of these indicators actually demonstrates a better connection to their community, to their school community, but also beyond. And we also see. I'm kind of a happier, uh, student at that point as well with, with some connection to their schools.
So, um, next we wanted to show you some growth trends for us and we just put a three year look [00:01:00] and, uh, we were following along with our indicators that we had been, that we had previously mentioned. And, um, I'll kind of let you just take a moment to look at that. We've included back from 2016, uh, until last year.
And the bottom, when we talk about map math and reading growth, we were able to show you from the spring of 18 to the spring of 19, the certain grade bands as an example of grades that actually showed, um, growth in their grade, a grade bands. A couple of things. When you look at attendance. Where it says not chronically absent.
And then under that attendance rate. So the attendance rate is what? Pre 2016 17 what was shown? And you may have noticed that, you know, the percentages tended to be higher because it means of those enrolled. [00:02:00] How many are coming to school. What has been learned about attendance and engagement is that there's threshold points.
So the not chronically absent means have not met, missed 10% of the school year, which actually if students miss two days a month, they can become chronically absent. Now, what we have to be careful of is when we actually did a little bit of studying of that, um, at the high school level, we found that we had students who with activities, appointments were missing two days a month, and it.
Was surprising because it wasn't necessarily related to students who were not engaged in school. So all that tells us is be careful about looking just at that number by itself. Similarly, you know, and I may have just said, we have to be careful when we look at a grade three [00:03:00] language arts or grade three math.
Smarter balanced because it's a point in time. That doesn't mean we don't want to look at the third graders one year compared to the third graders the next year, the third graders next, because it tells us what's going on in third grade. So the. The point for us to look at is how do these things compare?
When we look at cohorts and also look at, for example, if there were grade levels where consistently we saw students tend to be doing much, much better, or we are seeing that this isn't an area where we as are strong, we need to pay attention to both. And that's the one thing about the map growth that is helpful is that's looking at that, those same children from one year to another.
So actually when you look at the grade one, they were actually in grade two by the time it was finished. And that's why there's no [00:04:00] kindergarten. Up there because for it to start, because they, it wouldn't have been, it would've had to have started before. So it's the idea of mixing and looking at these, um, indicators together.
And the next thing you want us to look at as growth trends for our, for some learner groups, and we've chosen two different indicators, ninth grade on track. So again, the six credits at the end of their ninth grade year. And then you can see we have a. We've listed some of our learner groups and we chose the last three years as well.
And, and we also included all students in that day and that data point. And one of the things, and then the next indicator, we use a four year graduation rate. And.
When we look at this week, it's also important to know that, um, a student who may be served in special education may or may not be also a [00:05:00] student in an ELD program during high school. Um, and so, uh, we also have in our district, due to some sample size, there are some of our learner groups that are pretty small that we actually don't have the data on from the state.
Couple of qualifiers here. When you look at the students in ELD program during high school, and you notice that it's, you know, um, 100% this, the state has changed how they count that. And so we are. Just as interested, if not more interested in looking at, um, students, because that's it. That's the official way they measure it now for the school report card.
But students who have ever been in an ESL program, because a lot of students may no longer formally be in the ELD program, and. In high school, but there are other students who we should be looking at. So what we have to be careful of is who's included in these learner groups and who is not. So that's in [00:06:00] just as when you look from year to year, at one grade level, you're looking at different students.
Certainly when you're looking at students served by special education students in the ELD program, you know, you are looking at, um, that, that covers a range. I'm kind of a large range, so we just want to be careful of how we look at that and that we, it doesn't mean that it isn't important to us, but what are our next questions and what are the other measures that we have to use to, to look at that progress.
Okay. And one more thing that, Oh, serve our, what dr Ludwig M has kind of an activity I'm going to ask her to kind of share with us now just to kind of show B as before we move on of how we actually as staff engage with this. Do you want me to be fat? And so Dylan, you had sent an email, you know, that actually prompted a lot of this discussion where she said, I just want to know.
[00:07:00] How I respond to a Patriot that says, are we making a difference? Are we getting better at what we do? So we just put that question up for, for us, and Monday morning meeting, um, can you see it? If I put it here,
how do we know we're making a difference? What would be the indicators of making a difference? And we just said, well, there's those formal ones that are kind of summative, like smarter balanced. Would we be making a difference if, Oh yeah, lets you put over the goals. Thank you.
So we just, we just started, we said, well, you know, the state would say smarter balanced might be an indicator. Um, it's summative. And it's hard to work with that data cause you get it late. Um, but is it one kind of one measure, one indicator that we're making a difference? What about attendance?
What about that graph that you showed that Dr. Spencer Ron [00:08:00] showed that we're, as we have more inclusion and more students are being a part of the mainstream classroom are included in general education. Actually, we see that our graduation rate is going up. And we're seeing some indicators of success.
What about our map data? We just started brainstorming and then we said, what about bi-literacy seals? So I'm not going to read all of them, but you can kind of see this list got bigger and bigger as we started to really think about children are complex, their learning is complex. Um, what might be all the different ways that we see growth?
We have a theory about ninth grade success that if we can help more students be credit whole, get those six credits. Will that lead to more students graduating and more success in high school? That leads to later. So let's put some investment there. We could report on that to you as an indicator.
Um, our list just got longer. As we even thought about mental health. Shouldn't we also be seeing that social emotional learning should be an indicator of [00:09:00] students doing well in school? How do you measure that? What would be indicators. So that led to, as dr mentioned, there are these formal indicators that the state gave ninth grade on track.
Third grade reading, they've got a few of them. Ed Northwest helped us identify a few more unique to our district that are strong correlates to graduation and indicators of success. And that other slide that that she went through around emerging evidence, like even by literacy seals, CTE credits.
Persistence, social, emotional learning. Would we say those are indicators as well? So we started with your question, which is the exact, it's the perfect question. How do we know we're making a difference? We put a lot of time and investment in the classrooms. We're looking at assessments. How do we know year to year that.
What we're doing is making a difference. Um, and then we've got some of these data points. So if you can go back to the data points, Joe, we'll continue. So [00:10:00] we're about to wrap up and then we've two more slides, two more slides, and then we'll enter a discussion.
Did you have something. So the idea too of in thinking that something's important, you'll see in this cluster of things here that it gets field tested. Then does that show up as making a difference? And many of these things on here kind of fit with or are related to, um, the, the big data analysis that we did.
So what do we do with it with this coherent continuous improvement? And. These, um, again, this, these two triangles aren't something that we invented. Um, one of them, the one with instruction curriculum assessment has been sort of as a foundational piece of saying that there has to be this connection and it has to be strategic [00:11:00] between those three points of how students learn our practices.
We decide. They learn how much of it they learn, at what rate and at what level of rigor, and then how are we looking at what they can do with it. That that's really what forms the work plans. And so to look for those things and to look for, do you see connections between them is important. Then the, again, those who have done the research with the five dimensions of teaching and learning, talk about that.
Really all there is is the student, the teacher, and the content and the student and the teacher. That's everything that can be covered with social emotional learning. What conditions do we create between. Students among students, with students and teachers, and that's everything from expectations to classroom rituals and routines.
What do we have in place? [00:12:00] How well does the teacher know and is able to pull out the core important parts of the content and how much is the student given ways to access the content. And, or given new learning every day so that the content is at a level of rigor that's needed. So again, that's just kind of a way to have a visual for you to kind of look at what are the things that we would be looking for.
And we wanted to again, wrap up with, um, time. Um.
These are the big indicators, and these may not stay exactly the same over time because what you do with indicators is you continue to look at, are these the things that made a difference? Are these things still connected? So you see that there's a [00:13:00] mix there of things that come straight from.
National and state resources graduation, ninth grade on track, but also this growth idea and growth over the school year. The state of Oregon has shifted in their model. They now use a comparison and the arrows that you see going up or down. On the state report cards, they have a way of looking at growth percentile students' growth percentiles to see has there been growth?
And that's, that's how they do that. So attendance and engagement. And the idea with engagement is in becoming more refined, not just the students show up to school. Then there's the kind of engagement where maybe they're compliant, um, and they follow and they. Do things. And then it moves to where maybe it's kind of routine and they learn how to participate in learning.
And what we're going for is authentic engagement where students then [00:14:00] see and become, um, caring about their own progress. And we believe that that's part of. What we're looking at with social emotional learning. Those are the skills that we want to teach. So it is full, authentic engagement.
Again, what you take in school matters and what you're involved in. Um, you saw the examples from say, unified sports. You know earlier, and we see that this is again, not a Westland Wilsonville piece, but it's something that's showing itself to become stronger and stronger. And the fifth one is very emergent for us.
But we are saying that it is something that we actually had a conversation today, um, that Dr. Spencer, I am set up with looking at how will we measure this and especially those pieces there around the persistence. Collaboration means I can work with others. And which is a big workplace skill and part of college and career readiness, self [00:15:00] management, and then the decision making about things like my course of study and how I choose to participate in engage in school.
So with that, um, we would like, not just your questions, but we are, um, sincere in our thinking. And we know that sometimes that. You know, it might not be now, but it might be tomorrow or some other time. When you think of, so what is some of the evidence of these things? And if, if you keep this little pocket card and think, what is it that we would like to see?
We want to make sure to extend that offer so that it's not just an annual look at, you know, the, the Oregon state report card, because we know that. As you know, there's a lot more behind it than that. And that's a piece that's important to understand and that's why we actually use that as the data that we showed you this evening.
But we're interested in what would help you to be able to answer that question of what indicators matter.
[00:16:00] So we do have, because you need them as board member, we have your annual binders. That have all 16 schools, report cards, the district report card, the school work plans that will come alongside. Um, some of them aren't in there yet because you haven't made those visits. And those principals are waiting for that visit to kind of launch that work plan.
Um, take a look at it tonight or definitely over the coming weeks. Next month we'll have the remaining work plans that you can put in there. And then if you remember December 2nd when we turn in that sip plan to the state. You'll get the district work plan, because now we're following their template, if you remember.
Um, so this, these are just those state mandated, um. Report. These are the report cards in their principals. Work plans, some data behind it. Um, and again, the offer stands, whether it's fireside chats for whichever angle you want to go at [00:17:00] diving deeper, coming in as pairs or individually. We can have some conversation tonight.
If you want a subsequent work session, we'd probably want to think about how to differentiate that. So we get right at. The deeper dive that you want to take, knowing that people might be in different places around what they want to learn about it. But again, this pocket card is the idea of, if I could lay it on five things that I think show we're making a difference.
I want to be able to point to graduation in ninth grade on track to my community members. Be able to talk about that. I want to talk about our attendance and engagement with a community member. I want to talk about the growth our students are making and that we're tracking that with our internal data, that we've purchased a map pro program to do that.
Um, that we're taking a look at social emotional learning, and we're also tracking that to see if we're making a difference. So these a B. The elevator speech of if [00:18:00] I get asked how I'm making a difference, I've got five indicators I can talk about with someone in the community. How comfortable and confident you feel or how much depth you want in these five.
We've given you a little precursor tonight, but we're willing to meet either individually pairs or in a work session to go deeper.
well, I want to say thank you to Aaron and Barb for sharing this this tonight. I mean, it was a board member, I feel heard. It's a question that we've been asking for a year or so, and um, you know, it's a little like drinking from a fire hose because it's a complicated question. I mean, are we succeeding as a district?
Well, does a hundred metrics to measure from, that's a really hard question. And every year we're going to have any here's going in the right direction and here's going in the wrong direction. And is the board and the community. It's important not to take one or two and allow that to paint the [00:19:00] picture.
And so I think what we're doing is the responsible thing, which is trying to educate the board and the community that there's a lot indicators to take into consideration here. So, um, I don't know if tonight's tonight to dive into these. You said five. I count like 14 things on here, but that's a, it's a teacher move villain.
Yeah, that was five. That's a big plan. But it's a great starting point and I thank you very much for the information here. I'll be diving through later on my own. Yo, can you flip the slide back up? Have 'em go back there? So here's an example. Um, and sometimes we're often asked, are you only showing us the good data?
Where's the places where we could make improvement? So let's look at that ninth grade on track. If we look just at the all students we're making, you know, we're above the state and it shows that we're making maybe some progress or that we're moving in some [00:20:00] direction around. Um, ninth graders on track, but when we look at some learner groups, we're not right.
There's some groups that we have work to do. Um, now these are different students every year, so we have to remember that, um, it's a different group of kids every year that we're getting this data on. Um, but this is what prompted our theory around, let's put some measure 98 funds. Into our ninth grade teams at our two large high schools.
And we'll tell you more about this at the high school renewal work session, reducing their, um, case load, so to speak, how many classes they teach, and they work together with the same group of students so that they can get to know, um. A smaller group of students and have more frequent contact with them and they're working as a team.
And then they have another, a period of time during the [00:21:00] day where they can do some additional work with the students or follow them to a class and see how they're doing in another class. And then also team and plan together. And dr Margo Gomez is working specifically with ninth grade success teams.
So our theory is. Let's do something to change that story and that experience for those learner groups with a resource that's been given to us by the state, um, through measure 98 grant. And so we were able to fund that and we're hoping that when we had that work session, we'll have some early indicators of success to show you, are we having more students that are passing those classes in ninth grade and being successful.
And what are they also telling us about, um, how there'd be not, we didn't have enough to do all ninth grade, so we had to. Um, do some students, but if it works, we'll then scale it across all of ninth grade. So it's kind of a pilot this year. But that's an example of, of data that when we dove deeper and it's a [00:22:00] strong indicator for us, he's right up there with graduation.
Um, what can we do differently? That's evidence based, research based, evidence-based, that will put some resource into and work with that group of teachers again around. Your students, your content and your instruction to make a difference in ninth grade. One thing to just follow up on that with dr Ludwig said, or high school was actually had an opportunity to kind of wrestle with this for themselves.
And actually it's something that came out of it was, um, they shadowed each, all three of our high schools shadowed a suit and each administrator shadowed a student, or sometimes a counselor did, um, and told them. They're going to spend a day in the life of the student. And then they came back together as all three high schools to talk about.
So what did we hear? What did we see? What was, what was our experience like? And, uh, when you hear work plans or have an opportunity to talk with, you know, the high schools, um, you'll hear voices and stories from that experience. Really powerful. They [00:23:00] went all day long. That was the, their goal together was all day from the one that kid arrived in the morning to that kid went, went home.
Um, and that was really a powerful moment. So, or powerful experience for them.
Okay. There, there's so much good information here that I think I'm left with more questions than answers. Um, thank you for putting this together so beautifully. And, um, one of the things, I was really honing in on this at ninth grade on track and the pattern there that I was really curious about what's happening.
And, um. My, uh, my bias is toward qualitative data. And so I start to ask like, what's happening behind the numbers? And, you know, how do we know why, why is there this, this dip? And if we go back a couple more years from a handout that I have from another time, we discussed assessment that, you know, that's a pretty steady pattern that we're seeing.
And so I become really curious about what, you know, what's the cause of that? And. Um, and I think [00:24:00] in a larger macro question is, um, just that connection between this knowing that we have here in the district and what's actually happening in the classroom. And so I become really curious about the.
The bridges and connections we have between this theory and this knowledge and what the teacher is doing in the classroom. Um, it's something I'm definitely learning about as I do these walkthroughs in the school and, but that's a big, that's a, you know, that's a really big bridge to construct.
And so it's, um, I think that's where my brain goes more. It's one thing to see the numbers by become really curious about those. Um. More qualitative moves. And so perhaps there's a question in there or I'm just, uh, wondering. And then, um, also, I think even one other question that I have on more specifically is what interventions exist, if any, if we can see that a co, a certain cohort is not, that we're [00:25:00] not measuring growth with a cohort.
And we can see that there is a cohort that sh, you know. Struggling with meeting these standards, what interventions do we have as a district to focus on, um, of particular cohort? So those are a couple of wonderings I have. And those are great questions. As you're having your schoolwork sessions to say to a principal, is there a cohort group in your school when you looked at that data?
That you feel something happened in third grade and now how are you following them as fourth grade? Are there some things that you're doing intentionally with your fourth grade teachers based on what you see in their, from their third grade data? Um, collectively primary schools. I'm looking for dr Pryor.
Um. Primary principals made a decision around math because they were noticing some data at throne school, but then also as they talked in their triads, you know, some data that they were looking at in terms of how are we really moving the rigor around [00:26:00] mathematics? And they're all engaged in reading a book together around moving instructional practices with mathematics and then doing some professional learning together and then focusing their school work plans.
Um, when you go to primary school, you're going to hear that theme around mathematics. So that's a way you can take a noticing of a small cohort. But if you see that trend across. Several schools. How do you have an intervention that's district-wide, but also small enough that a principal can work with it at their school level?
So it can be micro and macro in terms of a noticing around an area with some groups. One of the reasons that we showed just those two triangles is those are starting points. Look at, as you say, you know, what are the instructional practices that students in. One class might experience and the students in another class might not be experiencing or a different grade level.
What are those strategies? What's the curriculum and the pace and how are you using it? [00:27:00] And then finally, how for the the other triangles, um, but that's, that's why we included that at the end, that those are just kind of the starting question places. And then within that, what's going on. With those, the social, emotional, you know, Howard Howard conditions in the classroom because that's how then you identify what the interventions are for the ninth grade on track.
There have been some programs, the avid program, for example, has just invested in what are things that if students know how to do these things, they will be more successful and pass classes. And then. Um, say Dr. Gomez has worked with, um, the, uh, ptosis in high school and in middle school too.
Which ones do we see? Show lagging skills in our students in which ones? So that you pick two things. [00:28:00] Not all of the possible avid strategies to work with, but looking at within those areas is the process for getting to interventions.
You for this work and for, um, what I think is really critical that we're using our datas in ways to create continuous improvement, the outcomes that we want with our students. So in the questions that came up for me, um, on the eighth grade math is. Um, kind of the through lines. So what is it the same for students who are in Jamal geometry as are in algebra, and then how are we tracking those students who move, say from geometry into the different high school pass?
I'm looking at your mathematics curriculum site and thinking like, how do we track that? How do we track those cohorts to know if it's the path. That's making a difference. Um, I [00:29:00] was also looking at the website in terms of when we adopted the investigations curriculum in June of 2009 and the middle school connected mathematics in June of 2010 how do we know the impact?
So that's one of the things I like about this district is that we have that institutional knowledge. How do we use the data to know what the impact of those? And if we're seeing us ramp up. R T team of investigations so that we're getting the outcomes we want out of it. Or. No impact at all, but how do we know about our curriculum impact to the mathematics in particular?
Um, then always interested in the other kinds of things. Like how are we, do we look at gender? Are there other things we're looking at under there? Um, the, the thing on the growth transfer learner groups that came up for me is maybe not all indicators apply equally well. Tall learner groups, maybe for students who are served by special education.
The only [00:30:00] number we care about is the graduation one, because it takes them a little longer. Maybe they're not on track at ninth, but we're seeing the outcome that we want at graduation. So we know that that is not a group that that indicator works especially well for. Um, and then in terms of just.
One of the things I've learned from Dr. Hughes is how we get information visually can tell a different story. So what I don't like about the report cards is a number doesn't work for me. I like a lot more of this discussion. And so when I'm looking at the class cohort, you talk about, you know, a graph that had year after year after year on the Y axis, and then the class cohort.
On the ax and then you know, to see that path for the different, um, classes as they move through our school. Again, the long view so that we know are improvement prog, that the questions we're asking, the interventions we are making are that are whether they're making [00:31:00] a difference or not in the way that we would hope so.
So we can get both of those things. I think that's an important observation to make. Going back to that ninth grade on track. Because what we do know is that our graduation rate on the end, and we're, we're making gains there. So there's a lot of hard work going on in those four years. That said, the tact we took was can we do more work in ninth grade?
So it's not such an uphill move? Are there some places where we can get. Some traction for kids, for more kids in ninth grade, so that it isn't this, well, whatever happens, ninth grade happens, but we'll get you caught up in the next three years. Um, and it's not that it's that blahzay, but there is a sense of.
Gosh, freshman year is such a transition, let's kind of be soft and nurturing, you know, and pay attention to the place where let's actually be really strategic and help more kids grab [00:32:00] more of those classes early on. Um, because I think there is some of that, and yet we want to make sure we're not also missing some places where we could have helped kids before they experienced a fail in the class and then weren't on track.
One of the things we've talked about in celebrating getting kids, especially entering into high school where they, this is fresh start for everyone in a sense, getting them on a winning streak and something that we were, when we were looking at this on track data, um, something that we've noted is that, let's say a student, let's say I went in and I really struggled my first semester of freshman year and I passed three out of my six classes.
So I'm immediately three classes behind. But yet second semester, I not only worked hard to kind of make up those, but then I passed four classes second semester, so I'm still two behind, but I'm not five behind and I'm not six behind. And for some students there's that glimmer of hope that, I mean, we know that there's other supports necessary, but we celebrate that.
And I think one of the things that our team is doing with the Dr. Gomez is lead and with our [00:33:00] high school principals and their teams is. Really celebrating and looking for how do we get, you know, how do we celebrate that? I may show up on this as someone who's not on track, but my goodness, I am on a much better path than I was in first semester, or even in eighth grade.
I've got this fresh start. I'm on a little winning streak. I can do this. We're going to get there. So I think, yeah. Those are that the ongoing conversations we're trying to have because we want to talk about what skills did, do we need to help? What, what, what specifically? Um, do I need to make it to the next class?
And, and to see that I can actually do this. And so I think that's a great, uh, observation.
Alright. Yeah. Thank you very much. Dr. Hughes.
[00:34:00] So infant opera, Reseda financial report on general fund. Uh, this month I don't have any updates or any news as our operation. I attract and close to what was at the method audit, always on size, all with last week. Ah, they hope you finish the book. Uh, fiscal year 18, 19 by the end of the month.
So if they on schedule, then they will come and present their fighting on December 2nd. If not, the latest one will be on January. Obamatini. This one is just the graph, the bar graph that compare to actual spend. It shows to the budget [00:35:00] estimate versus the budget.
The budget committee, we have five position on the budget committee and our. At our June 30th, 2019 we have to a position aspire. So I'm here to, I'm asking it, you can make a motion to open this position, causation, pruning, weight, and fi after you declare this position are vacant. Then I will reach out to this member.
Thank you, Dan, for their support and their hard work on our boat jet. At the same time, I also put you now to a local Faber to advertise into position and also how I'm director of communication post. Uh, the vacancy on our website. [00:36:00] Well with that. Um, if I've got how to emotion, do how this position declare open, I moved that effective today.
The board declares budget committee positions to three and five open
one second. It's been moved and seconded. Any discussion.
Ginger? Yes. Just that I think it would be helpful whenever we're asking people to volunteer to tell them what ticks back and, um, how, what the commitment might be. If it's a monthly meeting, if it's a every other month meeting, if it's three hour meetings or. Five hour meetings. I think it's always helpful that volunteers know what I mean.
They're like, Oh, maybe [00:37:00] once a month works for me. I thought it'd be every week or whatever. So I think we are going to broaden our participation if we are able to communicate more about what the obligation would be. A revise the application a little bit this year, as you see. On the application and the duties.
We say the fiber check committee member, we'll review unit purchase, receive the per chat messages, but check documents and comment from resident, and then approve the project document so they know what play as stepping into. Um, and then they also know, um, or. Verified to rust, which position that they would like applied to.
Behind that, we also have play this guy about himself. Why the interest into the position and what quality is [00:38:00] Spherion and knowledge that they will bring into the position here? Are you saying we could be a little more specific because even in these duties someone might think. It's still that there's weekly or monthly meetings, so we could in the application, put an orientation, meet one orientation meeting in such and such month, the budget meeting as it's posted, a set another budget meeting as it's posted, and then it's done.
So I'm seeing nods that in the application we'll get a little more specific. This has not gone live yet. Until after this evening. So we'll make that adjustment to the document.
Oh, I'll, so one one just quick second. It's been moved and seconded. Um, I'm a closed discussion and we just need a vote.
Yeah.
[00:39:00] Yes. Right. All right. All right. Thank you, Dr. Harris. That's, um, I have two resolution that I, uh, sick and pop Provo. The first one is resolution 2019 dash three. They stayed a budget for fiscal year 1920 so that, you know, when we complete, when for. And what chat committee approve and adopt a budget within three months, we send it by checkbook out to at least 10 organization in the County to review and do the fighting, the fight, the receive.
We received positive feedback from them. One common that we got back from E is that they work ly Russ to, um, [00:40:00] Um. The depth services and an unappropriated amount. So I'm on two and 27 the depth services, the 4.1 35 million, they should pay 4.1 or 2 million. And then the unappropriated if 1.75 it should be 1.78 20.
So it's each other. Typo. Uh, but ODA would like to. Make sure everything is correct and clean and nice on a budget book so they can finally close the budget book and put up both on that and then send it away. Okay, so I'm second for approval on this. Is there a motion? I'll move that the board adopt resolution 2019 dash three as written.
I second. [00:41:00] It's been moved and seconded. Any discussion? Call for a vote please. Aye. Aye? Yes. Alright. Alright. Thank you. the last resolution a 2019 batch four. This is for, um. That's shouter or three B. So we have the retirement company out there, and we have our employees and at the district here, along with the comply and organization who wrote comply and organization serve at the third party for us.
So the is men allow employees who would like to. Um, invest some money into their retirement account [00:42:00] to approve this one is to, uh, ensure that we are at the employer, make them comply, and the revolution up. The IRA. A what? Did you have internal revenue services? So this say the mandate are no, uh, uh, every six years we have to go through this.
Um.
and what else fall on. So is the resolution. I just, so I have clarity on, I guess what, what resolution is it that you want? I know that we want.
Is there a resolution number or is it a yes? yes. Okay. Sorry.
[00:43:00] okay. The actual resolution I don't think was in the board book. Nope. That's okay. Um.
Um,
yeah. What? Um, yeah. Hope. Yes. How about if we just take a quick little break? Yeah. Couple five minutes here real fast. We'll get copies and we can review it and then we'll come back to this. Okay. Yeah, but then there's no other copies. Yeah. That is the key. Yeah. Okay. We're just going to take a quick recess.