about public comment at corvallis school board meetings · 2020-01-09 · about public comment at...

About Public Comment at Corvallis School Board Meetings

Meetings of the Corvallis Board of Trustees are meetings of a public body held in

public. All meetings, unless otherwise provided by law, are open to the public. Unless

specifically called for that purpose, a school board meeting is not, however, a public

hearing.

Each Corvallis School Board meeting includes a "Public Comment" section near the

beginning of the agenda. At this time members of the audience will be invited to speak

on any public matter not otherwise specifically listed on the agenda that is within the

jurisdiction of the agency. As has also been the practice of the District, and in

accordance with Montana law, if any member desires to speak to an item that is

specifically listed/identified on the agenda, you will be allowed to do so when the item

comes up for discussion and action. The public comment portion of the agenda is not

the time designated to hear items that are specifically listed/identified on the agenda.

For those individuals who desire to address the Board during the “public comment”

portion of the meeting, if you haven’t already done so, please sign your name to the

sign in sheet and indicate the general topic on which you will be commenting. The

Board Chairman will call individuals to speak in the order listed on the sheet provided.

The board would like to remind everyone in attendance that to avoid violations of

individual rights of privacy, a member of the public wishing to address the Board

during this time will not be allowed to make comments about any student, staff

member, or member of the general public during his/her designated time to speak. In

addition the Board will not hear comments on contested cases or other adjudicative

proceedings.

Depending on the number of persons who wish to address the Board, the Board

Chairman may place reasonable time limits on comments, in order to maintain and

ensure effective and efficient operations of the Board.

By law the District cannot take any action on any matter discussed during the “public

comment” portion of the meeting, until such time as the matter is specifically noticed

on the agenda, and the public has been allowed the opportunity to comment.

Members of the public who desire immediate response or action on an issue are

advised to contact the Superintendent at least five (5) days prior to a school board

meeting so that their issue can be dealt with administratively or placed on the agenda.

3

CORVALLIS SCHOOL DISTRICT #1

Agenda Item #5: Bus Stop Request: Hamilton School District

In the fall of 2017 Corvallis School District (CSD) reexamined our bus routes and the stops on

those bus routes in an effort to make our routes more efficient. During that review, we found

that we had two of our bus stops located out of our district boundary (Victor School District) and

found that Hamilton School District (HSD) had a bus stop within our district boundary. CSD

and HSD transportation departments discussed the issue. I received a letter from Superintendent

Korst stating that they were aware of the issue and that they would resolve the issue with the

family within the month (see attached email). At the time and to the best of our knowledge, that

issue was resolved between the family and HSD.

This fall (2019), we noticed HSD running two bus stops at the same residence, within our

district. With the prior email in mind and the understanding that HSD had been utilizing a stop

along Black Lane and Old Corvallis Road, we verbally requested that HSD refrain from running

a bus stop within CSD’s boundary. Since October 2019, HSD has relocated both bus stops back

to Black Lane and Old Corvallis Road, the same location from two years ago.

The interlocal agreement request brought forward for CSD Trustees by Hamilton School District

to consider is for two bus stops east of Old Corvallis Road along Black Lane. This agreement is

an annual agreement. HSD is anticipating this annual request of CSD until the youngest

graduates (4 yrs).

Strategic Plan Cross Reference:

Recommendation: Deny the request for two Hamilton School District bus stops be located

within Corvallis School District’s boundary.

6

School Board Meeting

January 14, 2020

Tyson Tucker

Board Report

Dates/Events

1/16 Boys Basketball vs Florence – 4:15pm

1/17 Wrestling @ Rocky Mountain Classic – TBA

Girls Basketball @ Florence – 5:30pm

1/18 Speech @ Polson – 8:00am

Wrestling @ Rocky Mountain Classic – TBA

Boys Basketball @ Butte Central – 1:00pm

Girls Basketball vs Butte Central – 2:30pm

1/20 MHSA Annual Meeting @ Billings

NO SCHOOL – PIR

1/21 Freshman Boys Basketball vs Hamilton – 4:15pm

Freshman Girls Basketball vs Hamilton – 5:45pm

JV Girls Basketball vs Hamilton – 7:15pm

Wrestling @ Hamilton – 5:00pm

1/23 JV Boys Basketball vs Hamilton – 4:15pm

Varsity Boys Basketball vs Hamilton – 5:45pm

Varsity Girls Basketball vs Hamilton – 7:15pm

1/24 EARLY OUT

End of 2nd Quarter/1st Semester

Wrestling @ Class A Duals (Lewistown) – TBA

1/25 Divisional Speech @ Stevensville – 8am

Wrestling @ Class A Duals (Lewistown) – TBA

Girls Basketball @ Dillon – 1:00pm

Boys Basketball vs Dillon – 1:00pm

1/28 Freshman Boys Basketball vs Frenchtown – 4:15pm

Freshman Girls Basketball vs Frenchtown – 5:45pm

JV Girls Basketball vs Frenchtown – 7:15pm

Wrestling @ Frenchtown – 5:00pm

1/30 JV Boys Basketball vs Frenchtown – 4:15pm

Varsity Boys Basketball vs Frenchtown – 5:45pm

Varsity Girls Basketball vs Frenchtown – 7:15pm

1/31 State Speech @ Whitefish – TBA

Wrestling @ Corvallis (The Root) – 6:00pm

2/1 State Speech @ Whitefish – TBA

Girls Basketball @ Columbia Falls – 1:00pm

15

Boys Basketball vs Columbia Falls – 1:00pm

2/4 Boys Basketball vs Stevensville – 4:15pm

2/6 Girls Basketball @ Stevensville – 5:45pm

2/7 Boys Basketball @ Whitefish – 4:15pm

Girls Basketball vs Whitefish – 4:15pm

2/8 Divisional Wrestling @ Ronan – 9:00am

WINTER SPORTS

Both our boys’ and girls’ basketball teams are off to 1-1 conference records and 3-2 overall

records. Our girls’ team has beaten Libby, Stevensville and Polson while losing to Columbia Falls and

Hamilton so far this year. Our boys’ have beaten Libby, Columbia Falls and Stevensville, while losing to

Hamilton and Polson. Currently, Isabel Evans is second in the conference in points per game with 12.0

and Madeline Gilder is fifth with 10.4. On the boys side, Caleb Warnken is fourth in the conference with

14.4 points per game and Tanner Jessop is sixth with 13.8. Our teams resume play after the Christmas

break with games against Anaconda on January 7th and Frenchtown on January 11th.

Our wrestling team has a little over a month until the divisional tournament in Ronan on

February 8th. Currently, we have 19 wrestlers out with 11 of them being freshman. Jason Davis is

ranked 6th at 126 pounds for Class A, James Wissenbach is ranked 2nd at 132 pounds, and Triston Davis is

ranked 2nd at 145 pounds. Our team finished 3rd at our tournament before the break and will be at

Columbia Falls on January 7th and at Libby on January 11th.

Coach Resignations:

None

Coach Recommendations:

Andy Knapp – 8th Grade Girls Basketball Out of District Students:

Myah Gassmann – Myah lives in the Hamilton School District. She is a junior and is transferring

to us from Hamilton High School. She plans on starting Wednesday, January 15th if approved.

16

Board Report – January 14, 2020 Corvallis Middle School Rich Durgin Upcoming Events Jan 8 January Staff Meeting / BRASS Program Begins Jan 10 Early Out - PLC Work Jan 13 Winter MAP Testing Begins Jan 14 MS Choir Concert (6:30 p.m. HS Gym) Jan 17 7th/8th Dance - NJHS Fundraiser Jan 20 PIR Day - Tech Cohort, Mentor Group, PLC Work Jan 21 Public Meeting - Facility Survey (6 p.m.) Jan 22 Vision Screening Jan 24 Early Out - End of Semester 1- Grading & Report Cards Jan 29 Student Intervention Team Meeting - End of Semester Review Report Total Participation Techniques (TPTs) – As you know, we are collecting classroom walk-through data

each month on student engagement levels and higher-order thinking skills. To provide teachers with

ideas for how to best involve all students and promote higher level thinking, we are using the book Total

Participation Techniques: Making Every Student an Active Learner. During each staff meeting for the

remainder of the school year, I will be introducing two or three different TPT techniques that can be

applied to any lesson or subject. All staff are being asked to try one of these options in their classroom

each month. We will then have discussions at subsequent staff meetings to process how the strategies

are working. It will be interesting to see the extent to which our classroom walk-through data changes

after some of these strategies are implemented on a regular basis throughout the school.

January’s TPT Strategies - Instead of the traditional teacher-led Q & A session:

Option 1: Think-Pair-Share using a Quick Write Option 2: Think-Pair-Share using a Quick Draw

Science Olympiad Fundraising - Our coaches, parents and students are working hard to find the

donations needed to attend Nationals in the spring. The Science Olympiad students have already taken

the time to send personal notes requesting support from various individuals and local businesses/

organizations who may be interested in donating. Since winning the state competition in November, the

team has received approximately $29,000 in grants and donations to help fund the trip! This total

includes a huge $15,000 donation that we just received from a community member who has requested

to remain anonymous. Thank you also to the Corvallis Schools Foundation ($2000), the Greater Ravalli

Foundation ($3000) and the David Baker Foundation ($3000) for their generous grants, as well as the

many other individuals and organizations who have donated funds to date.

MAP Testing - Our math teachers will be having students take winter MAP tests this month, and our 5th

grade teachers will also have students take the reading tests. We will administer a complete round of

tests in math, reading, language usage and science (grades 7 & 8) in the spring.

17

BRASS Program - This past Wednesday, we had the first of five Biomedical Research After-School

Scholars (BRASS) program sessions. Thank you to Kristy Schlimgen and the many scientists from the

Rocky Mountain Labs who make this program possible for interested 8th graders. This year’s sessions will

be taught by five different RML scientists each month, and cover the following topics:

Cell Biology –January 8

Bryan Hansen, Yinda Kwe Claude, Stacy Ricklefs, Sarah Anzick, Adam Nock

Infectious Diseases – January 15

Stephanie Mills, Irene Offei Owusu, Myndi Holbrook, Boglarka Vamos, Beniah Brumbaugh

Immunology – January 22

Jeremiah Matson, Ankit Srivastava, Jyothi Purushotham, Audrey Chong, Jacqueline Leung

Biomedical Chemistry – January 29

Forrest Hoyt, Benji Schwarz, Eva Chebishev, Frederick Hansen

Animals in Research –February 6

Greg Saturday, Patrick Hanley, Chad Clancy, Brian Smith, Carl Shaia

Afterschool Program Update - Jenell Semple is preparing a mid-year report for the Heman Foundation

on our progress toward developing a self-sustainable afterschool program model. I will include this

summary in my board report next month. We have been offering weekly Homework Club tutoring

sessions on Tuesdays and Thursdays, and these have been well-attended. As expected, many of the

students attending Homework Club also qualify for free & reduced lunch rates, and these students

either attending for free or with a minimal fee. We are presently focusing efforts on establishing high

interest courses that can ultimately generate the income needed to support the Homework Club

expenses. Below is a poster summarizing the courses that are being offered in the next few months.

18

Corvallis Primary School

Lisa Nagel

1-7-2020

Through the amazing generosity and support of our community, we were able to

make the holidays a little brighter for many of our struggling families this year.

This was the second year of our Angel Tree program and it was very successful

again. We were able to collect clothing, toys and gift cards for 26 families/41

children this year. We also had another 12 families/18 children that received

support through the Adopt-a-Family and other organizations. Thank you to our

school counselors, Diana Neil and Jan Maul-Smith for all of their hard work in

coordinating these programs.

The Parent Involvement Program continues to be a vital part of our school. Our

coordinator, Hollee Storrud, does an exceptional job of coordinating events which

promote a positive relationship between school and home. The December Family

Fun Night was well attended which included cookie decorating, crafts, and a visit

from Santa. Donuts for Dads is scheduled for January 21 from 7:45-8:25 in the

MP room.

Our winter MAP and Acadience assessments are scheduled for January 13th-31st.

The teachers will be able to compare the data they receive from these

assessments to the students’ fall scores. This is important data for teachers, as

they can use this information to help drive future instruction.

I completed growth/goals conferences with all non-tenured teachers and those

who are on the evaluation cycle in November. I am currently completing

growth/goals conferences with all of the tenured teachers that are not on the

evaluation cycle in the next few weeks. I will begin formal evaluations and

conferences at the end of this month.

Dean Phillips will be meeting with the primary school staff during our early out on

January 10th. This will be a follow-up to our Engaging Students with Technology in-

service we had with him in August.

The full day in-service day on January 20th will give teachers a great opportunity

to meet with their PLC teams & their Tech & Mentor Cohorts, have committee

meetings, and get caught up on work in their classrooms.

22

School Board Meeting Report

January 14, 2020

Special Services

I. Staffing a. Open – PK paraprofessional – open due to resignation

II. Continue to work with special service staff on the EPAS evaluation process III. Continue to work with special service staff on:

a. Student transfers b. New evaluations:

i. 3 completed in December: qualified DD, LD, and OHI ii. 4 in progress and to be complete in January

c. IEP/ ER meetings i. IEP’s – 19

ii. ER’s - 3 d. Student discipline/ FBA’s e. IAT/ SIT / 504 meetings

IV. PS paraprofessional training a. January 24 1:45 – 3:30 b. February 14 1:45-3:30 c. Topics

i. Understanding challenging behavior ii. The role of the para in an inclusionary setting

V. English Language Learner Planning a. Continue to finalize district process and ELL plan document b. Met with building ELL coordinators for input and brainstorming

VI. Continue work on Corvallis Work Readiness Program VII. Continue implementation of Medicaid billing for eligible school based services

VIII. Winter Special Olympics a. Practice to begin this month b. Area games at Lost Trail Ski Area: January 2019

IX. Professional Development a. Continue autism/ behavioral consultant and teacher coaching with Ann Garfinkle

i. Dates on campus: January 24, 30, and 31. b. MT Council for Exceptional Children Annual Conference

i. February 19-21, 2020 ii. 2 high school and 3 middle school staff to attend

23

Board Report Heart of the Valley Adult Education - Corvallis School District #1 Kristina Berger January 2020 Finances Current Revenue: $7,124 Winter Classes: Winter Session will run between January 27 - March 27, 2020

➔ Yoga ➔ Circuit Training (2) ➔ Women’s Judo/Jujitsu ➔ Zumba ➔ Dance Fitness Gold (for seniors) ➔ Sculpt & Tone Fitness Class ➔ Gardening in Montana ➔ Adult Orchestra

➔ Wood Carving ➔ First Aid Certification ➔ First Aid Recertification ➔ Firearm Basics (3) ➔ Safely customizing the modern

sporting rifle (beginner class, non-shooting)

➔ Sign Language Strategic Plan: Goal: By 2021, Adult Education classes will include Parenting classes. Goal: By 2023, the district will show an increase of 10% (from previous year) of followers on social media sources. Parenting Resources Facilitator Update: Next MIKA meeting is scheduled for January 16, 2020. Parenting in the Root Update: We continue to grow members and schedule posts. Are goal is to get 100 members by the end of the school year. Goal: by 2023, adult education will have a plan for physical expansion while working with facility planning committee. I have continued to look for funding and resources to support the growth of cooking classes through our adult education program. Here is my current running document of resources, potential partners, granting agencies, etc… Learning Kitchen Working Doc

27

https://docs.google.com/document/d/1cY6iD7bnk-zTaIifoXbEtciGsBBICcIkNTnf7bpWVTQ/edit?usp=sharing

Board Report Instructional Technology - Corvallis School District #1 Kristina Berger January 2020

Strategic Plan: Goal: By the end of 2023, 80% of teachers will participate in ongoing and sustained staff development (tech cohort) to insure effective technology integration to improve academic achievement. Tech Cohort We met on December 13th and reviewed a number of assessment and feedback resources to start the new year off with more authentic ways to show learning. Our next face to face meeting will be on January 20th, 8:30-10:30 AM. Our focus will be on gathering evidence to support our micro credentials and continue to work on the ISTE Standards for Educators in which teachers will work to design authentic, learner-driven activities and environments that recognize and accommodate learner variability. This is the bulk of the work that will go into the next three months. At our April meeting will look at the data that we have collected and reflect on experiences to improve outcomes for the next year. Strategic Plan: Goal: By the end of 2023 the overall district Digital Learning score on the ELEOT will be a 2.0. Teaching resources I am currently working to launch a blog. This will serve as a reference place for teachers to access reviewed resources, get tips on best practices, and connect with other educators. My goal is to have that launched before our next board meeting in February. There are many resources out there for teachers to review on their own, this certainly is not the first instructional technology blog to exist, however, the knowledge I have about our district, teachers, students, and community allows the articles to be more relevant to our staff. Walk-throughs The district leadership team continues to adapt our walk through form to collect data to help us design meaningful professional development for teachers. We did a number of walkthroughs in December and used those observations to improve the technology questions for January. The data should provide useful insights that I can use to design professional development.

28

Food Service Board Report January 2020 December highlights- Busy 3 weeks of December. In addition to the standard breakfast and lunch we provided food for numerous events district wide. We had more field trips than usual. This means lots of sack lunches or less students participate in the program when classroom activities are planned. It is always an extra challenge to have enough to serve everyone yet at the end of the last day of 2019, be totally out of perishable food. It is difficult to shut down the kitchen for two weeks. For the month of December 638 reduced priced breakfasts were given to students. That was $191.40. Year to date = 2,452 meals, or $735.60. We are still able to fund this through the Greater Ravalli Foundation Grant. We received generous donations to help student’s meal accounts. We have had 2 donors which 1 remained anonymous. An article was published in the Ravalli Republic and the Bitterroot star. Here is the links ….

https://ravallirepublic.com/news/local/article_0030e1de-9d32-5b28-b70d-c38df35690af.html https://bitterrootstar.com/2019/12/exit-realty-gift-goes-viral/

We have a very generous community! Provided additional food for the following events in December: Primary parent teacher conference cookies Dinner for primary teachers 12-4 Cookie Dough fundraising event for Band, Choir and Orchestra Treats for board meeting Foundation meeting luncheon Hospitality room for wrestling tournament 6th grade parent breakfast Cookies and frosting to Primary staff Numerous sack lunches for field trips Thank you snacks to life skills Family fun craft night

29

https://ravallirepublic.com/news/local/article_0030e1de-9d32-5b28-b70d-c38df35690af.html

https://bitterrootstar.com/2019/12/exit-realty-gift-goes-viral/

January 14th 2020 Board Report Maintenance Director

Jim Bowen

Happy New Year,

Many Changes are A Foot

• I have contacted 2 fencing companies to get pricing for the fencing that will go around the new 3 room modular. I have been in contact with the Leasing agent about what prep work will be needed to place the unit in the desired location. I will begin getting bids for that work once I have gathered more information.

• We are looking to remove the fencing on the east side of the old bus barn area and reutilize it on the Willow Creek property to separate the yard from the ditch. We will also be looking to reuse the gate system from the old bus area in the new transportation yard. There are still one or 2 items that neew to be addressed and we will open the old bus parking area to general parking usage.

• We are planning on moving the District Office and Handley house occupants to the New administrative building in Mid February. The transition to the warehouse is going smoothly, Michael and I have been working together to arrange all of the equipment in the building so we both have the needed space for mobility and servicing while maintaining access to the upper level for storage of seasonal use storable items. We are also looking at some fencing changes to isolate the transportation yard from the south side of the admin building. The current plan is to open the south side parking up to staff. This will involve removing the fence that separates the Handley house green space and the parking area to the north. We will have to create a walkway that can be serviced through the winter for snow and ice. This should relieve some of the traffic jam that happens in the existing cafeteria parking lot.

• We had an Open house on January 4th for the doublewide unit. There were a total of 4 people show up in the 4 hours we had the unit available to view. Hopefully this will spur some additional interest and possible bids on the home.

• The cameras that we had installed in and around the Lunchroom Building are not supported by our recording system, I have contacted the company that spec’d out and installed the cameras about the issue. I have been assured they will resolve it as soon as possible.

Thank you and as always I appreciate the support you show myself and this department James D. Bowen

30

December 2019 Transportation Report.

• Weather road check on routes – not a lot to report so far on the weather side of things (knock on wood).

• Maintenance on buses – The 04 MCI had the injector tip blow off. That got fix under warranty but the bus then started to use 1 gl. of oil every 200 miles. When the injector went out it flooded the #3 cylinder that took out the rings. So under warranty they will remove the engine fix that #3 cylinder and reinstall the engine but, with the engine already out it would be a good time to rebuild all of the engine and have warranty on it.

• Bus Safety Meeting ( Drug and Alcohol Clearinghouse / Student Management )

• I would like to Recommend Hiring Tony Vela & Emily Sinkins once they have completed the CDL testing

• Things that I am still working on. 1) The DEQ Application 2) Highway Patrol Bus Inspection for 2nd semester. 3) Radio’s (the Repeater for the new tower)

Michael Edwards Transportation Director

31

DECEMBER

2019

32

DATE DECEMBER 2019 LOC

12-02-19 -Extra patrol in area

-Fingerprinted parent volunteer

-Reviewed weekend cases on RCSO database

-Monitored hallway between classes

-Advised Principal about case involving student

-Sent SRO log to administration

-Monitored traffic in area

C

S

S

H

H

DHMP

C

12-03-19 -Extra patrol in alleys and area

-Reviewed yesterday cases on RCSO database

-Met with parent and Principal regarding student

-Advised Principal of student involved in report


-Follow up with Principal on student

-Met with Asst. and Principal regarding drug case / SO14912-0019

-Contacted parent / made arrangements to meet RE: 0019

-Report writing above

-Monitored foot traffic at student pick up area

C

S

H

M

H

H

M

S

S

D

12-04-19 -Deputy Mark Scott on duty

-Radar in area

-Finished report 0019


-Met with student and parent / issued cite for case 0019

-Attended meeting with staff and JPO

-Turned in paperwork / evidence

-Follow up with parents on case

-Checked on status of staff


C

S

S

M

M

R

M

P

D

12-05-19 -Extra patrol in area

-Met with Asst., Principal, parents and student / 0019

-Spoke to counselor about suspicious activity

-Had 3 more meetings with parents, students and staff / 0019



-Turned in SRO paperwork

C

M

M

M

S

H

R

33

-Met with detective regarding case

-Assisted with pursuit of theft suspect / SO1912-0046

-Female located meth pipe possible abandoned by suspect above / SO1912-0050

-Contacted school regarding incident

-Advised of suspicious person in area / UTL

-Principal advised of suspicious activity at school / unfounded

-Met with admin team regarding incident

-Dispatch requested assistance with 911 hang up call

R

C

C

H

C

H

D

O

12-06-19 -Report writing 0050 / Supplemental notes 0046

-Secured evidence in locker

-Follow up with Principal on 0046

-Advised of suspicious activity regarding student

-Spoke to Deputy about above / advised located student


-Contacted superintendent regarding suspect photo

R

R

M

O

O

H

D

12-09-19 -Extra patrol on Eastside Highway


-Advised Principal of incident involving student


-Spoke to Asst. and Principal about student

-Follow up with student / discussed future goals

-Security check in hallways and bathrooms


C

S

M

H

M

M

MH

C



-Advised of runaway (student) in Victor area

-Located above student and returned to school

-Follow up with mother of above student

-Met with teacher and principal regarding above

-Advised suspect possibly in area

-Contacted Superintendent regarding above

-Meeting with administration

-Located student / transported to M/S

-Met with Principal and student about leaving school


C

S

O

O

S

M

O

D

D

O

M

D

12-11-19 -Extra patrol and radar in area


C

S

34


-Principal advised of traffic problems


-Spoke to teacher / follow up with student

-Checked on status of staff

-Spoke to SRO from Kalispell regarding press release in Corvallis

-Student advised of possible theft

-Extra patrol on Brothers Way / No traffic violations

-Sheriff advised of citizen complaint

-Advised student paid for sweat shirt

-Principal advised of Privacy in Communications violation

S

H

H

M

M

O

H

C

R

H

H


-Met with Principal and student regarding threats


-Picked up SRO paperwork

-Follow up with Principal regarding video posted

-Advised of vehicles driving recklessly

-Located above vehicles / warned for reckless driving

-Follow up with Principal on above issue

-Spent time with 6th grade student

-Worked on upcoming 9th grade presentation


C

M

S

R

H

C

C

H

M

S

C



-Met with concerned parent

-Follow up on social media complaint

-Monitored hallway traffic between classes

-Mentored with student / spoke with teacher

-Checked in with staff

-Met with teacher regarding presentation

-Finished above presentation


C

S

H

S

H

M

M

H

S

C



-Met with JPO regarding student on probation

-Added information to above presentation


C

S

S

S

H

35


-Spoke to counselor about troubled student

-Gave “drug and alcohol” presentation to 9th grade class


M

M

H

D


-MHP advised of erratic driver / H/S student

-Follow up with Principal on above



-Met with supervisor regarding case and property

-Reviewed RCSO policy


C

C

H

S

H

R

R

D

12-18-19 -Extra patrol in alleys

-Gave “drug and alcohol” presentation to 9th grade class

-Advised of possible drug activity


-Asst. Principal advised of issue with student

-Follow up with Principal on possible drug activity


-Met with counselor and student


-Spoke to superintendent about security assessment


C

H

H

H

M

H

S

M

M

D

D



-Advised Principal of case involving student


-Met with JPO regarding students on probation

-Asst. Principal advised of student out of control

-Met with above student

-Teacher requested future interaction with 8th grade boys


C

S

H

H

D

M

M

M

C



-Advised Principal of incident involving student


-Follow up with student’s teacher

C

S

M

M

M

36


-Security check in bathrooms and locker rooms

-Advised staff of arrest of individual


-Checked in on staff


-Security for wrestling tournament on Saturday

H

HM

HD

S

P

C

D

12-23-19 -Christmas Break







Rob E. Liedle

Deputy Sheriff

School Resource Officer

12-31-19

37


Agenda Item #7 Personnel

Administrator/Manager Contracts for 2019-20:

Certified Contracts for 2019-20:

Classified Contracts 2019-20: Emily Simpkins Bus Driver

Tony Vela Bus Driver

Extra Contracts for 2019-20 Andy Knapp 8th Grade Girls Basketball

Resignations:

Non-Renewal:

Transfers:

Sub Teacher List: Rebekah Caneda

Sub Bus Driver:

Sub Custodian List:

Sub Kitchen Worker:

Sub Nurse:

Volunteer:

Volunteer Coach:

Leaves of Absence:

Strategic Plan Cross Reference: Goal Areas 1, 2, 3

Recommendation: Approve Employment Recommendations

38


Agenda Item #8. Nonresident Requests and Early Enrollment for Student Attendance 2019-20 School Year

Primary School: Marley Olsen 2nd Grade

I would recommend having Marley Olsen approved for Out-of-District enrollment for the

2019-2020 school year. Marley has been home schooled and is currently in the 2nd grade.

Her father attended Corvallis Schools and had a positive experience. Her grandmother

and other family members live in the Corvallis School District and will be helping with

after school care. The family is requesting that Marley be allowed to attend school in

Corvallis.

Middle School:

High School: Myah Gassmann 11th grade

Myah lives in the Hamilton School District. She is a junior and is transferring to us from

Hamilton High School. She plans on starting Wednesday, January 15th if approved.

Early Enrollment-Exceptional Circumstances:

Agenda Item #5. Receipt of FP-14 regarding resident student’s attendance in district outside of CSD#1

Darby:

Hamilton:

Florence: Austin Craun 9th Grade

Stevensville: Cobi Grover 5th Grade

Ryan Grover 7th Grade

Olivia Morton 10th Grade

Victor: Selena Gleim 9th Grade

Megan Stover 2nd Grade

Recommendation: Approve the out-of-district requests, annual out of district enrollment list and early

enrollment for student attendance.in Corvallis and acknowledge receipt of FP-14 forms for student out-of-district

attendance in district’s other than Corvallis.

1/9/2020

39


Agenda Item #9

Teacher Credit Approval Requests 1/14/2020

Name

Name of Class

And Description of Class

Credits

Lane Change

Pool, Jamie Technology Resources to Enhance Teaching

Develops curriculum and promotes collaborative learning and use of technology

University of the Pacific

3 Semester No

Pool, Jamie Enhancing Writing Skills in the Classroom

A rich language environment is the

foundation for good writing, Teacher learn

strategies for enhancing skills in clear

thinking, time allotment for writings and reading books on different interesting topics.

University of the Pacific

3 Semester Yes

Curley, Clayton 2020 Multi Sports Clinic

15 sessions with a comprehensive review

Montana Western

2 Semester No

Curley, Clayton Health, Wellness and Fitness

Technique to promote physical fitness,

nutrition, emotional wellbeing in Ahigh

School Students

Loyola Marymont

3 Semester No

McConnaha, Doug Mentoring a Beginning Teacher

U of M

2 Semester No

Recommendation: Approve the credit requests as listed.

40


Agenda Item #10: Middle School Out of State Travel

The middle school’s Science Olympiad Team placed first in the state this year. This means that

they can participate in the National Science Olympiad competition in May, in Raleigh N.C. The

board approves all out of state travel requests and the MS Science Olympiad team is requesting

permission to attend. See included letter.

The seventh-grade team is planning a Montana-Wyoming “Road Trip” from March 10-13, 2020,

for approximately 40 interested students. As part of the 4-day, 3-night trip, the students will

travel to the Buffalo Bill Center of the West museum in Cody, WY. The trip will be led our MT

History Teachers, Mrs. Powell, and Mrs. Jessop. This will be the fourth year that this trip has

been available to interested seventh graders.

Strategic Plan Cross Reference: Goal Area 1

Recommendation: Approve the out of state travel for the MS Science Olympiad team and

the 7th Grade team and students as presented.

41

Welcome aboard the Corvallis 7th Grade 2020 Montana Wyoming Road Trip!

Tuesday, Wednesday, Thursday, Friday - March 10,11,12,13 2020

Visit these museums and historic sites... Museum of the Rockies in Bozeman, Montana

Buffalo Bill Center of the West in Cody, Wyoming Historic sites enroute to and around Cody

Heart Mountain WWII Japanese American Confinement Site Interpretive Center Tour Montana State University and have dinner on campus.

Two overnight stays in Livingston Montana and one overnight stay in Cody Wyoming.

The Museum of the Rockies The Museum of the Rockies is affiliated with the Smithsonian Institution and is recognized as one of the world's finest research and history museums. It is famous for displaying an extensive collection of dinosaur fossils, including a T. rex skeleton! It’s exhibits from around the world include regional history exhibits and planetarium shows.Wednesday afternoon we will attend a planetarium presentation and also have a guided tour related to Montana history. There will also be time for self-guided small group tours and exploration of the other collections. More information at https://www.museumoftherockies.org/

Montana State University Teachers will lead a tour of the Montana State University Campus. Students will have dinner in the newly opened campus dining facility in the center of campus. We will then drive to Livingston Montana where we have our overnight hotel accommodations.

Buffalo Bill Center of the West in Cody, Wyoming

This world famous center includes five extensive museum collections. Admission is typically for two days because it is nearly impossible for visitors to have time to see it in just one day!

Plains Indian Museum Buffalo Bill Museum Cody Firearms Museum Draper Natural History Museum Whitney Western Art Museum

Wednesday afternoon and Thursday morning are allocated to explore these museums. A highlight of our time will be a specially arranged tour of the Plains Indian Museum. Find more about the Buffalo Bill Center of the West at https://centerofthewest.org/

Heart Mountain WWII American Confinement Site Interpretive Center

(Located about 10 miles east of Cody, Wyoming) We will visit this site on Thursday afternoon. Through photographs, artifacts, oral histories and the interactive exhibits, guests to the Heart Mountain Interpretive Center experience life at Heart Mountain through the eyes of those Japanese and Japanese Americans that were confined here during PWII.

http://www.heartmountain.org/visit.html

43

https://www.museumoftherockies.org/

https://centerofthewest.org/

http://www.heartmountain.org/visit.html

How is this trip funded? A generous grant sponsored by the Sinclair Oil Company MILES Program, (Museum

Interpretation, Learning, and Enrichment for Students), provides funds that cover admission to the Buffalo Bill Center of the West, assists with our transportation costs and our hotel accommodations in Cody Wyoming. The Opening Doors for Montana School Children Fund, formed by generous MOR donors, is covering admission to the Museum of the Rockies and defrays some of our transportation costs as well.

A grant from the Corvallis School District Indian Education for All Committee is also helping with funding for this trip.

What is the cost to each student? $100 This fee helps with the costs that are not covered by our grants. (Without these grants students would be paying about $185 per student) The fee covers the remainder of the costs for meals, transportation, and hotel accommodations. Full or partial scholarships are available through a grant awarded by the Corvallis School Foundation Committee and the generous donors to its fund. (Please contact Mrs. Powell or Ms. Jessop for scholarship information.)

How many students can come on the road trip?

We will be able to take approximately 40 students on this trip. Students will be chosen through an application process where they will be asked to express their reasons for wanting to come on this trip and also be able to describe how they would get along with the teachers and their fellow students on this adventure so that we all can have a fantastic experience!

Chaperones Students will be chaperoned by Mrs. Powell and Mrs. Jessop, along with at least 2 other adults.

What is the purpose of this trip? As we study Montana’s history In 7th grade, we recognize it as part of the West that is rich with the stories of the many indigenous/native and world cultures that have shaped its settlement, its land and its history. Montana’s stories are often interconnected with the histories and cultures of the other states and our nation’s history. The Museum of the Rockies, the Buffalo Bill Center of the West, Heart Mountain and the journey itself will help students connect in an experiential way to what they are learning about their state and region.

Why participate in this field trip?

Studies conducted by the U.S. Travel Association “found that, regardless of gender, ethnicity or socioeconomic status, youth who take educational trips have better grades, higher graduation rates from high school, and greater income. In fact, 89 percent said educational trips had a positive, lasting impact on their education and career because the trips made them more engaged, intellectually curious and interested in and out of school.” Cited in the NEAchieve! Newsletter

1. The Center of the West offers museum collections that richly display the diversity and interconnectedness of both the natural and human history of The West. We hope to use time on our arrival day for students to get an overview of each of the museums at the center to look for connections to things they have learned about.

44

https://www.neamb.com/professional-resources/how-field-trips-boost-students-lifelong-success.htm

2. A strong focus of 7th grade Montana studies is for students to learn about the distinct and unique heritage of American Indians including their cultures, traditions, values, and histories, as well as the contexts of their lives today. The Center for the West is world renowned for its Plains Indian Museum displays and collections.

3. We will have the opportunity to travel across a diverse geographical region of our state. Our journey to Cody will take us over two passes, the eastern plains and along the Beartooths and Absarokee Mountains. Landmarks of history are all along the route. 4. Many internment camps were created to house Japanese American citizens during World War Two. There was one nearby at Fort Missoula and another one was located in Wyoming at Heart Mountain. The Heart Mountain interpretive center provides great perspectives and reflections on what people experienced at this camp.

45


Agenda Item #11: Mobile Home Sale: Sealed Bids

Consider any submitted bids (see included bids, if any)

Strategic Plan Cross Reference: Goal Areas 1-4

Recommendation: Consider reasonable bids to purchase the mobile home for sale.

46


Agenda Item #12: Booster Club Update

The Board is seeking an update from the Corvallis Booster Club.

Strategic Plan Cross Reference: Goal Area 5

Recommendation: [As determined by board]

47


Agenda Item #13: Facilities: Determining Community Survey

The Board will review SMA’s updated community survey. The District and Board will receive

this updated community survey by January 13th. The Board will determine at this meeting, the

date for a community meeting to be held while the survey is out with the public. The expected

deadline for community surveys to be returned has been adjusted to February 14th.

Strategic Plan Cross Reference: Goal Area 1-5

Recommendation: Approve community survey and determine a community meeting date as

discussed.

48


Agenda Item #14: Superintendent Search

Recommendation: Discussion Only

49


Agenda Item #15: Policy First Reading

Descriptions provided by MTSBA according to a required model policy. Revisions are made to

our existing policies. A designation of recommended or required are from MTSBA’s Policy

Director.

2600 Work Experience Program (recommended) - This model policy and accompanying

procedure is available for districts that have implemented or are planning to implement a school

sponsored student work experience program. The policy outlines the supervision, grading, and

insurance requirements for students participating in such a program.

2600P Work Experience Program (recommended) - See above description; I recommend

option 4

3231 Searches and Seizure (revision) - This policy has been revised to include alternative

deliver vapor sensors as an approved tool.

4210P School Support Organizations, Boosters and Fundraising (new) - This model policy

sets guidelines for approval and renewal of authorization to function with the District’s name,

logo, etc.

6110P Superintendent Job Description (review) - This is a review of this policy which is tied to

the evaluation policy 6110F.

1003SG & 1003SG(p) Accountability (new; Strategic Governance Series) - These two policies

help the board focus their energy less on day to day operations and more on student

performance/achievement.


Recommendation: Approve policies upon first reading

Policy 1310: “New or revised policies that are required, or have required language changes based on State or

Federal law, or are required changes by administrative rule, may be adopted after the first (1st) reading if sufficient

notice has been given through the board agenda. A motion made pursuant to this provision shall explicitly state that

the requirement for a second reading has been waived.”

50

ADMINISTRATION 6110 P

Page 1 of 5 Job Description - Superintendent I. EDUCATION - A master's degree in administration with advanced training and schooling. II. EXPERIENCE - At least seven (7) years of successful teaching and/or administrative experience. III. CERTIFICATION - A valid Montana Certificate in the teaching and administrative fields. MAJOR DUTIES AND RESPONSIBILITIES -- The Superintendent has responsibilities and the board has expectations in a number of general areas. In addition to the identification of major areas of responsibility for the position of superintendent, certain performance indicators have been developed for each area of responsibility for use as a guide in the evaluation process. Other performance indicators although not stated in this document, may be appropriate to the evaluation process as well. Defined areas of responsibility and the related performance indicators are as follows: 1. Board Decision Making and Policy Formulation It is the responsibility of the superintendent to provide information and recommendations

to aid the board in making decisions and to recommend policies or changes in policy to the board when needed.

A. It is the responsibility of the superintendent to keep the board informed on all phases

of the district's operation. B. The superintendent has the responsibility to make recommendations to the board for

the improvement of instruction and general operation of the district. C. The superintendent has the responsibility to provide the board with information in

advance of meetings, to prepare an agenda, and to provide the board with necessary supporting materials to increase decision-making effectiveness.

D. The superintendent recommends changes in board policy where needed and prepares administrative rules and regulations for review by the board.

2. Community and Public Relations It is the responsibility of the superintendent to represent the school district's programs and

policies to the community and to encourage community participation in the schools

A. The superintendent is expected to interpret the district's educational program to the community.

B. The superintendent is expected to interpret district problems and concerns to the community.

C. The superintendent is expected to encourage community participation in school groups and school affairs.

D. The superintendent is expected to establish a working relationship with the media to further the above goals.

59

61110 P Page 2 of 5

E. The superintendent is expected to respond promptly to oral and written requests

generating from the community.

3. Staff Personnel Management It is the responsibility of the superintendent to recommend the hiring of personnel, to

administer all district personnel policies and procedures, and to foster good staff/administration relations.

A. The superintendent is responsible for recommending capable personnel for

employment, for assigning them to appropriate positions, and for seeing that they receive proper orientation.

B. The superintendent is responsible for interpreting board policy to staff and for properly administering all policies and procedures.

C. The superintendent is responsible for seeing that district personnel evaluation programs are in place and for evaluating staff under his/her direct supervision.

D. The superintendent is expected to encourage and develop a means for staff comment and input to assist in the improvement of instruction and district operation.

E. The superintendent is expected to work for good staff morale.

4. Business and Fiscal Management The superintendent is responsible for the fiscal management of the district, including

budget preparation and the establishment and supervision of accounting procedures, financial reporting, and purchasing procedures.

A. The superintendent is responsible for preparing an annual district budget based on

program priorities for adoption by the board. B. The superintendent is responsible for establishing efficient accounting and control

procedures and for arranging for the proper auditing of all accounts. C. The superintendent is responsible for developing a purchasing plan and supervising

all business operations to assure maximum benefits from available funds. D. The superintendent is expected to adhere to statutes, regulations, rules and policies

pertaining to district financial matters. E. The superintendent is expected to provide a monthly financial status report and an

annual financial summary to the board. F. The superintendent should be aware and inform the board of alternative and/or special

funding sources. G. The superintendent is responsible for allocating funds in accordance with the adopted

budget. H. The superintendent is expected to monitor student activity funds. I. The superintendent is expected to review insurance coverage and make

recommendations to the board. J. The superintendent is expected to make long-range forecasts of district financial

needs. K. The superintendent is expected to be effective in conveying information about

financial status and needs to board members and the community.

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6110P Page 3 of 5

5. Management Skills The superintendent is expected to have management skills necessary for the efficient and

effective discharge of his/her responsibilities.

A. The superintendent is expected to make decisions in a timely manner. B. The superintendent is expected to adhere to the policies and regulations of the board. C. The superintendent has the responsibility to provide for the appropriate maintenance

of all district records. D. The superintendent is responsible for making effective use of district resources,

supplies and equipment.

6. Facilities Management The superintendent is responsible for making recommendations for the best short-term and

long-term use of school facilities and for the proper maintenance of the facilities.

A. The superintendent is responsible for planning for the best use of space for district programs.

B. The superintendent is responsible for seeing that buildings are in a safe condition. C. The superintendent is expected to respond promptly to board directives regarding

buildings and grounds and to arrange for major and minor maintenance and improvements in a timely, efficient manner.

D. It is the responsibility of the superintendent to assess the operation of the physical plant and recommend improvements and possible economies to the board.

E. The superintendent is expected to make recommendations to the board for long-range district facility needs.

7. Program of Studies The superintendent has overall responsibility for the instructional program and is expected

to monitor and assess its effectiveness and make recommendations to the board for its development and improvement.

A. The superintendent is expected to provide overall leadership and direction in program

development. B. The superintendent is expected to keep current with trends and developments in

curriculum and instruction. C. The superintendent is responsible for assuring program continuity between

elementary and junior high school and between junior high school and high school. D. The superintendent monitors programs and provides for evaluation and review. E. The superintendent is expected to make recommendations to the board and implement

board directives relating to program development and changes.

8. Students The superintendent is responsible for the welfare of the students of the district, for

upholding their rights and for holding them accountable for regular attendance and appropriate conduct.

61

6110P Page 4 of 5

A. The superintendent is expected to be aware of discipline concerns and to insure that

district practices are in accord with statutes, policies, and regulations. B. The superintendent is responsible for handling discipline appeals in accordance with

district policy. C. The superintendent is to make decisions keeping the best welfare of students in mind

and to demonstrate openness to student concerns and a willingness to listen. 9. Goals The superintendent is expected to administer the district in accordance with defined goals

and to analyze and evaluate its operation.

A. The superintendent is responsible for assessing and reporting on the total operation of the district.

B. The superintendent is responsible for developing long-term and short-term goals and is expected to direct activities toward achieving identified goals.

C. The superintendent is expected to utilize staff in the establishment of organizational goals.

10. Professional Growth The superintendent is expected to enhance his/her effectiveness through ongoing

professional growth.

A. The superintendent is expected to make an effort to keep current professionally through reading and participation in relevant seminars and workshops.

B. The superintendent is expected to be an active participant in professional organizations.

11. Relations with Board The superintendent is expected to deal professionally and constructively with the board of

trustees.

A. The superintendent is expected to deal openly and evenhandedly with board members.

B. The superintendent is expected to refrain from public criticism of board members. C. The superintendent is expected to work to enhance the ability of board members to

work together and to participate in resolving differences of opinion.

12. Personal Qualities The superintendent is expected to possess certain personal qualities which the district

believes are important to success.

A. The superintendent should possess health adequate to meet the demands of the position.

B. The superintendent is expected to be suitably attired and well-groomed. C. The superintendent is expected to write and speak clearly and effectively.

62

6110P Page 5 of 5

D. The superintendent should have the ability to withstand pressure and remain poised

during crises. E. The superintendent is expected to exhibit courtesy and consideration toward others. F. The superintendent is expected to be honest and forthright in dealings with others.

63


Agenda Item #16: Meeting Feedback

Strategic Plan Cross Reference:

Recommendation: Discussion only

66


Agenda Item #17: Discussion of January 2020 Board and Administrator


Recommendation: Discussion only

67

Advising administrators and boards in the U.S. and Canada for more than 25 years. WWW address: http://www.lrp.com © 2019 by LRP Publications, Inc. REPRODUCTION OF THIS NEWSLETTER IN WHOLE OR PART IS STRICTLY FORBIDDEN.

January 2020 Vol. 33, No. 9 Editor: Jeff Stratton

Supplement to LRP Publications, Inc.

What should you expect of your superintendent?

The following bullet points provide guid-ance about board and administrator roles and responsibilities from the perspectives of both the board members and the superinten-dent.

What should the superintendent expect of the board?

• To provide counsel, advice, expertise, and insight into the local community.

• To delegate responsibility for the man-agement of the school district and implemen-tation of board policy to the superintendent.

• To refrain from managing administrative functions, like personnel.

• To understand that the staff is responsi-ble to and reports to the superintendent.

• To communicate openly and honestly with the superintendent.

• To support the superintendent.• To hold the administrator accountable

for the school district’s performance.• To provide an annual evaluation of the

superintendent’s performance.• To plan strategically for the school dis-

trict’s future.• To arrange educational opportunities for

the full board.

What should the board expect of its superintendent?

• Full disclosure — prompt, open, and honest communication of the bad news as well as the good.

• To act as the board’s professional advi-sor.

• To implement board policies.• To serve as the organization’s CEO.• To recommend appropriate policies for

board consideration.• To interpret the needs of the program

and present professional recommendations on all problems and issues considered by the board.

• To develop a budget, and to keep the board informed about the school district’s financial status.

• To recruit competent personnel and then develop and supervise them.

• To assist the board in developing effec-tive community information programs.

• To provide the board with professional judgment about the school district’s strategic needs, and to participate in the board’s stra-tegic planning process.

• To provide the board with an annual self-appraisal. n

68

B&A For School Board Members

Balance what’s best for all with your personal interests

Some board members believe they were elected for one reason and one reason only: To serve as the community’s fiscal conscience.

Too often, that mindset can lead to this kind of thinking: “We could do more if we didn’t have so many teachers and administrators on the payroll.”

That is the wrong way for a board member to

approach board service. Remember: The major-ity of learning takes place between a child and a teacher. The board member is on the board to make the staff’s job easier.

Point: Your entire staff must feel they are part of the team if the district is going to be successful in educating every child. n

Get more out of your superintendent’s evaluation form

Many superintendent evaluation documents are set up with assessment statements and a rating scale under broad topics such as “Provides leadership to ensure an effective working rela-tionship with the board,” or “Protects XYZ school district’s financial and physical resources.”

One strategy that adds value to the superin-tendent’s evaluation is providing space for board members’ written comments under each eval-uation section. This “comments” section gives board members an opportunity to offer specific written feedback.

Boards should also consider adding a final section to the superintendent’s evaluation form that allows for board responses to a series of open-ended questions.

A Marshal, Mo., board uses the following four questions to conclude its evaluation form:

1. What impressed you the most about the superintendent’s performance this year?

2. What specific recommendations do you have for the superintendent to improve performance?

3. What should be the priorities for the super-intendent over the next year?

4. Do you have any additional comments re-garding the superintendent that have a bearing on her evaluation?

These questions give board members a chance to offer praise to the administrator, suggestions for improvement, and guidance on setting performance goals for the next evalua-tion period. n

MeetingsUse these meeting “norms” to keep your meet-

ings focused and on task:1. Board of education meetings follow a system

of parliamentary procedure.2. Board meetings stick to the agenda and are

businesslike.3. Board meetings start on time and end on

time.4. Board members arrive on time for meetings.5. Board meetings last two hours or less.6. Board members come prepared and partici-

pate in discussion at meetings.7. Board member absences from meetings are

minimal.

8. The meeting room is comfortable and condu-cive to discussion.

9. Committees meet only when there is ade-quate reason to meet.

10. Discussions are cordial and not dominated by just a few members.

11. Agendas always include positive items, not just problems.

12. Controversial items are dealt with and solu-tions acceptable to all board members are developed.

13. The board avoids closed session meetings.14. The board uses its meeting time on matters

pertaining to policy, planning, and evaluation, and does not needlessly discuss administrative issues. n

69

January 2020 Vol. 33, No. 9

continued on page 4

Editor: Jeff Stratton

I N S I D E T H I S I S S U E

Expert InsightNew feature:

Conduct highly effective board meetings 2

Develop your principals using dashboard data 5

Checklist for board consensus 7

Build public trust by establishing positive and productive relationships

By Dr. Peter GormanEvery new superintendent has to introduce him-

self to the various constituencies within the district. Regardless of a district’s size, the range is wide and the constituents are diverse. Internally, you have employees who were curious about the new boss and in some cases are more than a little wary, and

students who in many cases don’t even know who the superintendent is. Externally, there are

families, the elected officials, the faith community, and everyone else who takes an interest in public education. In some cases, a superintendent enters at a time when there is a pervasive lack of trust between the community and the school district or possibly the Board of Education.

It’s hard for the public to understand systemwide education improvement and change. It’s hard for employees who just figured out how to survive un-der your predecessor to cheerfully accept that the

rules might change again. And hardest of all is for a community to collectively develop the political will to bring about systemwide education improvement. Adding to the challenge is that education is a widely shared experience. But consumers are different from experts in providing a high-quality education.

The entry plan goal I chose as superintendent was to improve public trust, commitment, and confidence through open, honest communication and responsive corrective action to identified ob-stacles to improving student achievement and the conditions of teaching and learning. Accomplish-ing this required a multi-pronged set of strategies.

First was the external piece. The moment I was selected as superintendent, I began reaching out to individuals to introduce myself to a wide group of people. I knew that it was easy for new-ly appointed leaders to overlook the implications of public attachment to familiar institutions and routines. That is especially true for institutions and routines that reach into homes and affect children, their parents, and daily lives.

But I also knew that real improvement was needed if students were going to succeed after high school. The schools needed to do a better job of preparing them for that future, and they need-ed to do it fast. As chief economist Stephen Moore wrote in the Wall Street Journal in April of 2011, “If education had undergone the same productivity revolution that manufacturing has, we would have half as many educators, smaller school budgets, and higher graduation rates and test scores.”

70

2 Board & Administrator

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Board & Administrator for Superintendents Only

Editor

Jeff StrattonFor editorial inquiries,call Jeff at (515) 963-7972E-mail: [email protected]

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Conduct highly effective board meetings

By *Randy L. Russell, Ph.D.When conducting any meeting, the

leaders and attendees should always be clear about three things: The what, the why, and the how. These three items are extremely important for any success-ful organization to conduct an effective meeting. These three items are the foun-dation for knowing what we are doing, why we are doing it, and how we will do it to better serve our students, our staff, our parents, and our community.

Knowing what we are doing in a school board meeting is like having a good lesson plan or game plan to help staff and students be successful. We always provide the school board agenda several days in advance to school board members so they can review the agenda and call before the board meeting if they have questions about an agenda item. We also conduct a pre-board meeting prior to the board meeting to review the agenda in advance with the school board chairperson and a rotating board member so we can “walk through” the agenda, answer any questions, and pre-pare for the meeting. This is very similar to having a dress rehearsal for a drama presentation or a music concert and

helps us stay accountable to our “No Surprises” commitment to one another.

The Freeman School Board board members know that we conduct these board meetings to serve our com-munity by making decisions that are always in the best interests of our stu-dents. The board’s purpose is to serve students. Therefore, our meetings are focused on supporting our students so they can be successful.

When we stay focused on our stu-dents and work collaboratively, the school board and superintendent model teamwork, professionalism, and a uni-fied force for our students, staff, and parents. Yes, there are disagreements and differences of opinions, and every-one always gets their say yet doesn’t always get their way, but this collabora-tion and cooperation are at the center of our school district. This is why we stay focused on our TEAM — Together Ev-eryone Achieves More for our students.

To ensure effective meetings, everyone must know their role and their respon-sibility. This includes students, staff, community members, the media, and most importantly the school board. At Freeman, we do several things we feel

continued on page 8

71

3January 2020 • Volume 33, Number 9

From The Board Doctor

What makes for the best board development?

The president links the board and superintendent

What are the best board development strat-egies to improve the board’s performance? Should you emphasize board education or performance-monitoring activities like board evaluations? Or does the key to an effective board really lie in encouraging capable citizens to run for the office?

Studies have found that “recruiting” capable board members gives you the most bang for the time invested in improving board perfor-mance.

“Recruiting” citizens to run for office presents obvious risks to the superintendent (stacking the board), but encouraging capable people to seek board office is certainly acceptable.

You build on strengths, not weaknesses. Bring in board members with strengths, and then build on those through development and education.

What does it all mean? A board and admin-istrator looking to improve the board’s per-formance and the organization’s performance

can best spend their time encouraging capa-ble people to seek board office. The idea be-hind this is that working to recruit the board member who has the time, skills, talents, and expertise to serve and strengthen the board and organization.

The problem is that too many organizations have difficulty articulating precisely what they need in their board members. Organizations need to be more rigorous on that front end. That will make a difference.

Discussing esoteric concepts like values and work ethic with people interested in board ser-vice isn’t enough.

Instead, use strategies like:• Developing a job description for board mem-

bers to share with potential members.• Conveying the time commitment, skills and

experience that board service requires.Sincerely,Jeff Stratton, editor(515) 963-7972; [email protected] n

No picture of the board team would be com-plete without the superintendent. The key to a solid working relationship with the superinten-dent is the board president.

An important aspect of her job is to act as a conduit between the board and the superinten-dent. Here’s how the president can do that: If the president and superintendent are working closely on an issue, the full board needs to hear about it. If the president doesn’t communicate

this information, then the board can end up surprised.

• Meet regularly with the superintendent. Weekly should suffice. It’s a chance for the president to ask what the administrator’s priorities are and relay them to the full board. This way, no one will be surprised if the su-perintendent doesn’t have time for some minor issue because he was out of town at a confer-ence. n

72


Continued from page 1Expert Insight

Dr. Peter Gorman

I realize that in the social sciences, it’s not that easy. Education was (and is) still trying to catch

up, and I wanted the school district to be in the forefront of that improvement.

One of the key issues in building trust for me was the precise, deliberate use of language in talking about what the district was do-ing and was going to do. I always tried to use “improvement,”

rather than “change,” because I wanted to empha-size that we were going to make things better. The origin of the word “improve” goes back to the Latin word prode, meaning “advantageous,” and made its way through Old French and Anglo-French usage to mean “to make better.” Our reforms were going to make public education better; I wanted that emphasized in our word choice.

We needed heavy buy-in from a lot of people to make the improvements that were needed. We had to work on a macro-political, or policy, level with the board. We had to work on a micro-political, or rela-tionship-driven, level with our internal and external constituencies. Effective leaders must master both levels in order to successfully achieve improvement.

Starting off with a lot of “listening and learning” sessions is a great way to start. This work began with phone calls right after being appointed and continued when I got to the district with meetings in person throughout the school year. There were nearly 800 meetings in my first year.

In the meetings, I needed to listen well to hear what was said, as well as what was not said. I needed to make my thinking visible to the listener, whether it was a parent, a teacher, or a government leader.

The specific objectives I set for myself during this process were:

• Increase my personal knowledge and under-standing of the district — its community, cultural traditions, history, and expectations.

• Understand and participate in the community’s

faith-based organizations, viewing them as viable and valuable supporters and partners in public education.

• Establish positive and productive working relationships with key leadership and members of organizations within the community.

• Increase opportunities to promote the dis-trict’s image within the community and to develop advocacy for its successes.

• Ensure ongoing, clear, and consistent commu-nication with all stakeholders.

My predecessors had not always spent a lot of time interacting with local organizations. I made a point of attending the lunches held by a local Chamber of Commerce and attending the meetings of other business and civic organizations.

The strategy in this was to make me visible, listening and speaking at luncheon after luncheon, meeting after meeting. I wanted to project a pub-lic face for the district that was trustworthy and appealing, and that meant getting out to listen in and speak out as often as I was invited.

There was an unexpectedly uncomfortable aspect to all of this, too. Virtually overnight, I had become a public figure. I was recognized everywhere I went, which was gratifying most of the time but some-times a little eerie: Once, when I went to the grocery store, a woman saw me and pointed at me for what seemed like hours. She never approached me to talk — just pointed at me. It was a little weird, and over time I found myself reluctant to do errands with my family, such as trips to Target, because I was tired of the public exposure that came with such trips. My wife wasn’t having this withdrawal from family activities and issued a firm directive: “Suck it up. You chose this job!”

The experience reminded me of an important les-son from my dad. Much of my childhood was spent in Michigan, which is pretty cold in the winter. One cold day when I had to go to school, I complained to my father about the cold. He explained that the cold weather was a prevailing condition in Michigan in the winter. “Everyone’s cold,” he said. “Deal with it, and let’s go to school.” My public exposure as the face of the district was a prevailing condition.

*Dr. Peter Gorman is president and chief executive officer of Peter Gorman Leadership Associates. Pre-viously, he was superintendent of the Tustin Unified School District in California and Charlotte-Mecklenburg Schools in North Carolina. He can be reached at [email protected]. Follow him at @petercgorman. n

73


Develop your principals using dashboard data*By Michael MooreWhen I coach principals, I ask myself four ques-

tions:1. Are they able to find a problem’s root cause?2. Once they find the root cause, can they iden-

tify action steps that improve the situation?3. What’s their plan for monitoring the imple-

mentation of those action steps?4. How will they know that they’re making prog-

ress and likely to hit their target?Coaching principals through these four ques-

tions is a powerful use of supervisor time. Because the supervisor is focused on one issue and being persistent, the principal learns leadership habits they can scale across their work.

For example, consider a middle school dashboard showing that in any given week 11 percent of students were sent to the office and disciplined. The average for other schools is 5 percent. This situation is bad for stu-dents because they’re missing instruction, and it’s bad for the school leaders because they’re spending their time dealing with office referrals. As the supervisor, you believe the chain of events starts with students being sent out of class. You set a target for the principal of getting office referrals down to 5 percent by May. The identification of the problem was set by the supervisor.

When you ask the principal to explain why there are so many office referrals, he brainstorms a list of unconnected reasons. To get at the root cause, you coach the principal using the “5 Whys” pro-cess, which identifies a cause-and-effect chain. You agree the fundamental problem is the different behavior expectations across classrooms.

You and the principal work together to identify action steps that address that root cause. You’ve generated a list of promising action steps, but know-ing the change management challenge, you leave the principal with three tasks. First, call at least one colleague and ask for her advice. Next, spend at least 30 minutes at the next instructional leadership team meeting refining the action steps with teacher input. Finally, be ready to share an action plan based on this input during the next site visit.

On the next visit, you focus on implementation. One action step says: “Review office referral data at grade-level meetings, and create a set of common behavior expectations to be posted in classrooms.” The coaching question for this visit is: What needs

to happen be-fore that? Class-room-level data needs to be pulled together. The team leaders want a protocol for the dis-cussion and exam-ples of appropriate expectations. The principal should launch the process at a faculty meet-ing so all teachers understand the challenge. All those new steps are added to the action plan.

Implementation monitoring is often overlooked. A typical action plan says who the task is assigned to but not who will check it. How will school lead-ers check the grade-level discussion? Will team leaders turn in the new expectations?

Tracking progress is the key to success. In this case, make a graph with the current 11 percent in the upper left and the 5 percent target in the bot-tom right and draw a line between them. Along the bottom axis, write the dates of site visits as they happen and during the site visit, mark that week’s percentage. The marks will rarely be on the line, but they should be trending toward the target.

Coaching and inquiry are the keys to principal development. Strong coaching questions for this process include:

▪ What happened when you did ______? ▪ Why do you think that happened? Why did it

work (or not work)?▪ What will you do differently next time?While this process takes some time to set up,

it requires only 15-30 minutes at most to look at progress and review the action plan. That leaves plenty of time for other collaborative work.

*Michael Moore works nationally as a leadership development and talent consultant, specializing in principal supervision and the improvement of leader-ship training programs. He has more than 40 years of experience as a K-12 educator and has served as a teacher, a high school principal, and a superintendent of schools. Michael can be reached at [email protected]. Follow him @IncreaseLeaders. n

Michael Moore

74


School Board Watch

Board’s speech policy doesn’t violate parents’ 1st Amend. rights

Case name: Ison v. Madison Local Sch. Bd., 119 LRP 26925 (S.D. Ohio 07/17/19).

Ruling: The U.S. District Court, Southern District of Ohio held that a school board’s policy did not violate parents’ First Amendment rights. The court denied the parents’ motion for a temporary restraining order prohibiting the board from enforcing that policy.

What it means: During school board meetings, a board can regulate the time, place, and manner of speech so long as the regulation is content-neutral, narrowly tailored to serve a significant governmental interest, and provides alternative channels for communication of the information.

Summary: The U.S. District Court, Southern District of Ohio denied the parents’ request for a temporary restraining order preventing the school board from enforcing its policy, which permits board members to “interrupt, warn, or terminate a participant’s statement when the statement is ... antagonistic.” The parents alleged that the board “silenced [a parent] after he offered com-ments critical” of the board’s decision to permit teachers to be armed during school hours. The board argued that the parents had spoken to the board on this issue at least 35 times prior to the alleged incident, and only interrupted the parent after he allegedly made slanderous statements. When the parent continued to speak, the board asked the school resource officer to remove him from the board meeting. The parents asserted that the board’s policy violated their First Amendment rights because it was overbroad. They request-ed that the court enter a temporary restraining order against the board, barring it from enforcing this policy. The court explained that the govern-ment “may regulate the time, place and manner of speech so long as the regulation is: (1) ‘con-tent-neutral,’ (2) ‘narrowly tailored to serve a significant governmental interest,’ and (3) ‘leaves open ample alternative channels for communica-tion of the information.’” It noted that the board’s policy prohibts “does not prohibit all speech, but only that speech which interferes with the board conducting its meetings in a productive and ef-

ficient manner.” The court held that the parents were not likely to succeed on the merits of their overbreadth challenge, and denied the parents’ motion for a restraining order. n

Absolute immunity bars high school referee’s suit against prosecutors

Case name: Ortiz v. Montgomery County, Tex., 119 LRP 30813 (5th Cir. 08/13/19, unpublished).

Ruling: In an unpublished decision, the 5th U.S. Circuit Court of Appeals affirmed the U.S. District Court, Southern District of Texas’s decision dismissing a high school referee’s lawsuit against the prosecutors who previously charged him with improper sexual contact with a student. The court determined that his claim was barred by absolute immunity.

What it means: People charged with crimes cannot sue the prosecutor for her decision to charge them with a crime because absolute immunity applies when a prosecutor prepares to initiate a judicial proceeding or appears in court to present evidence in support of a search warrant application. Editor’s note: Per court order, this decision has not been released for publication in official or permanent law reports.

Summary: The state law that the referee was charged with violating makes it a crime “for an employee” of a school to commit certain sexual acts with a student who is enrolled in the “school at which the employee works.” On the same day that the state appellate court announced a new interpretation of that law, the prosecutors dismissed the charges against him. The referee sued the prosecutors under 42 USC 1983 for allegedly maliciously prosecuting him in violation of the First, Fourth, and 14th Amendments. He alleged that because district referees are independent contractors, not “employees” as required by state law, he should have never been arrested in the first place. The U.S. District Court, Southern District of Texas dismissed his suit, finding that the prosecutors acted reasonably in prosecuting the referee and ultimately deciding to dismiss the charges. However, the 5th U.S. Circuit Court of Appeals held that it did not need to reach the merits of the referee’s claims because they were all barred by absolute immunity. The court affirmed the District Court’s dismissal of the referee’s suit. n

75


Tips From The Trenches

Budget tip: Explain complicated funding streams

Here’s a savvy way to visually demonstrate the organization’s complicated funding: Make a big chart on a roll of brown paper about 15 feet long to show the board the sources of your funding.

Also organize the organization’s grant sources into federal, state, and local origins. Then, assign each grant a number to match the budget that board members are reviewing.

You are providing a generalized picture, but it does help the board appreciate the complicated bookkeeping efforts needed to allocate and ac-count for every penny. n

Micromanagement reminder not enough

When a board decides to intrude into the super-intendent’s day-to-day management responsibil-ities, most administrators offer a polite reminder that the board governs and doesn’t manage.

A reminder isn’t always enough, and you may have to take it a step farther. Back up your re-minder with an offer of “administrative interven-tion.” If a board member is receiving pressure from someone on the outside to “do something” and then telling you how to resolve the issue, then simply explain how you will handle the issue.

This may be contacting someone directly about her issue or providing a follow-up to the board at our next meeting.

The point: If you expect the board to provide gov-ernance, don’t expect them to provide management on issues. By offering administrative intervention, issues get resolved quickly and efficiently. n

Budget approval with a fiscal conservative

A fiscal conservative on the board can make budget approval for staff salaries and benefits a dicey proposition.

During budget talks with the board, ask your personnel administrator to connect staff skills and performance to the organization’s success.

The HR director begins by discussing the hiring process and the skills they look for in new em-ployees. The director also shares with the board the staff training and orientation processes, the organization’s detailed job descriptions, and its performance appraisal process.

Do this so the board understands that your highly trained staff is a large part of your success and is not easily replaced. n

Checklist for board consensusIt’s too easy to mistake partial board support

for full agreement, especially during contentious decision-making. Some board members may not entirely agree with a decision but will vote with the majority to prevent holding up the meeting. Ask board members which statement applies to them:

• I can say “yes” on this issue without hesitation.• I guess the decision is acceptable.• I can deal with the decision, but I’m not that

enthusiastic about it.• I do not fully agree, but I won’t choose to

block the decision.• I do not agree and want to explore other options.If board members agree to one of the first three

statements, the team has reached consensus. Oth-erwise more discussion may be needed. n

Angry member of the public may need to ‘cool off’

Even with a policy in place about addressing the board at its meetings they can still be disrupted by angry members of the public.

One way to prevent this from happening is to give stakeholders a “cooling-off” period before they unload on the board. Here’s how that can work:

Ask members of the public who want to speak to identify themselves and their issue. But don’t let them launch into attack mode then and there. Tell stakeholders they can express their views during the public’s portion of the meeting.

The thought of having to introduce themselves and their issue at the start of the meeting can have a so-bering effect. People realize where they are and want to express themselves well, so they calm down. n

76


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help maximize conducting a highly effective board meeting. First, we have all board members serve as the board chairperson for two years, after first serving as the vice chairperson. This helps with consistency and continuity to continually grow each board mem-ber as a part of the team. Second, we have the board chairperson sit next to the superintendent so we can help one another. Even though this is a meeting for the school board conducted in public, I’m there as the superintendent to help support the board chairperson before, during, and after the meeting. Finally, we have clear expectations for our leadership team, as well as our staff and students who may be presenting for the school board or attending the meeting. Throughout the meeting, and before any public comments, our school board, superintendent, staff, and students have all modeled the appropriate standards and be-haviors for our parents, the public, and the media.

The Freeman School Board does an excellent job of managing public input, managing their time, and accommodating the media during their school board meeting. We all believe public access and input is vital to our communication, collaborative partnerships, transparency, and accountability with and to our stakeholders. Public comments take place on our agenda after the consent agenda, student reports and presentations, and Leadership

Team and Superintendent reports. This allows for the public and the media to hear and learn about what is happening across the school district through the voices of our students and staff.

If someone makes a public comment, the school board and superintendent listen with no judgement. Although no action is taken and often there is no specific response to public comments, there is always an opportunity to thank the student, staff member, parent, or community member for taking the time to attend the meeting and share their thoughts with us.

The media is there to do their job, and we can help them do it better by providing them with accurate and timely information. In working with the media, a story will be told one way or another. The question is: Is it better for us to tell our story or let someone else tell our story? We believe it is better for us to tell our sto-ry. We take a positive and proactive approach, work-ing collaboratively with the media to tell our story.

Conducting a highly effective school board meeting requires a team effort. Following the what, the why, and the how will help keep your team focused on the important aspects which need to be discussed and decided on to serve your students and community.

*Dr. Randy L. Russell is the Superintendent of the Freeman School District in Rockford, WA and is the President of RLR Leadership Consulting. He can be reached at [email protected]. Follow him @RandyLRussell24. n

Continued from page 2

77

12/31/19 CORVALLIS SCHOOL DISTRICT Page: 1 of 213:00:16 Claim Approval List Report ID: AP100 For the Accounting Period: 1/20

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————Claim Warrant Vendor #/Name Amount------ ------- --------------------------------------- ---------- Acct/Source/Line # Invoice #/Inv Date/Description Line Amount PO # Fund Org Prog-Func Obj Proj————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

58720 104693 BITTERROOT VALLEY MOBILE 190.00 1 122719 12/27/19 RANDOM DRIVER DRUB/ALCHOL TEST 190.00 210 731 100-2700 350

58721 1819 CENTURY LINK 573.36 1 12/19 230B 12/07/19 DISTRICT PHONES 87.62 472 201 557 160-1450 531 JOHNSON TI 2 12/19 652B 12/07/19 DISTRICT PHONES 88.40 472 201 963 160-1450 531 JOHNSON TI 3 12/19 652B 12/07/19 DISTRICT PHONES 88.40 472 201 558 160-1450 531 JOHNSON TI 4 12/19 330B 12/07/19 DISTRICT PHONES 90.10 472 201 964 160-1450 531 JOHNSON TI 5 12/19 779B 12/07/19 DISTRICT PHONES 218.84 472 201 731 160-1450 531 JOHNSON TI

58722 103033 CENTURY LINK 156.31 1 1482012488 12/07/19 LONG DISTRANCE PHONES 156.31 481 201 731 160-1450 531 JOHNSON TI

58729 102060 EMPLOYEE BENEFIT MANAGEMENT 1,730.87 7 0001820090 12/02/19 INS-OPENSHAW RETIREE 507.03 289 100-1000 260 9 0001820090 12/02/19 INS-EDEN RETIREE 507.03 289 100-1000 260 10 0001820090 12/02/19 INS-MAXEY RETIREE 716.81 289 100-1000 260

58723 102722 KALEVA LAW OFFICE 150.00 1 2766 11/18/19 CONTRACTED SERVICES 150.00 201 964 280-2100 350

58724 101977 NORTHWESTERN ENERGY 17,413.61 1 04086682 12/30/19 DECEMBER UTILITIES 6,783.58 201 731 100-2600 411 2 04086682 12/30/19 DECEMBER UTILITIES 10,630.03 201 731 100-2600 412

58728 101977 NORTHWESTERN ENERGY 221.53 1 1967934-9 12/06/19 electrical services-bus are 221.53 210 731 100-2700 412

58725 105010 PIERCE LEASING 107,400.00 1 103 12/19/19 LEASE FOR PS MODULAR 10,000.00 220 731 100-2600 610 2 103 12/19/19 LEASE FOR PS MODULAR 97,400.00 229 731 100-2300 590

58727 1830 VALLEY BANK OF KALISPELL 10,103.61 1 CC 0975 12/20/19 STAFF EOY PARTY 61.60 201 731 160-1450 810 2 CC 0975 12/10/19 COMPUTERMONITOR 127.49 201 964 150-2400 610 3 CC 1049 12/15/19 STAFF EOY PARTY 250.00 201 964 150-2400 610 4 CC 1049 12/17/19 HS SHOP SUPPLIES 4,411.45 215 731 451-1000 660 280 5 CC 1866 12/19/19 HOBY DUE 225.00 201 964 150-1000 582 6 CC 2104 12/12/19 CREDIT-RETURN OF ITEMS -15.96 201 557 120-1000 610 7 CC 2104 12/10/19 PS SUPPLIES 142.99 201 557 120-1000 682 8 CC 2104 11/14/19 MS QUIZLET 35.99 201 558 130-1000 535

87


————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————Claim Warrant Vendor #/Name Amount------ ------- --------------------------------------- ---------- Acct/Source/Line # Invoice #/Inv Date/Description Line Amount PO # Fund Org Prog-Func Obj Proj———————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————— 9 CC 2104 12/13/19 SUPERINTENDENT EXPENSES 74.25 479A 201 731 100-2300 582 JOHNSON 10 CC 2104 12/17/19 MS SUPPLIES 69.99 201 558 130-1000 640 11 CC 2104 12/17/19 MS SUPPLIES 63.02 201 558 130-1000 610 12 CC 2104 12/17/19 MS STAFF COFFEE 78.62 201 558 130-1000 610 13 CC 2104 12/17/19 MS STAFF COFFEE 78.63 201 963 130-1000 610 14 CC 3524 12/13/19 TRANSPORTATION SUPPLIES 1,141.86 211 731 100-2700 660 15 CC 3524 12/26/19 TRANSPORTATION SUPPLIES 125.96 210 731 100-2700 440 16 CC 3524 12/26/19 TRANSPORTATION SUPPLIES 143.98 210 731 100-2700 440 17 CC 3524 12/26/19 TRANSPORTATION SUPPLIES 105.97 210 731 100-2700 440 18 CC 3524 12/26/19 TRANSPORTATION SUPPLIES 61.00 210 731 100-2700 610 19 CC 3607 12/11/19 MAINTENANCE SUPPLIES 24.63 201 731 100-2600 610 20 CC 3607 12/11/19 MAINTENANCE SUPPLIES 92.48 201 731 100-2600 610 21 CC 4035 12/03/19 MS SUPPLIES 250.00 201 558 130-2220 440 22 CC 4035 12/03/19 MS SUPPLIES 7.40 201 963 130-2220 660 23 CC 4175 12/17/19 NWEA MAPS REGISTRATION 100.00 201 731 100-2100 582 24 CC 6635 12/12/19 SPED SUPPLIES 201.50 215 731 335-1000 610 260 25 CC 6635 12/12/19 SPED SUPPLIES 18.80 215 731 335-1000 610 260 26 CC 6635 12/01/19 MCEC CONFERNECE 2/20 900.00 215 731 456-1000 582 52 27 CC 6635 12/01/19 SPED SUPPLIES 239.42 215 558 456-1000 610 52 28 CC 6635 12/01/19 PROED-SPED SUPLLIES 999.90 215 558 456-1000 610 52 29 CC 3607 12/11/19 MAINTENANCE SUPPLIES 87.64 201 731 100-2600 610

58726 101474 VERIZON WIRELESS 721.97 1 9844812541 12/14/19 DISTRICT CELL PHONES 698.26 485 201 731 160-1450 531 JOHNSON TI 2 9844812541 12/14/19 TRANSPORTATION CELL PHONE -30.60 490 210 731 280-2700 531 EDWARDS MI 3 9844812541 12/14/19 ADULT ED CELL PHONE 54.31 480A 217 610-2200 531 JOHNSON

# of Claims 10 Total: 138,661.26

138,661.26

88



58763 104552 ACADIA MONTANA 7,546.38 1 3389577 12/10/19 PS MEDICAID SERVICES 676.58 44247 215 557 335-1000 350 261 JOHNSON 2 3401154 12/09/19 PS MEDICAID SERVICES 2,185.88 44247 215 557 335-1000 350 261 JOHNSON 3 3411896 12/23/19 PS MEDICAID SERVICES 1,231.70 44247 215 557 335-1000 350 261 JOHNSON 4 668008 12/30/19 PS MEDICAID SERVICES 1,752.14 44247 215 557 335-1000 350 261 JOHNSON 5 3445528 01/06/20 MEDICAID SERVICES PROVIDE 78.07 44340 215 963 335-1000 350 261 6 3445528 01/06/20 MEDICAID SERVICES PROVIDE 78.06 44340 215 558 335-1000 350 261 7 3389576 12/09/19 MEDICAID SERVICES PROVIDE 277.56 44340 215 963 335-1000 350 261 8 3389576 12/09/19 MEDICAID SERVICES PROVIDE 277.56 44340 215 558 335-1000 350 261 9 3401153 12/16/19 MEDICAID SERVICES PROVIDE 216.85 44340 215 963 335-1000 350 261 10 3401153 12/16/19 MEDICAID SERVICES PROVIDE 216.85 44340 215 558 335-1000 350 261 11 3411897 12/23/19 MEDICAID SERVICES PROVIDE 156.13 44340 215 963 335-1000 350 261 12 3411897 12/23/19 MEDICAID SERVICES PROVIDE 156.13 44340 215 558 335-1000 350 261 13 668107 12/23/19 MEDICAID SERVICES PROVIDE 121.43 44340 215 963 335-1000 350 261 14 668107 12/23/19 MEDICAID SERVICES PROVIDE 121.44 44340 215 558 335-1000 350 261

58730 102934 ASCD 89.00 1 1549346 01/03/20 DURGIN ANNUAL MEMBERSHIP 44.50 201 558 130-2400 810 2 1549346 01/03/20 DURGIN ANNUAL MEMBERSHIP 44.50 201 963 130-2400 810

58706 104992 AUCH, JESSICA 90.99 1 121019 12/10/19 GRF reimbursement classroom su 90.99 215 731 100-1000 610 241

58704 102604 B & D TRANSPORTATION 4,045.45 1 121619 12/16/19 ANNUAL BUS CONTRACT 4,045.45 470 210 731 100-2700 513 JOHNSON TI

58732 102943 BLICK ART MATERIALS 521.40 1 2639123 12/10/19 PS SUPPLIES 513.94 55382 201 557 120-1000 610 KORST, E 2 2692647 12/16/19 PS SUPPLIES 7.46 55382 201 557 120-1000 610 KORST, E

58705 104998 BULK BOOKSTORE 276.00 1 42666 12/02/19 ODYSSEY 276.00 55845 201 964 150-1000 640 PARSON-SIL

58707 104954 CDI TECHNOLOGIES 3,300.00 1 779261 11/28/19 LED monitor 3,300.00 55150 201 558 160-1450 682 FLEMMER DE

89



58733 284 CHAPTER ONE BOOK STORE INC 114.32 1 537389 12/13/19 PS LIBRARY BOOKS 114.32 55373 201 557 120-2220 640 RUPIPER

58764 284 CHAPTER ONE BOOK STORE INC 78.30 1 537387 12/10/19 MS Books 39.15 55986 201 963 130-2220 640 MORTIMER V 2 537387 12/10/19 MS Books 39.15 55986 201 558 130-2220 640 MORTIMER V

58765 43 CHRISTENSEN, ALICE 9.75 1 12132019 12/13/19 BUS DRIVER MEALS 9.75 201 731 100-2700 582

58766 104878 CLAYTON, LEAH 19.54 1 12132019 12/13/19 BUS DRIVER MEALS 19.54 201 731 100-2700 582

58734 363 CORVALLIS AUTO PARTS 245.76 1 104379 12/18/19 TRANSPORTATION SUPPLIES 245.76 210 731 100-2700 624

58761 367 CORVALLIS FACULTY GROUP 1,600.00 19/20school year - paid 12 months (3 mo. in June) Monthly payment for employee benefits with FTE of 5 x $320.00 = $1600.00 Payment sheet with employees names - attached to claim June /Jly/ Aug changded St. George's accounting - vb 1 TEACHERS 01/14/20 BENEFITS FTE = 6.0 HS 1,280.00 201 964 100-1000 260 18 ROBINSON, BENEFITS FTE = 1.0 PS 320.00 201 557 100-1000 260

58738 446 DEMCO, INC. 219.02 1 6741979 12/19/19 PS LIBRARY SUPPLIES 219.02 55396 201 557 120-2220 610 RUPIPER

58737 470 DON'S HOME CENTER & BUILDING 29.09 1 257663 12/11/19 TRANSPORTATION SUPPLIES 29.72 210 731 100-2700 610 2 257687 12/11/19 CREDIT MEMO -0.63 210 731 100-2700 610

58735 101209 DURGIN RICH 29.95 1 5100048356 12/01/19 REIMBURSEMENT-SOLUTION TRE 14.98 201 558 130-1000 582 2 5100048356 12/01/19 REIMBURSEMENT-SOLUTION TRE 14.97 201 963 130-1000 582

58708 102060 EMPLOYEE BENEFIT MANAGEMENT 426.00 1 IN00013321 11/30/19 ANNUAL ACA MGMT PAYROLL F 426.00 44086 201 731 100-2500 350

90



58767 104745 ENERGY PARTNERS LLC 885.00 1 705009 12/31/19 PUMP NOZZLE 885.00 210 731 100-2700 624

58736 565 EVANS ACE HARDWARE INC 23.80 1 1963159 12/30/19 KEYS 23.80 210 731 100-2700 610

58739 565 EVANS ACE HARDWARE INC 219.19 1 1949827 12/10/19 TRANSPORTAION SUPPLIES 219.19 210 731 100-2700 610

58768 104895 HICKS, BARRY 9.99 1 121919 12/19/19 BUS DRIVER MEALS 9.99 201 731 100-2700 582

58740 104703 I STATE TRUCK CENTER 2,353.23 1 R253043814 12/12/19 TRANSPORTATION REPAIRS 2,353.23 210 731 100-2700 440

58709 102307 JW PEPPER & SON INC. 183.00 1 215602192 11/18/19 HS BAND MUSIC 183.00 54926 201 964 150-1000 640 PRINCE WIL

58710 102307 JW PEPPER & SON INC. 115.19 1 221557429 12/16/19 HS MUSIC 94.39 54934 201 964 150-1000 640 RENEAU RUT 2 222291166 12/16/19 HS MUSIC 20.80 54934 201 964 150-1000 640 RENEAU RUT

58769 104642 KELLEY IMAGING SYSTEMS 2,567.47 1 612104 12/11/19 DISTRICT COPY EXPENSES 1,587.37 474A 201 731 100-1000 600 HENSON LYN 2 9491/7 12/23/19 DISTRICT COPY EXPENSES 980.10 474A 201 731 100-1000 600 HENSON LYN

58770 273 KWATAQNUK RESORT 653.60 1 RKTNOBA7D 12/23/19 WRESTLING ROOMS 653.60 201 964 721-3500 582

58741 1008 MARCUS DALY MEMORIAL HOSPITAL 4,375.00 1 12186 11/30/19 CONTRACTED OT/PT SERVICES 4,375.00 201 731 280-2100 350

58771 104328 MCHUGH, CHRISTINA 23.65 1 121219 12/12/19 BUS DRIVER MEAL 23.65 201 731 100-2700 582

58742 1118 MISSOULIAN/RAVALLI REPUBLIC (ADV. 259.10 1 20587521 12/11/19 MISSOULIAN AD-MOBILEHOME 259.10 201 731 100-2500 540

91



58743 104345 MONTANA MEDICAL BILLING 477.65 1 4980 12/04/19 CONTRACTED SERVICES 477.65 201 731 280-2100 350

58712 104977 MONTANA PHONE 165.00 1 1435 12/11/19 Fix Fax Line 165.00 201 558 160-1450 531

58759 104977 MONTANA PHONE 8,950.00 1 MTPQ1919 12/04/19 INSTALL NEW PHONE SYSTEM-REC 8,950.00 261 731 350-2601 801

58744 1177 MORGENROTH MUSIC CENTER 25.61 1 850193 11/29/19 MS BAND SUPPLIES 12.81 54931 201 963 130-1000 610 PRINCE WIL 2 850193 11/29/19 MS BAND SUPPLIES 12.80 54931 201 558 130-1000 610 PRINCE WIL

58713 104235 MORTIMER, VICTOR 68.47 1 111819 11/18/19 GRF reimbursement, The Outsidr 68.47 215 731 100-1000 610 241

58714 1183 MTSBA 350.00 1 3190 11/30/19 Legal Services Nov 350.00 201 731 100-2300 350

58772 105010 PIERCE LEASING 101,100.00 1 103 12/19/19 PS MODULAR 10,000.00 220 731 100-2600 610 2 103 12/19/19 PS MODULAR 91,100.00 229 731 100-2300 590

58773 104634 PRIETO, ABEL 29.00 1 121419 12/14/19 BUS DRIVER MEALS 29.00 201 731 100-2700 582

58745 100865 RAVALLI COUNTY SHERIFF'S OFFICE 385.90 1 121219 12/12/19 HS SECURITY SERVICES 385.90 201 964 711-3400 350

58715 496 RED LION HOTEL 865.30 1 12919 12/09/19 Rooms for speech meet 865.30 201 964 711-3400 582

58746 104459 ROCKY MOUNTAIN PRINT SOLUTIONS 201.15 1 191206-039 12/12/19 TAX FORM FOR 2019 201.15 201 731 100-2500 610

58747 1565 SCH SPECIALTY SUPPLY 101.42 1 124389273 12/17/19 PS OFFICE SUPPLIES 101.42 55391 201 557 120-1000 610 HOLLAND, T

58748 1565 SCH SPECIALTY SUPPLY 139.54 1 124392983 12/18/19 MS OFFICE SUPPLIES 69.77 201 963 130-1000 610 2 124392983 12/18/19 MS OFFICE SUPPLIES 69.77 201 558 130-1000 610

92



58749 103408 SCHLIMGEN, KRISTY 26.52 1 AMAZON 12/11/19 CLASS SUPPLIES 26.52 201 558 130-1000 610

58774 103408 SCHLIMGEN, KRISTY 27.33 1 WALMART 12/10/19 MS SCIENCE SUPPLIES 27.33 55980 201 558 130-1000 610 SCHLIMGEN

58776 104739 SPECTRUM BUSINESS 1,050.66 1 9899601012 01/01/20 INTERNET/PHONE LINES 210.13 475 201 557 160-1450 531 JOHNSON TI 2 9899601012 01/01/20 INTERNET/PHONE LINES 210.13 475 201 963 160-1450 531 JOHNSON TI 3 9899601012 01/01/20 INTERNET/PHONE LINES 210.13 475 201 558 160-1450 531 JOHNSON TI 4 9899601012 01/01/20 INTERNET/PHONE LINES 210.13 475 201 964 160-1450 531 JOHNSON TI 5 9899601012 01/01/20 INTERNET/PHONE LINES 210.14 475 201 731 160-1450 531 JOHNSON TI

58762 1649 STANDARD INSURANCE COMPANY 2,636.00 2019/2020 School Year 177

EMPLOYEES - WITH INCREASE IN SALARIES/WAGES affects amount paid ESTIMATE AVG OF $14 PER MO 2 6079920001 01/14/20 SUPT & 2 ADMIN SECRETARY 15.60 201 731 100-2300 270 3 6079920001 2 BUSINESS OFFICE 28.00 201 731 100-2500 270 4 6079920001 1 CURRICULM & TECH DIRECTOR 14.00 201 731 100-2100 270 5 6079920001 14 MAINTENANCE/CUSTODIAN/MGR 175.54 201 731 100-2600 270 6 6079920001 1 BUS DRIVER &/ MANAGER 28.07 210 731 100-2700 270 7 6079920001 7 FOOD SERVICE / MANAGER 112.00 212 910-3100 270 8 6079920001 ALL OTHER CERTIFIED STAFF 1,382.53 201 731 100-1000 270 9 6079920001 QB COUNSELOR - 1 K PARA 28.00 201 557 120-2100 270 10 0607992000 1 QB LIBRARY 14.00 201 557 120-2220 270 11 6079920001 3 QB OFFICE 42.00 201 557 120-2400 270 12 6079920001 2 MS COUNSELOR 42.00 201 963 130-2100 270 13 6079920001 1 MS LIBRARY 14.00 201 731 100-1000 270 14 6079920001 4 MS OFFICE 56.00 201 558 130-2400 270 15 6079920001 2 HS COUNSELOR/DEAN 28.00 201 964 150-2100 270 16 6079920001 1 HS LIBRARY 14.00 201 964 150-2220 270 17 6079920001 4 HS OFFICE 56.00 201 964 150-2400 270 19 6079920001 4 TECH 56.00 201 731 160-1450 270 20 6079920001 14 GF REG SPED 156.43 201 731 280-1000 270 22 6079920001 1 SPED DIRECTOR 14.00 201 731 280-2400 270 23 6079920001 6 IDEA STAFF - PD FROM GF SPED 93.83 201 731 280-1000 270 25 6079920001 5 TITLE STAFF 70.00 201 731 100-1000 270 26 6079920001 2 PRESCHOOL 28.00 201 557 280-1660 270

93


————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————Claim Warrant Vendor #/Name Amount------ ------- --------------------------------------- ---------- Acct/Source/Line # Invoice #/Inv Date/Description Line Amount PO # Fund Org Prog-Func Obj Proj———————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————— 27 6079920001 QB SPEECH 14.00 201 557 280-2100 270 29 6079920001 HS SPEECH 14.00 201 964 280-2100 270 35 6079920001 HS FFA 14.00 201 964 391-1000 270 36 6079920001 HS WELDING-NELSON 14.00 201 964 395-1000 270 37 6079920001 HS BUSINESS 14.00 201 964 396-1000 270 38 6079920001 HS WOODS-MIDDLETON 14.00 201 964 397-1000 270 39 6079920001 1 GT TEACHER 14.00 201 557 360-1000 270 40 6079920001 1 PSYCH 14.00 201 731 100-2140 270 42 6079920001 1 21ST CENTURY 14.00 201 731 100-1000 270 43 6079920001 NURSE 14.00 201 731 100-2134 270 46 6079920001 2 TITLE II 14.00 201 731 280-1000 270 47 6079920001 MEDICAID 14.00 201 731 100-1000 270

58750 1690 SUPER 1 FOODS / HAMILTON 33.45 1 1250 12/8 12/08/19 SPED SUPPLIES 33.45 55624 215 731 280-1660 610 235 CARRASCO D

58751 1690 SUPER 1 FOODS / HAMILTON 17.90 1 1250 12/3 12/03/19 PRESCHOOL SUPPLIES 17.90 55623 215 557 280-1660 610 235 CARRASCO D

58752 1690 SUPER 1 FOODS / HAMILTON 42.71 1 1250 12/14 12/14/19 PS SUPPLIES 42.71 215 557 100-1000 610 281

58753 101576 SUPER 1 FOODS / STEVENSVILLE 68.59 1 45 12/1/19 12/01/19 FOOD SERVICE SUPPLIES 68.59 54032 201 964 391-1000 610 ANDERS

58775 101576 SUPER 1 FOODS / STEVENSVILLE 35.81 1 45 12/12/11 CLASS SUPPLIES 35.81 201 964 391-1000 610

58716 102372 SWEET PEA SEWER AND SEPTIC 180.00 1 77156 12/02/19 Porta Pottties 180.00 201 964 721-3500 350

58777 104503 THE MAILMAN 880.00 1 5198 01/03/20 ADULT ED CLASS ADVERTISING 880.00 217 610-1000 535

58754 102189 THE MERC FRESH MARKET, INC. 81.29 1 337619 12/03/19 SPED SUPPLIES 31.61 55625 215 731 280-1660 610 235 CARRASCO D 2 338760 12/04/19 SPED SUPPLIES 20.48 55625 215 731 280-1660 610 235 CARRASCO D 3 345168 12/11/19 SPED SUPPLIES 26.21 55625 215 731 280-1660 610 235 CARRASCO D 4 343380 12/09/19 SPED SUPPLIES 2.99 55625 215 731 280-1660 610 235 CARRASCO D

94



58778 104972 TODD WATKINS CONSULTING LLC 770.00 1 CS010620 01/06/20 CONTRACTED SERVICES 770.00 55173 201 731 100-2300 350 JOHNSON

58755 102423 UNITED PARCEL SERVICE 11.12 5 YV4171509 12/14/19 DISTRICT SHIPPING EXPENSE 11.12 478 201 731 100-1000 532 JOHNSON TI

58717 1805 UNIVERSAL ATHLETIC SERVICE 300.00 1 802-003954 12/02/19 HS VB Uniforms 300.00 201 964 721-3500 660

58756 1802 VERITIV OPERATION COMPANY 466.35 1 71376110 12/05/19 FOOD SERVICE SUPPLIES 466.35 212 731 910-3100 570

58718 1870 WEBER TRANSPORTATION, INC. 18,406.10 1 121619 12/16/19 ANNUAL BUS CONTRACT 18,406.10 483 210 731 100-2700 513 JOHNSON TI

58779 104099 WEX BANK 1,480.85 1 63109346 12/31/19 TRANSPORTATION FUEL EXPENSE 1,315.50 210 731 100-2700 624 2 63109346 12/31/19 MAINTENANCE FUEL EXPENSE 82.04 201 731 100-2600 624 3 63109346 12/31/19 FOOD SERVICE FUEL EXPENSE 83.31 212 731 910-3100 570

58719 845 WIPFLI LLP 19,625.00 1 1510525 11/25/19 2018-19 ANNUAL AUDIT 19,625.00 44339 201 731 100-2500 330

58758 101502 WORLD BOOK, INC. 313.95 1 1605284 12/19/19 ON LINE SCHOOL EDITION 313.95 55388 201 557 120-2220 682 RUPIPER

# of Claims 62 Total: 189,621.84

189,621.84

95

CLAIM APPROVAL LIST JANUARY 2020

$31,261.26 CHECKS PRINTED 1/2/20

$189,621.84 CHECKS PRINTED 1/15/20

CHECKS PRINTED

CHECKS PRINTED

$220,883.10 TOTAL CLAIMS

96

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