001All right. >> Like to welcome everyone to the regular board meeting of the Central School District 13J for December 1st, 2025. We will start with the pledge of allegiance. I will lead it. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right. You want to go through the agenda? >> Yes. So, uh this evening we have we'll have communication from the floor to start off. Then we have two standing reports. Our annual FTE staffing report. Uh a short data report focused on attendance and discipline for November. I have several first readings of policy uh to to uh share with the board. I do have a quick state revenue update um because
002we did have the December uh revenue forecast come out. We will then go into the board report consent agenda. We do have one business agenda item. It's just one of our grant agreements for the new bienium and then we will spend uh time in executive sessions. Hopefully it won't take more than a half an hour this evening. That is it. >> Very good. Thank you. Any communication? Any requests? No. All right, we'll move on to standing reports personnel. >> All right, so joining us this evening is executive director of human resources Brian Flannry to share with the board our 2526 staffing report and the five-year trends that go with that. And again, that is linked into your agenda. >> Good evening. Am I talking loud enough? Okay, good. Okay, you can go to next slide,
003please. Okay, so um we have and I think you received this previously, we have um the staffing over the course of the uh previous four years and this year. One of the things that um you'll want to keep in mind though with with the the numbers here is uh if if this is the first time through for you to see this report and the numbers of FT are in the parenthesis and the number of actual body staff are uh right before that um we do a lot by how much FT we have. Is everybody familiar with FT? Anybody need me to talk about that? All good. Okay. And um the other thing to keep in mind with the differences between um this year and previous year is that uh last year we had a high
004number of unfilled positions and those unfilled positions we had uh being covered in part at times by contracted staff externally. And so in the LA I added a slide since um those slide that I sent out to you all so that I can show you kind of a comparison of where we're at um from last year to this year when it comes to those unfilled positions and you'll be able to see kind of the impact. So as you're looking at these numbers, you're going to see that the numbers didn't go down as much as as we would have anticipated from some of the cuts from last year. The reason being is that got offset by the fact that we hired a lot more internal. We have at this point zero contracted uh externally staff other
005than uh what we've done for many years with uh WD. Okay, does that make sense? So um the first numbers are here on on ACES. You can see that they're uh relatively same. Um the some of the up number though here too on ACES would be there was a movement of the behavior program moved over uh to ACES and uh so there's some additional staffing that came with that uh particularly in the classified area. Okay. Uh next slide. I um again relatively the same numbers. uh we again had more uh staff coming in uh from uh non-contracted uh change there. >> It's kind of boring. >> And just to remind the board, we do have at each of the schools um specific special education programming. So again, they used to be only at a couple
006schools. Now we have dispersed that and every school does have some programming specific to special education. staff. >> It's going to be both classified and potentially licensed. So again, there's some of that could be in the licensed staff as well, but again, as Brian said, most of that could be in classified. >> Yeah. Majority of differences in numbers you're going to see in classified. Um just roughly to tell you there were uh somewhere I think at the height of of what we had contracted for the classified last year externally I think it was around uh 25 to 30 uh that we were contracting externally which is a huge number and and this year right now there's zero and we have um only three openings as as compared to where we were last year. So, it's
007a huge swing. And um the sped team um and the and the buildings worked really hard over the summer to get all of our positions both classified and certified um uh closed and and uh staffed as much as possible before the year started. And we had greater success. Uh so that was great. Um so again not not any huge changes in IE same with mees not large changes there and we can go on to the next one TMS not large numbers and again we did a little bit of shifting with special education again we've moved some programmings around at the secondary levels also so again some of those shift of those numbers uh impact that >> and you can go on to high school these similar numbers again for the high school and then you
008go on to the district office. One of the things you're going to see is the district office number is up u but it's in particular areas it's in both licensed staff and again the um are uh classified. We're down both in administrative staff at the district office by two and FTE and um confidential supervisory by one. Um part of the the increase in classified and licensed staff um particularly in licensed staff have to do with the fact that last year we had hardly any um uh sped staff that were not um contracted last year and we had a lot of open positions and and special education staff as far as districtwide support. We had uh this year we were able to add um Julie's school psychologist and SLPs I think or just the school psychologist
009I think the SLPs we still are working with WSD but for the first time for a while I think and Jill can tell me about how long it's been but we were able to get school psychologist um that we were able to hire first f firstand so that was really exciting and a great thing for us. So that's where you're going to see some of those those increases plus the additional uh classified staff that are supporting district-wide and that are no longer contracted externally. So if we go to the next slide gives you overall numbers just kind of bear that out. we have some down. And the other thing is a a contributing factor as far as when you're looking at the FTE is that uh one of the the ways that we were uh
010cutting uh going into this year is that we cut hours back uh for classified staff. And so um for particular classified SE with IAS, so instructional assistance went um in some cases from 8 to 7 or from 7 and a half to eight uh 7 and 1 half to 7. And that was a way for us to maintain um a higher number of staff uh but be able to absorb some of the the cuts that we needed to do last year. And then go to the next slide, the vacancies. That's just the the website, but the next one after that, you can see that we um we do have a elementary opening right now and we have three special education on the on the license side. And so we're still working on on on closing
011those. Um we have a couple leads on on on a couple of those positions. Speech language pathologists will continue to probably uh see that as something that we're going to have to work with our WSD partners to to close that. And then if you look on the classified side, you'll see that um the one thing of note here is this again the special education um instructional assistance. We have two there. And I'm going to ask you to go to the next slide. And the next slide, if you look over there, you can see that um I didn't do a real fast. I did kind of a fast count, but you're looking at 20 to 30. >> That's the one you added, is >> that's the one I added. So, >> we can't see the screen.
012>> Oh, you can't see the screen. Oh, okay. I'll read it out to you. So, there's Yeah, I can't go up there. >> There's one at MEES. There's nine at IES. There's three ates, six at TMS. District uh wide. There's one at TMS uh additional three as far as uh sped IIA3s and a bilingual IIA uh so another additional bianual. So, we have a lot of open positions that we had this time uh last year in the classified, but we're fortunate enough to have gotten very close to being uh fully staffed in those. And and a couple of the ones that we have right now are recent. And so hopefully that we'll be able to to people have made decisions to go um elsewhere for various reasons. And so we're hoping to be able to
013close those as well. Um, and so making a lot of progress too on on the side that has to do with license this time. Last year there was 13 that were either unfilled or we were working with contracted services to do as opposed to three this this time this this year. So we're pretty happy about that and about the work that everybody's done to to support that. >> Any questions? Do we do any um do we do any reporting on retention rates? >> On retention rates >> like Yeah, like for classified and for licensed staff. >> Um we can definitely >> No, that if that's something that the board would like, we can start to um add that in and uh total number of years. We probably do it by classification and just average of
014years. Um probably be the easiest way for us to do that. We do have groupings, especially on the classified side. uh whether it's instructional assistance or admin assistance that we probably could get a an average. >> Yeah. >> Um in each of the areas if that's something that the board would like in this report in the future, we can do that and we can even get it in a Friday report as a followup. The other thing we can do because we're we're working on right now is we're looking into uh next year and and that we're always looking at what um uh seniority list and where we're at and that that list itself will generate and be able to show um how many years the people that we currently have staffed are are there too.
015I think that'd be a good way of looking at it as well >> because in some some of those cases we we're going to have people that have been here for a while but there's also been um cuts that have happened here and there over the past few years that would uh attribute to can be attributed some of the retention too. >> Right. >> So we can um come back with both of those. I can I can probably get good numbers for um last couple years and this year. Um it historically might be hard to go back too deeper than that, but we can give give back for a couple years at least. >> Nice. Thank you. >> Other questions? >> I think the biggest thing also is two years ago we just saw a
016significant swing in special education. Obviously that's leveled out a little bit. I say that generally, but we always are watching that because we do get students that are, you know, again, enrollment comes in and out. So, we're continuously watching that. >> If you look at our our percentages um 3 years ago hovering at about um 18 or 19% of our staff were special education. If you look today, it's around 26%. So it was a pretty significant u jump about 78% jump for us uh over this past few years and that's roughly you know when you think about that that's over a quarter of our staff are special education. >> Thank you Brian. Thank you. >> Thank you. Appreciate >> all your work. All right, we're going to switch and >> data report attendance and discipline.
017>> We are and I'm excited to share this with you. So once Emily tells me she has up the slides, I will go. >> Okay. So, we're we are going to review as I said just one of the things we're trying to do every meeting and we will do this every meeting is to give you at least attendance and discipline uh reports for where we are. I think it's just a good metric for us to be able to say to share with you monthly how we're doing in those areas. And then the other ones such as again in January or February depending on when they'll release it. Uh you'll get to um have an update on graduation rates um as we get to end of semester we'll give you the ninth grade on track because
018we have the total credits that students have earned at the end of the semester. So but at least monthly we want to put that in in front of you. I will say obviously we've we've talked about state assessment and some of that things. I think the uh really big uh win for us as a school district and it was shared in our press release is that Talage is no no longer in the targeted um area which is great. I think the harder part is is the high school is in comprehensive which um again I'm I am I have great trust in what they're going to do and so I do not think that that will be there for that long. I think there's just been some things over the last couple years that we've had
019to work through. So, um, that's again some of the hard news, but exciting news also for Townage and some of the work that they've been doing and we're starting, uh, to see what that happen. So, we'll continue to do this monthly um, at least with attendance and discipline and then adding in the other pieces as I've shared with you all. Also, um, we may start to, we're going out and have had our first community chat and so we're starting to get some feedback in regards to the strategic plan and some of the data. as I've shared with you in the Friday reports, we are going to see some shifts with accountability. And so we're working through that. Um, and we'll come and share a little bit more with you in the 15th of just sort
020of the direction and and what we're looking at and getting feedback from the community, which has been we've we've only done one group, but it was really good feedback. Um, and so I'm hoping that as we go through this with different community groups that we'll we'll get this similar or other thoughts to to help us really look at our strategic plan and the accountability that is is going to come with not only what we're already doing but now that's going to be accountable to the state from a state perspective. So if you go to slide three just as a reminder this is our v uh mission statement uh which really guides the work that we are doing and what we're trying to do here in central school district. Next slide for me, please. Um, Central
021School District has a strong strategic plan. I know I've said this to you all the time, but again, it's focused on student growth and achievement, family engagement, community partnership, and staff leadership and continuous improvement with clear longitudinal metrics, which is which what we is what we call how we measure our progress. And this document is what we call our strategic scorecard. So again, tonight we're going to review uh the following metrics again, specifically discipline and our attendance from September through um November. So we're going to start first with attendance and then I'm going to have her go to the performance goal. So again this slide we continue to focus monthly on this um our uh f specifically regular attendance. This slide is our overarching metric goal specific to attendance. Again we're focused on really three
022areas overall where we are students experiencing disability and students um students economically challenged. Um so if we go to the next slide this is our overall attendance. Uh so as you can see on the left side you will see our current September and October and November regular attendance data in blue. You can see that our November data is 69% and a 6 percentage point increase from the previous year. That is a huge win. It's again we're we need we want those up in the 70s but that is a significant um gain for us compared to last year. So that's our overall data. On the next slide, you will see our students with disabilities. Again, going left to right, September, October, November. Uh in November, we are up nine percentage points from the previous year for
023our students experiencing disabilities. Again, huge win. Um students coming to school. Um again, that really working on the strategies, which I'll talk about here in a minute. And then lastly, for our students who are economically disadvantaged, we also saw a 7 percentage point increase from the previous year for November. So again, having most of these three areas out really moving in a positive direction. And again as I said if you look overall we were flat in September but we have gained uh through October and November and we are going to buildings are working extremely hard and communications with families and students and just activities are doing and making sure that people understand how important it is to come to school um as we as we continue to focus on attendance. So here, if you go
024to the next slide for me, please. Here again are the our 25 26 strategies um and our action steps in place across the district focused on regular attendance. Again, our goals are pretty clear. We continue to establish welcoming environments within our buildings, developing strong classroom engagement strategies, and then solid communication with families on the importance of attendance. And um there's great incentives going on. I know even a handful of we're going to talk next month about the uh classroom enrichment uh grants and I saw some of the grants that were received. Some of that is tied to attendance. Uh so that's just fun to see some of the approaches that our teachers and and our staff are doing across the the district overall uh focused on attendance. So again, wanting to be in the 70s,
025right? But again, having that that those gains uh compared to what we were last year in November uh is is a pretty significant win for us. So, any questions about um what we're doing on the attendance side? Okay, we're going to jump into discipline. And again, we we have two years of really good solid data. We have shifted where our discipline has been and so we continue to clean that up. Um the first slide is our o overarching metric goal specific to discipline and again as a reminder to the board because we are looking at comparison from the 2122 school year that during that year we had a total of 620 suspensions across the district. So that's just a starting point um as we continue to look at discipline. So the the first slide is
026shows our discipline K12 for all students. Uh to the left again you can see our current September, October and November discipline discipline data in blue. Again for November we were four suspensions less than last year. Again 8 percentage point decrease. Uh so that's a that's a positive. Um you will see I will share these numbers. Again, a lot of times when we pull numbers, sometimes principles have not gotten in their data yet. And so, you will at times see a little bit of a shift. So, there were a couple differences in October because again, we got those in and then we will readjust the data because when we pull the data, it's at that moment in time. Um we're always doing cleanup and making sure we have the most uh especially and does and beerworth
027does an excellent job of working with Jill Love and making sure that as we go we're catching everything and making those adjustments uh because again principal puts in a suspension uh even though they put it in November it's an it's an October suspension so we're going to go back and fix that data to just make sure we have clean data uh to being able to share. So, um, again, you can even do that with attendance at sometimes when we pull attendance, it'll shift the next day again overall. So, that's why we only give it to you at the end of the month. Um, so that's again something that we're continuing to work with our buildings, how making sure we can get it in and update it as quickly as possible. Uh, next slide is our
028uh, excuse me, discipline for our male students because again, that's one of the areas that we're trying to decrease. You'll see again our current September and October November data and the November trend for male student suspensions was flat compared to last year. So again, not higher, a little bit higher one one specific, but again at least we're we're flat and not um moving in in the other direction, which is which is a good thing. So lastly, um just here the district's um strategies and action steps in place across the district focused on decreasing suspensions. Again, those some of these strategies align with our attendance strategies and action steps. Schools continue to teach and retach. I will tell you there was a lot of that going on today. we were gone for a week and so
029there is a lot of reteing specifically at the elementary but I even know it at at all the buildings there was a reestablishing of expectations and and processes within the buildings uh throughout the school uh and then we continue to support the social emotional learning groups with our counselors our behavior support staff and our school-based mental health associates so that just gives a again our our action steps when we meet in August and we are meeting with administrator ators and they're getting feedback from their staff. Again, these are continuing overarching strategies. Everybody's obviously using different strategies in their classroom, but really we are trying to focus on these areas to make sure that we're being consistent. Lastly, and we'll share this out, we're we're about to get communication out. Uh we have worked really hard
030to build a code of conduct um policy handbook for parents. One of the things that came out of our parent caregiver survey was uh lack of consistency K12 in how discipline is administered. So we have built um I would say Mr. Flannry as well as Mr. Clark and our building principles have done a really good job of giving us feedback. It's lengthy but it gives in details of what levels of discipline how you know is that teacher taken care of at the classroom or potentially administrative but not moving into any type of suspension expulsion. So uh we will have that we're working on a press release right now to get out to families to for a first look and then that will go into implementation um overall use in in January. uh principles have been
031using it as a guide generally, but again um we're it's it's going to be launched and shared with families so they'll they'll have clear communication on on what that looks like um moving forward. So that's also something that's coming forward as we talk about discipline. So, we're excited to be able to have that to just be a guiding point um for both families and then obviously um our administrators as we continue to work through and and decreasing our discipline across the district. So, questions for for me or anyone else here that's with us tonight because I know Brian can come up and ask any or hopefully can answer most of the questions tied to the code of conduct. Okay. All right. So, couple of policy updates and as a reminder to the board and community
032as we do a first reading, this isformational only. Um, and then if there's any questions or concerns that we need to make some changes, we can do that and then bring it back to the board uh for a second reading. So, I'm going to go through a couple of these. Um, a lot of these are just updates, small updates. Um, we like to call those, but again, we're also combining some. There's new policies, and so we're eliminating some and adding some of what was in the old into the new. So, the first policy that we're looking at is IGBB. It's tied to talented and gifted. Um, and I will say Dr. Jackson has done an excellent job of jumping in and helping us. Again, we have a plan, but really moving in that direction to
033make sure that plan is is in full effect and has um built some additional things to help support our families that uh potentially do have talented and gifted students. Uh so there's some additional rule changes passed for talented and gifted programs. You'll see that in the gray. Um because of that, as a result, OSBA policy staff worked to reduce the number of policies and administrative rules to two because there used to be like four different policies. So essentially, IGB and IGBBC have been merged. And so we'll delete, we're in the process with the adding of IGB. we will delete IGBBC and then again that's the revision and then the AR will go to IGB AR okay so that's sort of how that works so the second one that's in the uh agenda is the deletion
034of IGBBC so we have to do both so we're adding in a new one and then we're required to uh in a first reading delete the old so this policy will be removed D and it will now turn into IGBB. So I'm going to pause there. Does that make does that is that make sense to everybody? I don't want to move forward because again at times we're deleting and making and revising new ones. So um it's really encompassing both now and teaching and learning has been a big part of that. They've reviewed it. Um Emily's worked very closely with them so we can make sure that we have everything that we need to to support our talented and gifted uh planning and programming. >> And there is no funding for this just so everyone's clear.
035>> So IGB is a cons is a condensing of IGBBC and what what other one? >> IGB. Correct. Yeah, I'm looking at her. So it's it's we had two and now it's melding into one. >> Okay. >> So it's we literally had two policies and two AR. So four total. We're narrowing it now down to one policy and one AR. >> Okay. >> Which again makes total sense. >> Yeah. >> Because sometimes that does happen where we have multiple policies in the same area. >> So perfect. Thank you. Thanks. >> So, what's in our packet is the two policies separate, >> correct? >> And next time we'll see them merged. >> Well, the gray is what's merged into it. That's what they've pulled. So, gray is everything new, which again from looking at it is
036what's pulling from IGBC plus as well as some of the new rules that have come with the talented and gifted tied to rule making in the state. and then next time we'll give you the full one and the deletion one will still be there but at some point that will be removed from our policy uh website. Okay, the next one is JHCA immunization and school sports participation concussion and brain injuries. So, the Oregon legislature adopted House Bill 30007 in 2025, outlining steps that must be taken when information regarding a student's concussion or their brain injury is provided to the district. Uh, the state board of education provide uh, excuse me, provided additional rules in adopting OAR 581-21-30007, which is all the rulemaking tied to this, particularly with the concussions and the brain injuries. So, a
037couple things. This is another like double coding that we're trying to clean up on the on the policy end. So, OSBA is recommending removing the double coding of JHCA-JHCB. Um, and that will turn into because that used to be participation, concussions, immunization, all types of different things. Um, there used to be information in there regarding eye and vision and dental screening. That's removed because that's no longer in the board policy. Uh, that really is in our health service plans. So, there's some movement of those types of things. Um, and then this policy has been I mean our nurses are always involved in this, but uh this policy specifically because of the sports uh school sports participation and the concussion and brain injury were reviewed by both our athletic directors to make sure we weren't missing
038anything uh from their perspective and so they've done a review of this and and want to move forward with it. So we're doing some training in January and February with our administrators. Again, our nurses are already doing a lot of that, but we do need to continue our um some of that uh training with our principles um just just to be aware of it from an from a that perspective. But a lot of times we get that information from the nurses when students come back in to school. So again, sort of a a mixing of the of the two policies and turning it into one. Any questions on that? As I like to say, the blending and braiding. Normally I say that with funds. This is the blending and braiding of policies now. Uh for
039for at least this this month. Uh okay. So the last one is specific and you're going to see it because it is going to be some housekeeping and and moving into a new policy. So, EBCA will be a new policy called safety threats. Okay. Uh, this policy defines the communication expectations for safety threats with both community and staff. And what I'll say is for the most part, we have been doing this. We had an incident this last year. We didn't handle it well. The communication wasn't great and it caused us a little bit of issue. So when we saw this policy, it is something that again now really makes it clear what we will need to be communicating which again for the most part we do do that but it makes it pretty clear on
040what what and when we will communicate those out. Uh so the guidance has been requested by comm this guidance was requested by community members through the climate and culture survey. Um again that feedback form as well as we've heard that at board meetings uh prior to this year uh this information about when and what will be communicated in a safety threat and again it's only certain one so I want to be clear about that it's going to be if we have a lockdown if we go into secure if we have any type of evacuation or if we have to do any shelter in place. So those four areas then within 24 hours we have to generally share out what took place. Again share as best as possible the information. Again we're not going to go
041if if there's things where students are involved or we have personnel things. Obviously that's not going to be a part of that. You all have seen how we share out safety and security or we work with the building principles and they share that out to their building. It will depend. It will be dependent. I want to be clear about that. If we have a lockdown legit, I'll be honest, we will probably be sharing that out across district, but for other ones, sometimes that only goes out to that school community. So, there will be some consistency of who gets that information. Uh, the one thing I will tell you is that we do go into holds. You've heard that it's part of our um emergency action plan. So, we have what's called a hold. Sometimes we
042have to do a hold in the building because of a medical emergency. Again, that could be a student or a staff member. Um, but holds are I'd like to say we have a behavior incident in the building. Sometimes we go into a hold in the hallway. Those types of things because they happen more consistently are probably they're not going to be communicated out. It is specific when we have the larger safety and security threats within the district that we would communicate out again either district-wide or specifically to that the families of that school. So that is a going to be a new policy that we will be putting in place and again based off of feedback from families and our um culture and climate survey. >> And this one did it did the model of
043it come from OSBA the other models. Okay. >> Yes. But again uh Director Clark's looked at it. We've had a couple different people look at it. Again, a lot of the uh we have had some uh family members come in or parents come in and give us information. And so, we've taken that and again making sure that this policy addresses some of those pieces that were brought up in the last couple of years. >> Probably silly question, but what are the two asterisks behind the threats? Like usually seems like when there's >> there should be I don't see it. >> Let me go that real quickly. I was looking through that doctor today. >> Let me look. >> Where are they, Melanie? What are you looking at? >> It's in the title of it. It
044says safety threats and then it's followed by two asterisks. And I just usually follow those somewhere. >> I can't find where they go to. Hold on. Let me >> again at the bottom right of policy for some reason. >> It's the same code though. >> I don't know. We'll follow up on that. >> It might be silly. But I just >> I'm not sure why you are correct. Usually they do have a footnote. So we will do a follow-up with OSBA. >> And the only other one that's got those is the policy that's going away. >> Yeah. >> That talented and gifted also has. >> We'll follow up. >> Oh, I see what she's talking about. Yeah, a little there may be a reason. >> They might be nothing, but I just >> We'll follow
045up and make sure we put that in the Friday. Yep. Friday report. >> That's interesting. >> Thank you. >> And then two more uh EB, which is emergency drill procedures. Again, there's there's this is just some housekeeping language. uh including removing the tsunami drills because we are far enough away. So we are not required to do those if we lived on the coast. That is not an option. We would be required to do that. Uh so again you'll see in there one of the key things that we do in there is you can see the first month of school we have every building has to do a lockdown drill. So again that's just one of the pieces that we make sure we we do within the first uh month of the of the school. So
046um that's just again some housekeeping pieces for for that policy. And then lastly is uh EBCA emergency procedures and disaster plans. Uh this is replaced by changes in EBCA and EBCB. So again, some combining of things uh for the policies. I know exciting exciting stuff. Emily gets excited because she doesn't mind deleting policies. Neither do I. Combining policies and and making it a little bit easier because we have >> Yeah. >> Again, up to 200 at times. We do. Um, and that's just trying to make it easier for everybody to be able to use it because we do have a lot of policies in school districts as we need to. >> Well, deleting the tsunami is a good idea. >> Yes, the tsunami can make it through the coast range. Yeah, us >> we're in
047trouble. >> The whole world's in trouble. >> So, so again, no action today. If unless there's any other questions in regards to the policies, um, we'll move forward with it. And if if that if you do have something that comes up and we'll uh we'll follow up in the uh Friday report about um the safety footnote once we get that information from OSBA. And then last thing from me is I just want to give a state funding update since we had our last board meeting in November. Uh we did have the December economic and revenue forecast that was released. So I just want to highlight a couple things. I know the board you have seen this but to just to share out communitywide for those that do watch board meetings to give a little bit
048of update. So to begin with the positive news the net general fund and the lottery resources which is where a lot of our uh funding comes from for the state school fund were up $318.8 million from September. So that is a positive thing. However, we are still down $635.9 million in the state budget. >> Oh, so again based on our legislative briefings, it's estimated that the state budget budget deficit is again closer to that $600 million. And then as we shared I want to say I shared in August with you all, we had previously projected that to be 918 million. And again, remember this is mitigating some federal uh laws, HR1, implementation of that and other things uh that the state legislature is still working through. Um they do have an ending balance fund of
049350 million, but again, they're holding that because of the HR1 implementations. Again, we didn't we had a very and I even don't even want to say it out loud, but I will. We had a very low wildfire cost this past summer. That is always part and built in. And so they're always uh setting money aside to make sure that if we do have the crisis like we did in 2020 that we have the funding to be able to support communities. So all of those are still moving pieces as it relates to the state uh budget. Currently there is no corporate kicker or personal excuse me corporate or personal kicker forecast for the 2527 bienium. And I'm just going to do a reminder to everybody the corporate and personal kickers are paid out at the end
050of the bienium. So we're all going to get that or some of people will get that this year per that personal kicker or corporate kicker is specific to the 23 through 25 bianium. So at this moment for the 25 27 there is no personal or corporate kicker at this moment. the corporate activity tax which funds the student success act, the student investment account, uh was down 3.1 million. Again, positive still because the legislature has a reserve hundred of 100 million to be able to support um the grants that fall into that. I think key takeaways from this uh re revenue forecast is uh it's good news but we will need to continue to uh advocate during the short session which is going to begin in February. It's going to go fast. We know there are
051going to be lots of competing priorities in the state. Houselessness, mental health, health care needs and there's still federal uncertainty. So we have to work through that as a state. Um there will still be a state budget shortfall and the state has one more critical forecast which happens in February of 2026. So that will be when the next revenue forecast comes out. Um this will be the one where they then figure out how they're going to balance the budget if they are in a deficit. So again, I'm going to continue to update you in the Friday reports as I have been both on the state and federal. So this is a win but there's still some big pieces because we are again with the implementation of some of the federal things as I've shared with
052you Medicaid and other things do impact overall state which we have to just continue to watch um overall so again positive news I at one point we had a swing of 400 million at one point they had said we may be 300 in the hole we may be flat we may be 100 up so to be 300 300 and change up uh in a revenue forecast. That's a win. Um, so that's a that's exciting news even though we have work ahead of us. So questions about just where we are statewide or federal, although I don't have a lot of answers for federal funding at this moment. >> When's the next update expected then? >> February. We we expect it'll be probably February 4th is when it will be released >> in start budget season. >>
053When we start budget and then um although we're already starting budget >> I mean budget committee. >> Yes, definitely uh from that and then like I said we're pulling in the um we're um going to be sharing with a budget committee opportunity to come join us on the 15th so we can go over a few things uh with them. I will say there are the state has um reserves. There are two reserves the educational stability fund and the Oregon rainy day fund. So there is money in both of those. Um both of those accounts, one account holds 1.2 billion, the other account holds 2.1 billion. But there are those are constitutional. How how they're triggered and what that looks like are are pretty detailed and how we would have to do that. And it's a
054lot of it's a three-fifths vote >> for for for one of them specifically. So again, there are those um abilities. I think that depending on the revenue forecast that comes out, I think these two uh reserve funds could become a conversation that we'll need to have and advocate for if we get to that point. Uh they I believe they both backfill. So if we use it, there's a mechanism in the constitution that says they have to replace it and there's a process to do that. So again, I think those are still some big questions depending on what the next revenue looks like and then how we may need to or what that conversation may be as a board and and then obviously boards across the state and superintendent um to potentially access those uh funds.
055They are specifically for education. It's probably not a short session thing that will happen, but are there when you're looking at how K12 are talking about we know there's competing needs like houselessness and mental health, but I think the big intersection often is education. You know, children are affected by all of these things. Are is there a conversation or an appetite for how schools often become a landing point for discovering mental health and discovering houselessness issues? And are there ways of shifting funding into K12 or combining funding? >> Well, that I think what you just said is what we say to them all the time is we're really one of the front resources. I'll just say it that way in support of all of that. So, you want us to do more but give us
056less, right? That's the that's the bigger conversation that we're having or will be having with uh legislators in that because again I'll just give an example. Um we work with resources if their students are needing food, right? We have a resource page, right? All of those pieces at times go through us in different forms or fashion. Um and so that is probably going to be one of the strategies that we talk through to say, "Hey, just remind everybody we do all this already." And so if you continue to cut it, you know, you're you're going to have still have other issues when it comes comes forward. So, um, >> okay. >> Yeah, I think that's going to be one of the key strategies we are going to need to focus on because of what we
057do already. >> Good question. Any other questions about finances? Okay, that's it from me. Board report. The board will meet for PLC on December 15th from 4:00 to 6:30 p.m. We'll be meeting here at Henry Hill District Office. I will not be in attendance, so Susan will conduct that meeting and presside there. Uh the next regular board meeting is January 12th at 6:30 p.m. the second Monday of the month, 2026. Uh moving on to the consent agenda. I just want to draw special attention to the to the statement at the beginning of there. I'll just read it out loud. The consent agenda is meant for items of a routine nature to pass as a whole without discussions. Should any board member wish to discuss any item on the consent agenda, they remove an item without
058a vote or or motion. So, if you have concerns about anything, we don't have to include it in the consent agenda. Not that you do, but just wanted to make sure that that's understood. It's not all or nothing in these in these consent agenda motions. That being said, I will entertain a >> a motion to approve. >> I move that we approve the consent agenda. >> Moved by Melanie. >> Seconded by Jan. Those in favor raise your hand. All right. It is unanimous. Consent agenda passes. Moving on to the business agenda grant agreement. >> Yeah. So each bianium, the board must approve the district's student success act- student investment account grant agreement. attached in our it uh is our agreement totaling in the amount of $6,444,8240 for all of those grants that are tied into
059that. So that's high school success. Uh it's also a student investment account, our early literacy I believe is in there. It's all part of our integrated plan, but we do have to do this separately for the student success act. So, I am just looking for the board to approve the 2025 through 27 student success acts and student investment account grant agreement. >> There's a sample motion in the document. I didn't see one on the agenda. >> Nope. Just need approval of the grant agreement. >> I move that we approve the Student Success Act grant agreement. >> Moved by Melanie. >> I'll second. >> Seconded by Susan. Any discussion or questions? All those in favor of the motion raise your hand. Five. It is unanimous. Motion passes. Moving on. Well, let's shoot. Pushed the wrong button.
060Uh, we'll take a short recess before executive session. Give people time to to head out. >> Do you want to do any board comments? I guess we could flip that. But I didn't see that executive session was before that. >> Yeah. Let's swap. Let's go down to item nine for board comments. Um any board comments? >> It's exciting to see the data. >> Yeah. >> Church go up. It's nice to >> And good work on the code of conduct. >> Yeah. >> That makes me happy. >> Yeah. We're we're very excited. It's been a lot of work. Um but we think it will will be helpful for everyone. Yeah. >> All right. There's no other comments. We will take a recess, a five minute recess, and then move into executive session when we return.