001I will meet you It's with underwear. What are our first budget committee meeting of >> for next year 2026 with 206 2027 >> and uh we'll do rise for a flag. Pledge allegiance >> to the flag of the United States of America to the republic with liberty and justice for all. These meetings haven't been very much fun lately. So we're going to do something a little different. We're going to go around the room. We're going to tell self introduce say where you're from and some tidbit about you that may or may not be should have been in the new self. I'm Troy Russell. I was uh I'm a local boy uh born in Myrtle Point raised across from Riverton. Went to Riverton school and graduated from Kil before I ran from the area and came
002back years later. Just for a useless trivia about me, uh, in 1983 at the Kous County Fair, I threw a cow trip 254 feet, nine inches, which was the world record for three three weeks. It got broken. It never got published anywhere, but the world. >> Cory Gan, also a Cous County girl. Um, moved back to Bandon in 1987. Little known fact, oh, I some of you may know this. I worked as a clown for three years in Texas. Did not mean to be there for three years, but there I was. >> Didn't you then meet on school? >> Well, it was not clown school. We learned clowning there, but it was technically the Delarte School of Mass comedy. >> So, if you want to tell a joke and you need a little help, that's
003my >> Brian Cassidy. uh grew up in the south, then moved out west teenage years, came up to Oregon, early adult. Uh I've been skydiving. >> Wow. >> In Hawaii. So that was that. >> Cool. >> Uh wet Peters. Um born in Bandon and I'm a cranberry farmer. So that's about it. No useless trivia about yourself. >> No, farming. That's That's all I got. >> Which computers are you related to? >> Uh Roy was my grandpa. >> Russ was my dad. >> So, yeah, Mark and Mick are cousins. >> Okay. I got a lot more cousins. >> Uh I'm Jeff Croissant. Um I was born in St. Louis and went to high school in New Jersey. ended up uh in Oregon in ' 03, lived in Eugene for about 18 years before we moved out
004here four and a half years ago. Um little tidbit, I went to middle school with uh Tyrie and Lannister. >> All Game of Thrones fans. >> Oh, >> and with Peter Dinglage. >> Oh, cool. >> That's cool. >> Uh Damon Wither, fifth generation Oregonian. Grew up in the Salem area, Woodburn. Uh raised a family in Reno, Nevada. moved here in 2021 to retire. Got bored and opened some restaurants and now I'm not bored. So like to get back to walking the beach here later in my life and settling down a little bit. I love this community. I love what's I love the school district. One of the reasons I moved here was I have younger children, small town. I grew up uh you know I have older kids and I grew up in the subdivision
005where everybody comes home and you know it's couldn't be better and this this town is perfect for me. I love building here and want to be involved more in what's going on. A lot of a lot of good people, a lot of good hearts trying to do the right thing here. So be a part of this. >> Uh I'm Shauna. I was born in La Hoya, California, and then moved to Idaho, then Washington, and now in Oregon. So I'm a Pacific Northwest girl for sure. I um I guess something unusual about me is when I was younger and lived in California, I got to dance with Heather Aor, if you remember her from the Poltergeist movie. >> Yeah. So that's my claim to fame. >> Uh Amanda Styons. I was born in Chico, California. Um
006and my family and I moved to Myrtle Point actually when I was in seventh grade. So from seventh grade through high school, that's where we lived and moved away for several years for college, lived in the Portland area for a long time. And then during COVID, um we decided we wanted to kind of get back to our roots and raise our kids um in our happy place, which is, you know, like the beach. So um my parents still live in Myrtle Point, so we kind of came back and um and are closer to them here, which is nice. Um, and I guess probably the craziest thing I've done is I went bungee jumping, which I'll never ever ever do again. And I was four kids. Terrifying. >> I have to talk about myself. >> Inquiring.
007>> I know. My gosh. Okay. So, I am a native Morgabonian. Um, uh, my maid name is Free Tag. You might recognize that one. There's a few of us around. Um, I was my my cousin and I were the first free tits to graduate from Bannon in 1992. Um, I moved away um lived in Southern California for several years and we moved back here as my husband retired and I don't know of anything that I've really done that's >> and he unretired and then well he's retired again. >> Adam, you're up. >> I have to go. Yeah, >> dude. >> Uh, Adam Wer, >> uh, fourth generation local, local. >> Uh, yeah. Joined the Coast Guard, never left Oregon. >> Principles in this family. >> William Mal, born and banded here a couple of years
008ago. and uh Bannon grad football coach, basketball coach. I've done a lot of coaching here in Bannon, some other places. And I uh tax accountant and a commercial fisherman. And Troy reminded me something that was really nice about my dad running the Riftton Perry. >> Oh, cool. >> A few years ago of that one, that's right. Yeah, there was been a minute. That was quite the thing. I'm glad you brought that up. It was quite an adventure for me to watch it. He used to say, "Well, I didn't go very far, but I went back and forth." Yeah, I've been on the budget committee for a while and I just enjoyed everything here. So, thank you very much. >> I'm Jeremy Brown. Uh, born in San Diego, California. Grew up in Kuzbay area since I
009was four. Moved away to Minnesota when I was a teenager and lived in the south for about 15 years. and then moved back here. My claim to fame is I learned some football stuff from coach. >> He's not a bad person though. >> Definitely not. No. I'm Sharon Higgy. I was the food service director here for 33 years and I uh graduated five years ago and um grew up in Las Vegas. Moved from Las Vegas to Langloce when I was 20. >> Wow. never looked back. And at one time my mother and I owned five restaurants. Yeah. >> Two in Bandon, one in Langlo, and two in Portford. And then I got smart and became the food service director for the school district. So, >> and I'm married to somebody who's a third generation and
010we're cranberry growers and we sell to it. >> Amanda Thorp. I go by Mandy. Um, I'm a civil engineer by trade. I'm an native Oregonian. Moved all over Oregon. My husband grew up here, so we just recently moved back in 22. Um, and loved me a good spreadsheet. I don't know if you've dug into this. This is my jam. Amanda does a good job. Amanda Sha do a good job of squeezing the budget. Um, uh, let's see. Oh, maybe an interesting fact is I didn't always want to be a civil engineer. I actually wanted to be a dental hygienist until I figured out where they had to work all of the time. >> Oh, that was a hard one. >> So, okay, we're in 3.0 and we're electing officers and at which point the chair,
011the newly elected chair will take over. So, I'll open the floor to nominations for chairman of budget committee. >> I'd like to nominate Mr. Bill McNeel since he's been on this forever. >> Do you hear me? >> And I'd love you, Bill. >> I have a second. >> And any other nominations? Hearing none. Process is closed. >> All in favor? >> I >> congratulations. >> Oh, wait a minute. Get over the g. Okay. Take back seats. >> Here we are. >> Native vice chair. >> Oh, vice chair. >> Yeah. >> Well, I nominate Sharon. >> I second. >> All those in favor? I >> speak now. Budget message. Are you ready? >> Well, where do we start? >> Amanda's going to read the budget message. >> Okay, we'll try. So, it's page six in your
012budget document. um to follow along with my terrible. >> Um the development of the 2026 27 budget for the Bandon School District has been especially challenging. Like many districts across the state, we have faced tightening revenues, rising costs, and difficult decisions about how to about how best to allocate limited resources while continuing to serve our students at a high level. Throughout this process, our focus has remained clear and consistent, doing what is best for our students. This year's budget process was also deeply informed by stakeholder input. Surveys were distributed at each building and department level and the feedback and data collected were brought forward to preliminary budget meetings and carefully considered in decision-making. In addition, a district-wide community survey was conducted. The responses and data from our community were thoughtfully reviewed and played an important
013role in shaping priorities within this budget. We are grateful for the engagement of our staff, families, and community members whose perspectives helped guide this work. Despite these challenges, we are presenting a balanced budget that reflects thoughtful planning and careful prioritization. The total budget for all funds is $18,922,400, a decrease of $1,335,36 from the prior year. The general fund 100 totals 12,660,453 down 657,788 from 202526. Included in the general fund is an estimated beginning cash balance of 2.4 million. The budget incorporates all preliminary grant allocations received to date. We are utilizing $134,39 of the 2526 contingency to achieve balance, leaving the district with a 202627 contingency of $281,162. Revenue projections are based on a student enrollment assumption of 600 students and a state school fund estimate aligned with the second half of the bienium at 11.36
014billion in the 51 uh% split year. These assumptions are conservative and reflect our commitment to responsible financial planning and uncertain fin in an uncertain funding environment. In addition to general fund revenue from the state school fund, the district will continue to receive targeted support through special revenue resources, including early literacy, high school success, early indicator and intervention systems, and the student investment account. These funds are essential in supporting focused investments in literacy, student engagement, early intervention, and overall academic success. While this year's budget required difficult trade-offs, it also demonstrates the district's resilience and commitment to its mission. Every decision was made with careful consideration of its impact on students, protecting classroom experiences, maintaining core programs, and supporting student success to the greatest extent possible. Looking ahead, we remain hopeful and optimistic about the future of
015the Bandon School District. Our students con continue to demonstrate growth, determination, and potential, and our staff remains deeply committed to their success. With continued community support and thoughtful stewardship of resources, we are confident in our ability to navigate challenges and build a strong, sustainable future for all students we serve. >> Okay. And I'm going to do the presentation first. Okay. So, and that's very true. We um this year, so I have a presentation that I'll kind of go through some slides really quickly. Um but some uh I think the the most community engagement um at least that I'm aware of happened this year. We were about 100 surveys um at every level. Um and then the community survey, which actually Bill has a copy of if you want to, you can kind of pass it
016around. That's um >> this one right here. from this. >> Yeah, this is kind of the summary sheet which I believe Mandy, I sent you a copy of that one, but yeah, there's a couple Okay. I said that meeting. Okay. All right. Um, so thank you all again for being here. I think I've already kind of thanked everybody, but um anyway, yeah, as you guys know, my name's Amanda Simons, business manager school district here for about three years now. Um I have uh two children in the district, uh Kellen who's in seventh grade, um and then uh Julian who's in fifth grade, and then we have Reese who is almost four. So kind of invested in, you know, not only a a professional level in the school district, but um also a deep personal level.
017I want this district to be the best it possibly can, not only for my kids, but you know, for all the other kids in our district and our community as a whole. So, um, moving forward. So, the, uh, the agenda for the presentation, um, we're just going to go over a little bit of, uh, the budget committee overview, kind of what the budget committee does and does not do. um the the budget development process, a little bit of account post structure review, some funding and enrollment updates, and then we'll uh go over the proposed budget and then um have time for some general questions and so this is our why. Um, you know, like I said, we're kind of here to do our best job to, you know, support and empower students, our students to,
018um, be the best they possibly can and achieve their potential. So, that's why we're all here tonight spending our time, you know, here listening to the the budget and the budget message and doing our best to to plan for next year for them. Okay. Okay. So, I know this is kind of small, but um a little bit about what the budget committee does. So, um as a budget committee, you uh review you review the proposed budget. You ensure the budget is balanced and aligns with district goals. You receive input from the community. You approve the budget total by fund and function. And uh you recommend a budget to the school board for final adoption. The budget committee does not set or approve staffing levels and they do not manage specific day-to-day operations. Um, who decide
019staffing levels is the superintendent and administrative team work with the board and proposed staffing based upon enrollment projections, class size targets, uh, the funding that's available and the multi-year projections and then um educational goals and contractual obligations that the district has. So the process just briefly um really it's a it's just full-on continuous process that you know happens throughout the year. Um but we establish the budget calendar. We assess needs and uh review the goals and priorities. We estimate the revenues, assess the expenditures, engage stakeholders, uh develop the proposed budget and then finalize and adopt the budget. Um after that we implement and monitor which is one of the most important steps in my opinion. So the budget is you know a budget we do our best. um it provides our our best collective thinking
020for the future based upon the preliminary projections that we have. So the state school fund is adjusted three times after the budget is actually adopted. So that's something we need to monitor throughout the year. Um when um when things like this happen, when revenue doesn't come in as planned, um then we need to you know change the plan and sometimes swiftly in order to balance it back out. Uh even if also an important one, even if an activity or position is in the current budget plan, the district may still not be able to afford to do it if revenues come in less than expected. So um I won't read this, but this was kind of all in the budget message just how this year was unique. um it was a little bit more challenging than
021other budget years just because of um you know the the revenue um shortfalls that we're facing um you know the increased costs of of goods and services and all of that. So we tried to engage stakeholders as much as possible um and uh and do our our best to balance the budget. Uh these are all in if you want to follow along on this. This is page eight in your budget document. So, I won't read all of this. You can go through and you can read all of that at home, but this basically goes over what all of the funds are. Um, you know, the general fund is our major fund that funds the general operation of the school district. Um, fund 101 is technically in the general fund, but it's just separated out. Um,
022it's our curriculum rotation fund. So, it's funds that were um set aside several years ago for curriculum adoption, which is extremely expensive and generally there aren't funds set aside there to do that when the time comes. And it's um it can be quite challenging to adopt new curriculum um which we have to do. It's a it's a state um not recommendation, it's mandate um that we have to adopt curriculum every seven years. um you can file uh for extensions which um you know has been done in the past with a few different things but but it's something that's nice to have money set aside for. So that's what fund 101 is but technically it is part of the general fund. Um we have our special revenue funds um which is restricted revenue. We have our
023debt service funds which is where we pay um bonds principal and interest payments out of. We have our bond. Um, self-explanatory. And then, um, this year, this is a little bit different. This is actually an auditor recommendation. Um, we split. Last year, we just had fund 400. This year, we're splitting the bond and capital project fund. That way, it's a little bit cleaner. The funds actually have their own fund. So, that way, we don't have to separate it by sub areas and things like that. So, 410 is new to us this year. It's our fat project fund which was in fund 400 last year. So um functions general functions instruction is the 1000 level 2000 supporting services um and so on and read those um and let me know if you have any questions. When
024the budget is adopted it is um it's not adopted at a granular level. it's adopted um at an actual um an instructional level, supportive services level. So at that thousand level. So um so we have the ability to you know if we need to you know spend a little bit more on you know electricity but you know electricity was only budgeted at x amount you know we can move a little bit of that in between um objects as long as we haven't gone over appropriations in that function level if that makes sense. So, okay, the nine objects. Pretty self-explanatory there. Skip through those. Um, and so when you put it all together, it kind of looks like this. I know it's a little difficult to see, but um so in your book, that's kind of
025what you'll that's what that looks like. Uh these this is kind of a little cheat sheet of all of our bugs. And if anyone wants a print out of this presentation, let me know. I think I printed a couple of copies. So, um, but this just kind of explains a little bit about what, um, each fund is and a little bit about what we utilize those funds for. Uh, so we kind of talked about this a little bit. Um, but we're not the only school district that's facing budget shortfalls. It's happening all over the, you know, all over Oregon, all over the United States. Um, but it's kind of the same issues. Um, costs aren't keeping up or revenue isn't keeping up with cost essentially. So, we have inflation, we have increasing salaries, benefits, including
026PERS, which is big one. Um, utilities, transportation, etc. Um, student needs are growing. um special education needs are increasing but the revenue for to meet those needs you know doesn't quite align with that. So that's a challenge. Um you know technology demands keeping up with digital learning needs, facility maintenance. Um we have pretty old buildings so you know it's costly to keep those up. Um and then limited revenue uh state and federal dollars just quite simply fall short of the cost of operating school districts. So, that's a challenge we're facing. And then, um, as Bill and I were talking about earlier, that stagnant or capped property taxes, our local tax revenue isn't keeping up with the increasing costs. Um, and then with most school districts, including us, um, declining enrollment is an issue since enrollment
027is directly tied to our revenue. >> So, bottom line, costs are outpacing revenue. >> Um, okay. So funding updates at a federal level. There's continued uncertainty around federal education funding. Uh OD was the Oregon Department of Education is advising school districts to use the preliminary federal allocations cautiously due to nationwide to do potential nationwide um data adjustments and ongoing uncertainty at the federal level. um title one and IA uh allocations uh some grants that we received major grants um they're relatively flat or reduced. So it's certainly even if they remain relatively flat, it's certainly not going to be enough to keep up with the increasing costs. Uh at a state level, our um state school fund is essentially flat uh relative to rising operational costs. PERS um PERS alone take up you know a fair
028majority of that state school fund increase that we see every year and um state school fund and many state grants are dependent upon enrollment so we need to track our enrollment carefully track what's coming in and going out there so um guidance from the Oregon Department of Education that we have received thus far is basically just telling us to budget conservatively and try to avoid relying on the prelim preliminary um allocations that we've received at a federal level. So, uh students, so getting into enrollment here, we are clearly in declining enrollment. um back, you know, in 2015 16 um we were 750 and currently we're sitting at around 590. >> So um in our in our projection of kindergarteners it we thought would be 50 is about it's going to be about 43 if that
029and then the next year is 30ome. Mhm. Yeah. I have a slide that'll be there'll be only one classroom second year. >> Yeah. So, um so yeah, just from you know 2015 16 through 26 you're looking at approximately a 22% decrease in enrollment. Uh this is really interesting. So this is kind of new to me. Um it's fun to see this and it's actually fairly accurate. So averaging this 12 years of data and this is um these are live births in our zip code at 97411. So each year so for instance uh 2027 um the children who would be enrolled here this is next year. So 26 27 this would be our next year um is uh so those those babies would have been born in 2022 for instance. So this is our um the
030estimated uh the live births is that orange line and then the kindergarten enrollment in past years is the blue line. Um so if you average all of those out we were averaging I think it was like 94%. So this is somewhat accurate. This is a good, you know, thing to look at the live birth rate 5 years prior to determine what your kindergarten class might look like coming into that next year and then the the years thereafter. So, it's interesting. We saw that we're going to see a little jump, we think, um probably not as high as we thought, um but we're going to see a little jump in kindergarteners next year and then the following year. This is something we really need to plan for because we're going to see according to if if
031you know this holds true, we're gonna see um quite a dip in kindergarteners for the uh 208 year. >> How would you describe year 2019? Was that maybe transfers coming in? Other kindergarters coming in from >> Yeah. I don't know. Oh yeah, >> I would say 22 is I don't know before that, but we get we got I think and the same with this year. We got quite a few transfer kindergarteners. >> Usually their older siblings are already here. Okay. >> So, um that's kind of been our difference between the number that we project and getting over the top of that number because we're projecting our birth rate within this community. And so usually larger numbers are have either moved in and they haven't been accounted for or that they're from out of district choicing
032yet. >> Yeah. So I don't know. Interesting. Doesn't doesn't necessarily mean this is what's going to happen, but kind of look at you know historically I think we have to keep a close eye on that >> 28 year now. Uh so with all that being said um the uh proposed alignment with enrollment reduction. So we got to think you know if our um student numbers are going down how do we you know kind of meet that and um and stay stable with you know student numbers going down we have to you know shrink to fit our student numbers and our revenue. So, some options looking forward. Um, it's been talked about, um, recently a kind of more of a shared middle high school, um, resource model. Um, and maybe Shauna can speak to that a
033little bit more than I can. Um, but currently, um, we were looking at potentially a a K through four principal, a 5 through 12 shared principal, and a 5 through a shared 5 through 12 fiscal secretary. Um, so that would save in the budget. That would save one FTE of a principal, a pistol secretary. Um, we'll get into the FTE reductions a little bit later on, but um, but that's what had been reduced from the licensed and then classified. Um, and we'll talk a little bit about that u in just a minute. So, budget assumptions um, these are important in the preliminary budget phases. We need to get you know all the assumptions in so we can figure out what the estimated revenue is potentially going to look like. Um as we mentioned earlier this
034is based upon the allocation of the governor's budget at uh of 11.36 billion for the 25 through 27 bianium with that 4951 split. So that would leave um the the 5.79 billion split for the 2627 fiscal year. We're budgeting an estimated enrollment approximately 600 students. Uh grant allocations based upon the preliminary um numbers we've been given and um the as mentioned earlier the continued federal funding um reductions and uncertainties that we've seen thus far. the expenditures um basing those off of salary and benefits um of contractual obligations that we have and um historical data future projections. We have you know as a whole the budget encompasses uh completing the current projects and seeing upcoming projects through to completion and decreasing expenditures as much as possible in areas that affect students and programs the least. That's
035something that was focused on heavily. So, this proposed budget um allows the district to continue providing a full school year professional development opportunities for staff aligned to district goals um such as science of reading, trauma informed practices, chronic teenism, on track, behavior intervention, etc. um state standard aligned curriculum, essential building and grounds maintenance, and continued support for academic um and sports curricular programs. So, here we are. Um total proposed budget 18,922,400. This is kind of um how it breaks down. 60 70% of that is in the general fund 1% curriculum rotation which as I mentioned earlier is technically part of the general fund it's just separated out um that curriculum rotation and then see the others there and that is page one I believe in your budget document so you can reference that later. Uh
036so this one here actually sort of Let's skip around a little bit, but this is um regarding data on page 12 of the budget document. This just goes over a little bit of the general fund revenue summary and a little bit of historical data. 2023 is in blue, 2024 in orange, etc. So, uh you can see our local revenue fairly flat, state revenue, you know, increasing a little bit. That's our state school fund mainly increasing um a little bit but not necessarily enough to offset um the upcoming expenditures and then our beginning cash that's our beginning cash balance um for each of those years and you can see um it's heading in the wrong direction. So here's kind of a zoom in of the beginning cash balance. Um so you can see kind of what
037happened here. is, you know, COVID funds, obviously, er funds that were kind of adding the budget. Um, so the, uh, the beginning cash was able to kind of be built up a little bit as ESER funds were being pushed out to school districts. Um, and, uh, I think the school district did a nice job of, you know, conserving general funds and trying to use those ESSER funds um, intelligently and supporting the children that way. So thankfully they were able to build up a bit of a um cash balance there. So um you see 2324 that is when funds expired believe it or not. So we start heading this way. Um so 2425 those are actual numbers. Um 2526 that is uh an estimate of where we are going to end um this year or sorry
038uh let me see that. Yes 2526 um and then the projected 2627 is where we're estimated to end um this year because that'll be the beginning cash balance for 2627. I hope I didn't lose anybody. Sorry about that. Um and then the projected 2728 that is a loose projection because that's um that is assuming that we can do you know a good job throughout next year of conserving resources and not spending everything that is in this proposed budget. >> So Amanda is so the 1.3 u million decrease comes primarily from the general fund. Is that correct? >> No. Uh not totally. No. Uh 600 a little over 600,000 is general fund. The 1.3 is total reduction of all funds. So some of that is bond for instance because bond funds get spent down and they're
039not replenished. Um so part of that 1.3 million reduction is bond funds but about 600 a little over 600,000 is general fund reduction. Uh so this uh is page 13 in your budget document budget document. This just breaks down the expenditures by object. As you can see um salaries and benefits um account for a little over 80% of the budget actually. So salary and benefits are our biggest expenditures. Um and then you can see the others there. Um and then this one is um the budget document. Anyway, this just breaks expenditures down by function. So instruction and support services are the biggest expenditures in the budget. Um instruction is by far the the largest as it should be. So FTE fund source. Um so in the proposed budget uh the proposed STE is 101.4 101.04
040sorry um and 83% of that is um budgeted to come out of the general fund and the remaining 17% special revenue funds. >> What was the FTE number last year? >> Uh 109 109 point something but it was 109. >> Yeah. for attrition. >> Yeah. >> Trying to not replace people when they leave. >> Some of it some of it too because we have like one year positions like in the fourth grade we had >> over the contractual amount. So we had to have a third teacher and then that one will probably need a third teacher at the fifth grade but the requirements are there for contracts. >> Yeah. and they'll go over like the plan of how they're trying to like the changes, you know, in a positive way for the students. >> So,
041did that number catch you off guard this year? That that decrease, is it is it going to continue? >> Yes and no. Because throughout this year, we've absorbed about four FTE already. So, this additional four that would be absorbed um going into next year, right? um wasn't a huge, you know, anything that that really caught me off guard. Um so the district has done a a good job of, you know, trying to >> um shrink a little bit to match our enrollment throughout this year. Next year, we're going to have to do the same if student numbers, you know, aren't what we hope for. hopefully they're more than we hope for and we can grow again or we can you know stay stable and you know try and build up our fund balance a little
042bit to help support us but but so no not in a huge way because we've already known this you know it hasn't been anything that we're not aware of and it's been kind of part of the plan you know moving forward we can see you know we have two-year projections we always build a two-year budget so we know what that looks like we know what it's um the projected you know is going to look like you know next year and then the year thereafter and then we also have um five-year projections that we look at as well. But we always do your build a two-year budget each year. >> Another question on the grants last year. You know, you didn't always know the grants that you were going to receive. Did they not materialize like
043you thought last year? >> We received most of the grants that I thought we were going to get last year. >> True. >> Yeah. um some of the so federal funding was one that what we were really uncertain about because that was you know during the time where they were they had the the new >> you know a lot was going on funding back then um and federal funding so we were not really sure what the federal funds were going to look like um they ended up coming in close to what the preliminary allocations were um a few of them were below and then one um actually they ended up giving us a little bit of a supplement to kind of make it to what the preliminary um estimate actually was. So that was good.
044But um overall it was about what we expected and you know this year we're hoping it's kind of the same. But like you know the Department of Education said just you know just be cautious and you know and monitor when those um allocations do come in and you're going to have to adjust plans you know based upon that if if we don't get the the allocation that we were told we were going to receive. >> And you have to remember federal does their their budget January. Yeah. Their budget's January. So we can budget now and then they could cut in January where we've already >> said we're going to spend the money and then all of a sudden not have it. >> Yeah. >> So that's why they keep telling you to be really cautious
045in the areas and not over budget in those areas. >> Exactly. >> Question for you. When we're talking about student enrollment, is there like like for every student we lose based on what we have projected, is it a hard number we're going to lose off our budget or is it like for every like 10 students and pitch this amount or >> That's a good question. So, um, Bill and I were talking about this actually right before the meeting. Um the way the way the state school fund works is they try to they try to help protect districts um as much as possible by having a a hold harmless clause where if you see a huge reduction in enrollment, you're not going to immediately get that taken away from you. They go off of uh two
046years. So they go off of your highest student number based upon um year one or year two. So, if your numbers were higher in year one, they're going to um continue to use that model to pay you to try and you know offset big uh enrollment adjustments. So, that part does help. But, um but as as Bill and I were talking about, there's a um at the very end of the budget document, you'll see there's a weighted um Oh, gee. Yeah, right there. Um it shows how students are weighted. So, we're actually um our state school fund is based upon um our weighted students. It's not just each student will get this much. It's each weighted student you get x amount which I believe is you know 11,600 or something in there right now. But
047um as we talked about that does change fairly regularly as well. So we need to monitor that. But so did that answer your question? >> Yes. And then a follow-up question. Are we basing this year's budget that we're currently in off of last year's student volume because last year's higher than this year? >> No, we're just basing it upon So, I have a I have a handy dandy spreadsheet that uh that has the state school fund formula in it and I can put in the actual amount of students and we have all of our weights in there and all the percentages that you see in that page. Um, and it kind of tells us what we can estimate for our state school funding, what we're going to actually get paid because each year there there
048are adjustments at the end of the year for state school funding as well. So, say we estimate a certain number of students and it doesn't come in at that, there's still adjustments that happen at the end of the year that we need to be aware of. Um so sometimes our last payment in May um from a state school fund um is a lot less than our normal um payment would be but that's because they've done the they've done the math they've rebalanced the the state school fund and you know and then that's our payment. So, >> thank you. >> Um, okay. So, next step in the budget process, the board and budget committee, um, we'll review the proposed budget documents. um if you could I know it's it's huge um and there's a lot packed
049in there but um if you could possibly um send any specific questions to the district office by Monday May 18th um then you know I can put all those together. We can you know respond to those and um give you a little more information on uh any of the questions um because we have that next second budget committee meeting on Wednesday, May 20th. So that's at 5:30 and at that point um if all questions have been answered and everything looks okay then we hope to approve the proposed budget um as presented or amended that night on the 20th. Um if not we do have one more um budget meeting uh held for I believe the June 7th in case we do need it. Uh but ideally on Wednesday, May 20th, um the the budget committee
050uh could go ahead and approve that. And then uh lastly, public budget hearing will be held at 4:00 on Monday, June the 8th, the regular meeting of the Bandon School Board will follow the budget hearing. And at this meeting, that's when the board enacts resolutions adopting the budget, making appropriations, and declaring the tax levy. So that is set for um right at the beginning of um the June board meeting and it generally is very quick if there's no other um public comment or questions or anything like that and then the board meeting would follow there after that. Um that's it. That's all I thought of. >> Thank you. Any general questions or comments that anybody has or Thank you. together. >> Now, these codes will be different next year. No. >> Okay, >> that's a
051good question. Um, OD is and I was briefly talking to Brian about this at the organic um OD is well actually the department of education, not necessarily OD, is going to be changing our EBAM, which is our program budgeting and accounting manual. That's how all of our codes are structured. So our codes right now are like 22 characters in length. OD the part department of education is trying to restructure that um program budgeting accounting manual to make it um so all school districts um across the United States are a little bit more uniform. They say it's going to cut down on reporting and all of that. We will see if that comes to fruition. Um but so the account code structure is going to be changing and that's in 2829. >> So this coming year
052we're good. The year after that um it is still going to be the same but the year after that there are huge changes that have to occur before that time. So, um it's going to be actually a lot on us um in the office with you know there's our software is going to have to our software can support it which is nice but we're going to have to have a lot of software um updates and changes which you know all of that is already kind of in the works. We'll have to crosswalk all the accounts. It's going to be a nightmare. Um but it will be for the better the betterment of fiscal transparency. That's what I've been told. Good job. >> Thank you. >> You know, been on this committee now for six or
053seven years. And when I first took over, Doug, former superintendent, wanted me to sit in on it because I had a little background in accounting. And I started watching these figures and I go, "Holy cow, this is an adventure to understand a budget alone." Like Amanda explained it really well. I'm sure some people might had a little difference about what she said about it, but it was all factors. And uh when Shauna took over, inflation started happening and the co started happening contingency, we had to use it. That's a simple bottom line. I was a little nervous at first about that. Then pretty soon a couple years I went, "Wait a minute. Yeah, pound a hamburger cost me five bucks at the store now." So the budget I think administration done a well job considering
054what happened. I'm sure we all suffer the consequences of this inflation. And uh I just looked over the last years and I I'm pretty pretty proud of the way the school was run and happy to see all these results that we had to do. And some people weren't happy about it. I know. But that's the bottom line. When you look at the figures, they don't lie. They're right there for you. So I'm I'm just proud of the system. I'm proud of the administration what they've done with this era cuz it's it's tough out there. So, as a budgeter, I look it over. I study it. I go to line items. I don't I can't see where we can cut anything more. You know, I just I'm sorry. It's just not possible. If you want a
055good education, you got to have good teachers. Bottom line. So >> I I think we did a good job futuristically of like not using er funds to buy more people >> um which is what a lot of districts did and then that's when they that's why they hit >> going down the mountain two years before we have done that. So when you look at how many cuts in programs and people that districts across just this state are making and we haven't had to do any of that >> yet and I say that yet cautionally like we haven't had to do furlow days yet but when you look at a budget like we do cuz you always look at the year before the year that we're in and then the next year and then Amanda takes
056it even further this Next year is going to be difficult. >> But the year after that, especially if our enrollment with kids being born is shrinking. >> Exactly. >> You're talking furlow days. >> I know. >> I mean, no one wants to hear that, but you're talking we are so skinny right now with with building budgets. Like, we can't get any skinnier. So the next cut is >> people in programs and and that is something that we tried to prevent for as long as we could. But we're also overstaffed still at the high school. The high school is still averaging, you know, 13 to one. So we're still having to downsize and that's why we're doing a lot of the combination between fifth and 12th. We don't have the number of kids to have the
057staff that we have. And I get that it's difficult to have things change cuz I don't like change either. But to stay in a survival way of education right now, we have to continue to downsize. The principles have done an amazing job and the department heads of squeezing everything possible out of their budget that they could possibly squeeze. Like we are thin. We're still not taking away from kids. Like that's the idea, right? We'll take everything we can everywhere else, but not from kids. And so right now, that's the the next couple years. That's where it's going to be where we're going to have to cut in places that people are going to it's going to be very difficult. >> Well, I was talking with Amanda around this, too, and I did some research before
058I came here. Right now in Texas, the school district's asking voters to raise property tax rates. I mean, that's the basis because you're getting most your money from property tax. And if we don't raise it, if we don't go for the people to get this amended, then we're going to be suffering like you said, Sean, in a couple years. So, it just comes down to the voters, >> right? >> And that's people. >> Is it simple enough with the FTEEs? You know, if we have 104 that five are going to retire next year, is it is it that simple that you just don't replace and consolidate or something you have to replace? Well, I was always going to ask like if everybody understands kind of maybe the vision of what you're thinking next year because
059I think that's important especially if we're you know live that you can describe kind of the bigger plan of how you're that second slide I think it was is how you're going to get there >> and that's and that's what we've been doing for two years now like any well almost three I would say almost three like any time that we don't need to replace a person, we haven't replaced them. Um, things that were a luxury before, like having a PE teacher full-time at the elementary, that was a luxury. Like, before I got here, they didn't have that. We didn't. And then we looked at the grant to have it, but the grant didn't pay the person. Like, it paid a portion of the person. So, that's not saving us any money. So, those are
060like things that we started. We listened this year and last year about how um cut an administrator. So that's what we're doing. We absorbed one of the administrators um as Courtney stepped down. We looked at the model of a K4 512. We looked at it K5 and then 612, but I think it doesn't make sense. The fifth grade is in the building with the middle school. It needs to be 512. the teachers can still get their professional development down at the K4 building because that's uh more I think where they should be with the the different curriculums and that we're doing. But we did that. Um special ed is is killing us. I mean you don't ever get fully funded in that and it doesn't mean the kids are killing us. So I want to
061make sure that's very clear like we take every kid that qualifies. we want to serve them, but it's like this is how much money you have and this is how much they're costing because they have it. And that's been in legislation every year. Every district is asking, you're only topping us off here, but our numbers are here and especially coming off of um more we have more health concerns and more health needs within kids and the trauma and the behaviors are so intense. So, we're we're seeing that still not adjusting to the the cost because when we talk about special ed costs, we don't we don't just look at the it's how we serve the student and one student could be very inexpensive and another student can be a million-doll student. You know, if they
062need a nurse, a full-time nurse all day long just for them, if they need special equipment, if they need I mean, it can get very costly. And our job is to serve all kids that fall qualify. And so those are the things that we that we start looking at with those pieces is there's areas we can cut still. I think there's still areas that we can trim. We did as much as we could this year and Amanda will do more the next year, but we look at every position that when people leave and I think my principles are tired of of hearing me say, "Can you go without? Can you go without?" like can you go with that? Like there is positions that if they leave we can absorb. But like say a special ed
063teacher left, we have to hire for that. We don't have enough. But say a we were to and I'm scared to say it out loud because then I'll get crucified. But maybe there's another teacher that we can look at in the high school that retires and we can put their classes with other teachers. That's something that we >> bring up the class size to. So, and that's what they're starting to see like every so from K to 8 we have not this year's eighth grade class but seven I say K7 this year everybody's over 20 kids in a classroom. Every every single teacher has over 20 kids in a classroom. Um our fifth grade was 31 and 32. Our high school is still very tiny and so those numbers are increasing which is not very
064much. It's so great to have, you know, three kids or four kids or 10 kids or but I have, you know, 22 kindergarteners. I would love, you know, the kindergarten teachers. I'd love to have just three kids. And so balancing that out and making it equitable across the district has been our mission the last couple years. So if you go to furlow um furlow days or you go to do riffs, we have to look at how they're hired from the date they're hired, but that doesn't always fit because they don't have this. sometimes they may not have what we need. So, they may be the ones that do get cut or rift. Um because we may need that special ed teacher that was just hired and we don't have anybody else that has their credentials
065to do that. So, we're always looking at that and we're not looking at people. We're looking at positions. We're not I'm not looking to that teacher to get that teacher positions. We're looking at absorbing positions and moving positions. So, we did a principal this year. Um, I don't know where else they would like us to cut an admin because um I know they think the district office is overstaffed um because we have Sabrina who is here two days a week and um she's paid through uh title funds >> and she's she has provided a ton of grants for writing stuff. But we're looking at like in two years, of course, that won't be my decision anymore, but in two years, we were looking at she next year's her last year, but we also have a
066need to have a special ed director that's available all the time and not make it a combination position with the principal. That has been loud and clear. That has been stressed by staff, students, parents, and the actual person doing it. is like it's hard for her to be an academic leader in her building when she's pulled away all the time for special ed. So, we're hoping in two years that we combine that into a position. So, it's actually an increase in in what you'd say the district office by putting that. But, I don't know how to meet the kids needs if we don't do that. But, I couldn't cut like Jackie, you know, her resigning. We couldn't not fill her position. can't take on she can't take on payroll and HR and at one point
067we that was feasible to do but as we've shifted with all the different codes and all the different grants and all the different things if you ask Jen who did your job and did it all she said she could never do it now just alone because they didn't have the same things when she was doing it that we have now and all of the requirements and I don't know that we could our district would be successful uccessful without having uh Sabrina's position and the data that she keeps for us with our grants and things like that that is a requirement now that's almost a full-time person doing that. So we cut where we can as much as we can but it's getting thin and we still need to cut. >> Yeah. >> Question for you.
068What percent of our staffing is considered admin here abandoned? From what I know, I feel like it's low clear to law school districts I've been >> but is considered admin in in how we look how we look at it is the three was the three principles, the superintendent and then you look at the heads of the departments. >> Yeah. Um I don't know that percentage off the top of my head, but that is something that I do every year at the end of the year um and provide to the union. So that I'm going to be doing soon. But yeah, you're right. It's a very small percent in relation to um you know all of payroll in general. Yeah, it's a it's a >> small percentage. >> The second question I had I know you
069mentioned Jen used to do it all. Word on the street is yes she used to do it all but she didn't do it correctly and there were a lot of errors. There are a lot of problems. So >> I wouldn't get into the errors or the problems. I will tell you this. She spent 80 hours a week. We were paying for two people cuz she got all overtime hours and she she was two people cuz that she would be there from dust to dawn. I mean, you know, she was there the whole time. So, I I think that her hers was the long way of doing things, too, cuz that that they didn't have some of the software that they have now. And so, that part of it, but they didn't have all the grants
070and everything like the SIA or the HSS and all of that. But yeah, she she said she would spend 80 hours a week here. Like I mean that was so it was two people and then when I got here it was Sabrina was actually full-time when I got here. Sabrina was full-time. We had a part-time payroll clerk and we had a full-time uh business manager who did HR stuff and then Conniey's position. So really we we didn't increase a 0 1.5 like we have been told you know on the outside has done that. We actually only increased Jackie's position by a.5 and took the HR off of her and put it onto that position. So in reality it evened out because then Sabrina went from full-time to part-time. So in reality we didn't increase anything
071if you look at it that way. >> But Sabrina is also self-funded, right? because of all those she writes in. >> I think this is the first year that we actually had to pull a little bit from general fund because we didn't get the amount that >> that appropriated what she needed she brings in. Heck yeah. >> Well, we keep talking about >> cutting cutting cutting. You know, the idea is to get more money then bottom line. It's we because cut our educators well then we're losing we're losing good good things here. We got to do the other end. We all look at cut cut. I know that all these media would talk about it because you got to got to balance this thing. My theory is get more money. I mean if you're if
072you're sitting at your house you're not working. You're going to go to the hole. You go out and work harder. I think we need a better tax base. I don't know how to go about it. I I'm not a politician, but >> Well, Gravel Point will bring two kids here. >> Is that true? >> I said Gravel Point will bring a couple kids here. >> The project on >> Beach. Well, that's what I mean. >> There's going to be a lot of retirees. >> When I was commercial fishing, if I didn't go out and fish, make some money, I I'd go in the hole. Well, school's having the same problem. >> And and inflation and co didn't help us any >> No. So big issue is we need affordable housing here for families and that's
073not for here. There we go. See we got plus happening but until we get >> we got to get a bit I mean Texas is doing the tax base. We got to find another way to get some more money. >> I don't know anybody got any ideas you know >> and we and we've looked at that like I mean enrollment yeah it would be great to have more kids that you know that's that would be the easiest solution for sure right. Well, part of it, >> but it it can't be abandoned problem when it's a nationwide problem, >> you know. And so I really think when people take >> um when public community members, and I'm not referencing ours, I'm saying in general, >> when they take it out on the school district instead of
074going to where the money is coming from, >> Texas just did that. They knew the assignment. They knew that they needed to go to the legislators, not the school districts. School districts are doing what they can do. >> Sure. >> But I don't know um that there's going to be any more money and I don't know how to make more money and and in an area that doesn't want more taxes. >> I know. >> So, we've been kind of throwing around um a little bit of potential planning for, you know, the upcoming years. I don't know if it's next year. It may be the year after, but um uh with the whole um engineerity, what's it called? Anyway, with a a kind of like an alternative education type program um for students where, you know,
075a lot of planning would need to go in. This is very preliminary and just kind of some thoughts on how to better serve students that, you know, where the classroom may not quite suit them um at this current point in time. And I was talking a little bit to um Martha actually Martha showed up earlier today and I went through the whole budget you know presentation with her and just so everybody knows she's well informed. Um but I was talking to her about this a little bit earlier today. Um, and so there are things that we're looking into um to potentially better serve um students who um would generally just transfer out of the school district into say like a Winter Lakes for instance or some sort of education or some sort of alternative program
076um where we could potentially um have them here, keep them as our students um have them kind of be um in a in a model where the it's kind of an online curriculum, but we would have, you know, our staff um, you know, monitoring, helping them. They could come on site. They could, um, get help with questions, with homework, etc. So, there's a model um, actually talking to Myrtle Point about it and kind of um, trying to learn a little bit from them because they're getting ready to start that up. And so their superintendent has been super helpful in saying that um you know as they move forward with their planning process then he's going to inform me a little bit more about you know what's working, what's not working. Um and he's already shared
077the um the curriculum with me and kind of how it works. So that's something that we're thinking of to to try and help um you know grasp a few more of those students that um that kind of go elsewhere because the the classroom itself isn't particularly suiting to them. So that's something we're trying to >> No, we need an allocart. Basically, what she's saying is the district has to be a business and we need an allocart. we have to have different >> different ways to educate kids >> and so >> Bannon hasn't done that and and in the past they've had options of that and they like we had the alternative program at one point and then we closed it and then we had opportunity to be part of it with coil and we at
078the last second said no and then now we're scrambling to to be able to do that but it takes a process to do that and you have to have money to start things and right now that's the that's the gim, right? It's like >> but we need a we need we need to have a hybrid program where kids are coming in and online the second half of the day. They're online all day if that's what they want. We have to have an allocart menu. Otherwise, we we aren't going to keep kids or bring more kids here. >> Yeah, becoming a retirement community, too. >> It is. >> I'm sorry. I raised here, watched it change. commercial fishing was good, logging, farming, now it's turkey >> and that affects our funding. So to where when you
079do the census, our average income is way higher. And then when you get to the school and the kids, we have a 60% free and reduced rate, but that does not reflect the census report of what we have in our community because of the, >> you know, houses that are that are here, the income that's here. Is that something that can be leveraged? >> I've tried I've gone to battle with that because they've like given us money one year, taken it the next year, then the census comes out and they're like, "You're a very rich community." And I'm like, "No, we're not." Like we're not. >> Can you be leveraged on taxes saying like if you don't have a year- round residence, you have to pay additional taxes. That would be they're going to have
080to Yeah, that'd be city council. >> Well, what do we need to What do we need to do now? Are we should we prov the budget or do you want to move on or come back? >> Any input? Anybody got any input? >> Great question. Thanks for asking. >> Yeah, >> we submit our questions and meet again. >> Yep. >> Was a bit too >> come back then to approve the budget or what do you want? >> I have some questions. Sure. that I'm gonna ask I can ask separate just because I'm I'm digging way in the weeds and that's where Amanda like >> then we'll >> come back next uh Wednesday then anybody I'll approve I second