001Good to see you, too. All right, just we're using the owl to broadcast to YouTube so we can all look and speak at the little thing in there and speak up clearly. That's how folks watching online would be able to hear us. And you are good. Perfect. Thank you. I'd like to call uh this year's um central school district budget committee committee meeting um to order. Um and we will start with a flag salute to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. And thank you everyone for taking the time to be here and serving. And I will turn it over to the superintendent for business. Yeah. Well, welcome everyone. We're going to do the easy part
002which is introduction. So, if you wouldn't mind your name, um where you live, if you have either gone, have kids, been in this school district before, taught, etc. Uh please feel free to share that. So, Jen Kavista, superintendent of school district. Uh Pete Swan, current presiding chair here. Um we live in zone seven, just out of town. I have four children in the district. Two at Talmage, two at Monmouth Elementary School, and um yeah, I've been on the budget committee a few years now. So, Brian Fler, HR director, Byron Shinkle, School Board, zone 4. Lots of kids, including myself, have been graduating through this district. So, got a lot of skin in the game. I'm Ann Deain. Um I'm District 2 and live in Independence and have a grand grandson that goes to IEES third
003grade. My name is Nicole Walker Suni. I live in zone three. I think I'm repping a different zone officially. Um I have two kids currently in the school district, both at Ash Creek. one heading to town mage next year and then I register my youngest for kinder at daily child this weekend. So I'm Royal Johnson. I'm a zone three. I've lived in the town for 54 years in Mammoth. My kids all graduated from central and went on from there. And so I've been very interested in in the community as city council and volunteering for a lot of things. So, Jake Bolatin zone two but representing four, I think. Um, something like that. And, um, I'm a retired part-time substitute teacher in Salem Kaiser School District. Um, and I've lived here in Independence for seven years.
004Hello, I'm Antonio Martinez. Actually, class of 2019, so not too long ago. I went to is and um zone five just near Bark. Happy to be here. I have two kids. I think I'm in zone one. I have two kids, one in high school and one in junior high. This will be going to high school next year. This is my second year on the budget committee. I'm Don Wall. I'm uh on the school board representing zone six and I have two graduates of Central School District that are now in their 40s that live in Portland and I have six grandkids attending school up there. I'm Jan Job and I have lived in Monmouth most of my life and u our my husband and I have one child and she's a graduate of Central High School.
005My nieces and nephews are either graduates of Central High School or soon will be. I taught chemistry at Central for 12 years, chemistry and physics, and I was its assistant principal. Then I was a principal of Talmage, and then I was the assistant superintendent and the curriculum director. I think you can safely say that I really love this community and the school district. Um, it's a it's a pleasure to to live here. So, I'm Steve Moer. I'm in zone one. We, my wife and I, Leanne, have six children that are all graduates of Central High School. She is an employee of the City of Independence Public Library and has been there pushing 30 years. So, and then I'm retired fire paramedic. Spent my career with the Portland Fire Bureau and as a volunteer with Pulk
006County Fire District 1 and I did 32 and a half years here at Pulk County as a volunteer. Um, I'm Steve Coons. Um, I'm the director of finance and operations here. uh live in Monmouth and I uh h I met Jan when I started dating a teacher at Central High School and so have known her for years 45 years. Um and uh uh my daughter graduated from Central in 2008 and now I have a one-year-old grandson who just lives a couple blocks away. So be ready. Excellent. Number four. You want number four? Yes. Anybody wants Pete's job as a presiding officer? I was lost. I thought we still had parts B and C, but we got through all that. So, y I'd like to nominate Pete Swan to be the presiding officer. Second it. You
007accept the nomination? Sure. I accept the nomination. Any other nominations? You can nominate yourself if you want. Yeah, we will allow that. [Music] Seeing none, I guess you should call for the vote. Yeah, I guess we get a call for the vote here. Um, so I have been nominated again to be the presiding officer of this budget committee. Um, all those in favor say I and raise your right hand. I All those opposed say nay. Raise your left hand. It seems to be unanimous. Well, thank you for the confidence. We'll try to keep us on time and on target. possible. Maybe a little bit difficult this year, but that's it'll be a challenge challenging year, I'm sure. Um, so thank you for that. Um, moving on to the fifth item. Um, did you want to
008go through and review the the last year's budget today? Yeah, thank you. Um, in your folder are a couple of documents. The first one you might have is the agenda for this evening. Um followed by some handouts that uh we were emailed last week. There is an additional one in that. So if you had printed out and brought your own, be sure and uh make sure that you are using this copy. And then the next packet is actually the slides that we're going to use tonight. So you'll be able to keep these if you want to make notes on the on the side of the slides about either comments or questions that arise. Um please feel free to do that. So um our our general agenda this evening we will actually start with a little
009introduction which uh we have some new members this year. So we want to kind of do a school finance 101 and then I'll talk about that current year today. Uh we will give the budget message and an overview of where we are. Some interesting information sort of about demographics in our district. um some assumptions looking forward and questions that we're going to need before our next meeting. Uh so I will let Do you want to do Sure. So we just want to make sure that everyone has a good understanding because I'd like to say that school finance is simple. It is not because there are lots of different levels that we need to look at. So, we do just want to spend some time and again you can see behind me I'm not going to
010read but it can be um at times confusing or complicated um because we're talking about not only taxes but there's different types of grants, donations, fundraising, those types of things. Um, but again, they're really divided into seven categories. And we're just going to spend a minute just going through those to not only for you all, but we do have a lot of people that watch this, maybe not live, but we'll go back and watch the budget committee. And I think it's really important that uh we share with the community uh the important pieces. So, when you look at school financing, there are categories as we like to call them. So the general fund and we're going to go into a little bit more detail but there's the general fund we have special revenue funds which
011actually are both state and federal. So both of those options are there then we have debt service which again is tied to as an example a general obligation bond from that perspective. We have also capital funding and I think it's really important that capital funding is can only be used for certain things. Um and that's a a mis really a lot of times people think well why can't we just move money from the capital over into the general fund you know those types of rules are not allowed um so there's specific spending and then we when we have money to do it we have contingency and reserve funds we we will hopefully have a few as we share with you with the budget next time we meet. Um but these are the main areas of
012school financing within the state of Oregon. So if we go to the next slide, the largest um fund is our general fund. So it's the largest one of all of them. It is the most flexible and adaptable fund that we have within the school district which allows us to move things around to a period because again over a certain amount we would have to come back to you all as well as the board. I think it's really important to note that of the general fund, 87% of that fund is for salaries and benefits for personnel across the district. So again, that's a big portion of that funding. And then again, local property taxes go into the district's general fund as part of our revenue. And we'll talk a little bit more about that moving forward.
013So that's the first bucket, as I like to call it. The second bucket of money is really focused on our special revenue funds. And this money can is restricted. Again, could be student activities. So, you have certain things that students raise money. They can only spend it on that. Local grant funds. We we're going to show you a couple of those from a state perspective and a federal perspective. And then programs that are determined at those levels. So, if you go to the next slide just as an example. So, one of our state examples is what's called the student success act. And this comes from the corporate tax which went into effect in 2019. Uh the fund itself, the bullets below here are the only things that we can spend. Now, it gives us flexibility.
014So, counselors, I'm just going to use as an example. We have counselors that will be once we show you go through the budgets. We have counselors that are in uh this the student success act that could fall under health and safety that could fall under well-rounded education. So there's there's different buckets that we put um programming potentially professional learning as well as staffing. And this is just one of those examples that is in the state school fund. I will tell you outside of the general fund, this is probably the next most flexible funding that we have uh within the district. The next example that we give, again another state source on the next uh page for you is uh one called high school success. I will tell you this one's quite restrictive. It is only
015for 9th through 12th. There's a small portion of it that can be used for 8th grade, but it's really towards the end of 8th grade going into their nth grade year. uh this fund is restricted. Um you're going to hear us at times use a word supplant. So we cannot supplant into this. So as an example, if we have something that's in the general fund, we cannot move it into the high school success fund to just give you an example. So this is a much more restrictive type of grant that we have. Again, three areas that it's focused on. as just an example, dropout prevention, college level opportunities, and career and technical education. So, some of our expansion at the high school in our career and technical education is because of this grant that we've
016been able to uh use. The next version is just more focus on the federal sources. So, child nutrition is one of the big ones that is federally funded. Obviously, it can only be used for that. Uh you also have different types of funding called the Individuals with Disabilities IDA is what you'll hear us say, education act. Um that is funding that is specifically for special education only. I will tell you it's a small amount. It's not a large amount of money, but it does help uh with some of the things that we have um to make sure that our students with disabilities have free and appropriate education. Um and you'll we're going to talk a lot about special education. There's some things in here that we're going to share with you today. Another example of
017that federal funding that we get some of money from is called title 1A and that is based off of students identified in poverty. So the amount of students that we have that are in poverty, we get that assessment from the federal government from that perspective. So again, we want to give you just a couple different examples of what both state and federal special revenues look like. The next one is our debt service. Again, you've heard us, we we'll reference it at times as general obligation bonds. Um, this is a money that's approved by taxpayers, again, voting residents uh for those specific things. So, the last bond we passed was the high school. Um, so that we're still as a community paying that off. But I think the other thing in this category, um, we also
018like lease buses. So, that is another debt service that can be put into, uh, the funding for, uh, the school district. Well, that's a little bit about that fund. The next one's specifically capital improvements. I think this is the one that I will say always there's at times that money is sitting there and people always want to ask why can't you just move it? This is why it can only be uh used um it's a revenue that comes from construction excise tax but it's really on new construction within the district or at times the board will put our surplus if we sell property or anything like that put that in it but it can only be used for capital improvements. So something breaks within the building, we can go in and fix it from that
019perspective, from the um that's not what I'm going to say is regular maintenance or facility use. Um so we this is really put in place to try and help schools uh with what we're doing. And then again, obviously, as more businesses and homes come in, um it it is a benefit to be able to help and do some construction within um the community. I would say at least construction has slowed down. So, um, that amount has not grown that much. It grows every year, but it hasn't grown much in the last couple of years. And then the last one that we talk about is what what we call contingency or reserve funds. These are uh we call them rainy day funds. Uh, some of that were required by this uh policies within the school district
020that we have to keep a certain amount of money set aside. Um, we like to say it covers one payroll of everyone as an example. Um, so we do have that. Sometimes we try and put reserves aside. You saw us a couple years ago put reserves aside for curriculum adoption. That helped us to implement language arts. Um, so you see different buckets of that. Sometimes you'll see a contingency where um, insurance is going to be going up. So you might see some uh contingencies tied to insurance as we work with both of our associations as an example. So those are the different different types of things you've also heard us talk about and we're going to talk about PERS. So we also at times have put reserve funds within the budget that are specific to
021PERS which is retirement for those of us that are um government agencies uh that have those opportunities. So that's before we go on questions about any of the different buckets. I think it's just important to spend a little bit of time to show you all in the community just the differences between where we can and can't spend the money. I have a couple. Sure. Um you on the general fund you say property tax is mostly there. There any other dollars that the district gets that go into general fund? Yep. We are going to talk about that next. Uh we're going to dive into the general fund. The biggest share of the general fund is state school fund which is appropriated by the legislature from all of our income taxes, but the district gets also a
022small amount of property tax for operations and that use it. I have another one. I have one more. Sorry. uh for the students in Kazak the five listed like four or five um and you said you cut it spread it around is our targets so like 50% has to be on health and wellness or safety no that is a ability for us uh to move as uh needed. Um and again a lot of that what we put in there is tied to the and again you'll see that in my budget message tied to our the district strategic plan. Okay. And so really trying to how can we within those areas continue to improve K12 because we do try and spread at K12. You'll you will at times see a little bit more K to middle
023school because of the high school success because that does have its own bucket of money. Um but there are still things that we use 9 through 12 uh also in the student success act. Got it. So like do you put 100% on safety if that was we could. Yeah. Absolutely. Y question. on the contingency reserve fund. I want to make sure I heard you. You said the required by policy is at least one payroll. It's a percentage. Usually that percentage is a coverage of a one month of payroll there. It's a whole district board policy to keep a a certain percentage of the general fund as a contingency. So it'll show up as a separate line item every year in the general fund. And again, because in the past, the way state funding came through
024wasn't always reliable, wanted to make sure we had enough to cover a month's payroll in case there was a disruption. Six is 6% a month's payroll. Hold on, let me I'm trying to remember what the actual Yeah. Right. Right. Right now that is set at 70% of the general operating budget. Yeah. I got I got a question to ask and we're just starting on all this. How much did our enrollment drop this year? We're going to talk about that. Well, I mean that affects everything general, right? Every lot of people see that. We're going to see that next year. It's an issue. Okay. All right. So, we will move on to discussion about the general fund. Again, our largest fund, our most flexible fund. And that uh is we'll start off with the what you
025should have gotten. We've got your email here. Um and then you should also have uh in your packet here and if you look at it the first page are all our revenue funds. This report uh includes historical actual data. So you will see what we actually received and spent in uh 2021 through 22 22 through 23. what we budgeted in 2324 versus what we actually ended up with our current budget 2425 and our actual year to date as of March 31st which is three quarters of the way through the year. So on a lot of these we want them to be about three quarters. We hope that um especially revenue is three quarters or more and expenses are three quarters or less. We'll go through a few of those. So, this is where you can
026see that 95% of our general fund revenue is from the property taxes which are primarily received in November. That's why we're over 75%. Most people who pay their property taxes or whose mortgage companies pay their property taxes in November, we get 85% of our property taxes in that month. So we are uh being at 99% for property taxes on the very first line doesn't mean we expect to get a huge amount more. Um we'll get a little bit more. So um and then the state school fund which is down on a lower third of page it says uh R3101 state school fund general support. That is our largest revenue source. It's our largest revenue source in a general fund. It's our largest revenue source from anyone we get. And that money is delivered to us
027in a formula that is a statewide formula. And you'll hear a lot more as we talk about the state school fund because we are in the uh long legislative session, the beginning of a state bianium 2-year planning process. The legislature hasn't yet figured out how much of that we're going to get. And once they figure out how much state fund is going to be put into the state school fund, then it has to go through the formula to determine our share. So we will we are making some assumptions that we'll let you know about. But those assumptions are all subject to change probably until June. I'm going to say June. June is when we'll know. And we have to have this budget adopted June 30th. but we may not know until the first week of
028June. So, this is our challenge. Um, and then also just another note about revenue. Each year in May, school districts receive adjustments to last year's revenue. So last year they paid us, paid us, paid us, gave us all of our state school funding, and then they come back this May and go back and look at 2324 to figure out whether or not we got enough or too much or too little. This year, because of declining enrollment factors, we got too much. So they have not given us our final look back to what last year was but so far their first two calculations it's negative. We budgeted for a little bit of negative. We budgeted for negative. Um might be a little bit more than I budgeted. What line is that again? That doesn't show separately
029here. This is all part of the state school fund R3101 adjustment. So, you're saying it might not go up from 27? It uh it it we'll we get two more payments. We get a well actually we get one more well from this we get to April and May we get a payment. So, those will be two positive payments and then there'll be a negative. So, it will uh it will not we will not have enough negative that it'll be less than this. So it'll be slightly then maybe. So if you look at I'd like to say as you look at the see where it says budgeted 32721 on that R3101 that's probably the the number that will we adjust from from there depending on what we get back from our look back. And again, that's
030tied to not only attendance, but the demographics of our school district, which we're going to talk a little bit further about because that's what that is also what impacts the um the our assump assumptions. But ju just to clarify, they don't take that from this year. They take it from next year. They take it from this year. They do take this year. They do take it from this year. So, we have to adjust. And that's part of the reason we're That's why they do it in May. So that if they if it were that bad, they would just not pay us at all in May. And then correct. We think we think though that it'll be somewhere between where it is currently and what we budgeted. Somewhere in between, but closer to where we are
031currently. Yeah. Because I did plan for some negative. Yeah. So that's revenue. So again, this is and this is a report the board gets every quarter updated with the detail. Um, I'll be glad to answer questions about other line items if they intrigue you uh at other points in time, but this just general overview about our general fund. I think I thought from last year I remembered it was 70 million. It's am I missing other funds like grants and this is just like the more the general fund? This is only just your everything is 70. That was our that was our total budget including debt service, capital improvements, and all of the special revenue funds. And we don't have the those pages yet. No. Okay. And this doesn't even have 2526. We're just looking at
032where we are to date. So you understand a little bit about the challenges we're facing um as we prepare a budget. The next two pages are the expenses. They are divided into sections. The first section is payroll. Those accounts start with 100 on the left. The 100s. The second section is um taxes and contractual benefits. Those are all the accounts that start with the 200s. So, as we pointed out, those two sections alone comprise 87% of our general fund operating budget. But you will see if you look at the percentage for the 100 subtotals and the percentage for the 200 subtotals. I mentioned that we want to be around 75% of our expenses. We've gone through 75% of our fiscal year as of this report. We are not at 75. That is because we have
033had a large number of personnel vacancies we have not been able to fill all year long. So those were budgeted but nobody applied for them. And we have the addition now and I think you'll hear this from a lot of employers with state paid family leave. So the paid leave Oregon um a lot of our employees are eligible for that and are taking those leaves. They don't have to use their own sick pay or their own time for that. So that pay is not actually we are not actually paying that out. They are saving that those paid days off their PTO. They can save that up and use paid leave Oregon instead. So we see some of that happening which is why we are under budget on our payroll. What percentage is what percentage? Uh
034we could we'll add that to the FAQ. I don't I don't know if our HR has those numbers. Well, add that to our how many people are on paid how many people are on taking paid leave like is it 15% 10% 5%. Oh, it's it's not it's not that high percentage but we'll we'll get it. Yeah, we'll add it. Yeah, but as you know and that's to keep in mind too with pain organ it's not something where somebody is permanently on that. It's it's limited by number of weeks and hence um you have to qualify for it and it's a percentage of your salary. So we don't pay that out. We we um we pay for we pay up front monthly. Yeah. There's a monthly it's like that employment we pay% between employee and the
035employer. So, we haven't been able to fill these positions, but we still need to serve our students. So, we have had to hire a lot of substitutes. And in fact, we this year actually couldn't even get enough substitutes to take some of these positions. Dave probably knows this. and we have had to hire from temp agencies who specialize in serving some of our highest need students. So the cost for those folks does not appear in the 100s and 200s. It appears on the next slide down which is 310 instructional um professional and technical services. Oh, so if you look at the 310, you will see that all the savings we have in payroll and benefits is being paid to staffing agencies [Music] and substitutes again. Well, there are staffing agencies, right? So that is where
036this balancing this budget gets tricky. Mhm. Is it fair to say that the vast majority of that is special needs? Yeah. Yes, it is. But it's it's it's at least it's almost all of it. Yeah. Yeah. I would say 75 80% if not more. And this also reflects unended mandates for special ed. Uh there are bills that have made other things challenging. Yes. I'll just phrase it that way. Answered my question. So that 310 is specifically people who are working in classrooms, direct instruction and instructional support with students. Um I mentioned that 390 is other um technical services. For example, our nonclassroom um employees when they have substitutes, libraries, offices, things like that. Those are in the 390s and because of paid leave Oregon that's also a larger number than we have experienced about and
037I people don't want to come to work sick and we appreciate that nowadays in ways we didn't appreciate it five six years ago. So um we are spending more on those services and I'll just point out our other largest line item is actually 320. So it's right under that giant expenditure for um substitutes and temps and that is property services that includes you know repairs maintenance of our building and uh utilities. So you can imagine that with our buildings though that is a large number but I'm happy to say that uh property services is kind of right on budget. So three four the way through the year you want to have spent three4 of your budget their their reg. What's the difference between 380 and 390? Are they both noninstructional? Yeah. So 390 are general
038services like substitutes and some other things. 380 is attorneys, auditors, uh consultants hire. They are they are serving the district not students and education protecting specifically uh on the back up a second on the 310 does part of that money do we get some of that from ESD I mean you know the don't we pay them for some help too? Yeah that's a great question. So um we the state gives us a chunk of money in our state school fund. They give a chunk of money to the Wamtt Education Service District which serves all school districts in Marian and Pulkan Hill counties. We purchase services from the Wamid ESD things we couldn't hire ourselves. We we purchase school psychologists. We purchase autism. We purchase aiology services. We also purchase some other technical services. they host
039our finance software and things like that. In the past, we used to purchase those services out of the pot of money they had sitting there for us and we would get some back. We didn't spend all of our money and we could actually transfer it in and we would have revenue in here for that. And that is no longer the case. We purchase, we have such high needs that we can't hire. They do. We purchase that. Um, you will see on the revenue line 21102 or you can take my word for it. Okay. Education service district aortionment. three, four years ago, we got $800,000 back out of that that we could use in the general fund for anything. Uh last year we got $125,000, but that was only because we ended up not spending some
040of that money there. This year, uh from the ESB, we have 26,000 so far. And we used it all. and we've used it all. Well, that was actually a special that was a re rebate for um one of the special things we did. So, it was needed. It was money we spent and they paid us back. Um so, the money we used to get, we used to be able to purchase services from the WAMD and yet have some of our aortionment that they had for us and get it back. No more. We are purchasing back this year. We used the whole thing. We over spent. We actually overspent and some of it's coming out of the general fund because it's a need in the schools. So, is it fair to say that you're purchasing $800,000
041of the stuff or is it Oh, it's $800,000 would be more or what you would have got back. So, you were purchasing before like 1.2 I can give you those numbers and show you because actually how much we actually were um given by the ES, you know, our allocation at ESV and how much that we spent, how much we transited the general fund. But it is functionally less than zero. Now we actually purchased $150,000 more of services than we had money for the ESD. So that money is now in our general. So we get we get no benefit from I mean we get benefits but it costs us a lot of money. out for that benefit from ESD. We we have to we would have to find psychologists and autism and aologists and we would
042have to find all of those people to and we would have to pay them. The ESD has an easier time contracting with those folks than we did with. But isn't that isn't the reason for that just because of the makeup of our students in this district? I think we've talked about that before where we spend more than the average Oregon district, right? And that's why we're we'll talk about that too. Now, we've got some numbers for from a special education standpoint is what you're talking about. Yes. Yes. Most of our purchases for or out of the WESD W education service district is for special education. Um we do have nurses. So all of that's one of the key things, right? We have nurses in every building. That is a necessity. Uh this past year we
043tried to do it with four. It has not it's worked but it not working as best as we thought. So we need to put it back to what it was as an example. That's a request coming from the buildings. Um and so we're we're um going to do that. But a majority of those that we hire are specific to special education. There's a few things here and there that are not but majority of that is specifically for that. Uh so just one other thing a lot of people you know gee times are tight cut supplies. So, I just want to point out that on the ex back on the expense site where it says subtotals, you will see that supplies and materials for classrooms, for toilet paper, for supplies and materials is less than 4%
044of our total operating budget. We cannot cut supplies enough to make a dent in a So that category shows us under budget just to let you know a large portion of it part of the supplies materials is computer software and a lot of our software licenses renewing June every year. So that number will go up not a big on the next page of expenses. The one thing um I'll point out uh well actually I should have pointed out the 600s subtotals. That's another very large expense. That's because that's where our insurance property casualty and liability insurance. So not the medical insurance we cover employees with, but our uh automobile insurance, property insurance is on that line. And you can see um that if you look in the purple column back in the day uh that
045cost us 330,000 and uh now we're up to over 500,000 just in a couple short years. And that is uh largely because not only property, if we all pay property insurance, we all know it's going up nationwide because of the tremendous natural disasters and losses. But uh school district liability insurance is increasing significantly because insurers are having to pay out more and more in claims for sexual abuse and misconduct in schools against students. So the risk for that kind of insurance has increased significantly. So I did not point that one out. But other transfers which is the 700s right below that say where do we transfer money to? Um the school bus leases that we pay out of debt service. We actually have to use general fund money to pay that because we get a
046a portion of money each year from Oregon Department of Education. We get reimbursed for some of our transportation expenses that comes into the general fund. We move it over to the debt service to pay for and uh we have a couple of other things we'll be talking about. We always have a contingency in there for nutrition services. Um, superintendent mentioned that child nutrition is a special revenue fund. It is funded currently almost 100% by the federal government. However, it cannot run in the red. If they don't get enough of that revenue to cover costs, we have to cover that from the general funding. So, we have always had a contingency amount set aside in the general fund to potentially transfer and you'll see on an upcoming slide that we haven't had to do that in
047the 13 years I've been here and one or two before that, but it is quite likely we will have to use some of that money this year and plan on that. Food costs, I think we all know, um, are contributing to that. When you say it's required, is that like a a state law? Federal law. Yeah. The food service account cannot run in the even if they don't give us enough even if they don't pay us enough. And so some of the concerns around this are and this is a question statement. the at least the uh political talk at upward levels has indicated several times that the free reduced lunch program will be gone in America and then then our budget will have to be used to buy food for children. Yeah, we'll talk about
048federal funding challenges, but that is one of them that the amount we are reimbursed to provide free and reduced lunches and a our district is does qualify as a poverty district. Correct. Currently, right now, the last couple of years, every student in the central school district receives free breakfast and free lunch. we have enough um qualifiers districtwide. Some schools aren't quite there. Some schools are over and there's a formula to allow us to apply that districtwide. If the percentages that the federal formula uses change, that would change how many students in our district would qualify again or which schools would qualify or not. So that's correct. Yes. Yeah. We'll go back. Sure. So if we join that federal food program, then it can't go in the red. So if some school districts don't have it,
049which some don't, then they don't have to worry about it because they're not yet you sign up for the program, it has to be 100%. Right. If you sign up for the program, it cannot run in the red. Well, what happens if um you know the whole program gets cut, which well well like every you know probably like everything else right now um everyone is looking at the state legislature and saying are you going to backfill this? Are you the fact that we're lo if we lose all this federal funding for Head Start for any all the groups that are losing federal funding? Is the state going to cover it? And I keep looking at Antonio. He works at the legislaturator. I keep looking at him because he's sitting in rooms where this is being
050discussed all day every and the state does not have enough money to back a bill. And that includes our service level though is set in 100% though right now. So the first thing we would have to do is determine what service level we would need to to to provide to cover those who need it. Right now it's just everybody gets correct. Right. And as you'll hear us say multiple times tonight, all of these things that are up in the air are why we are not actually presenting a proposed budget to you yet. Yep. All right. So, that's the general fund. Again, I would I would gladly answer additional questions individually or and then just Shannon for you the referencing that operating contingency fund 811 right there. Um again, that's tied policy DBD. It's called fund
051balance. So, just so you have that if you wanted any wanted to look at that. It's our policy DBDB fund balance and that's that's a carryover that we maintain every year. It's not it's not an accumulation. So it's not every year we get and hold on to $3 million. It's just it's a carryover balance that we maintain. Correct. Yes. Well then why isn't why wasn't it in actuals? Why wasn't um if it's a carryover m to be maintained what happened in actual if we don't spend it there was if the reason there are no expenditures actually in those contingency funds at the very very bottom of your expense it says um subtotal prior reserves and it has the 800 subtotals in prior years they're zero because if we did spend it, we would move it
052up out of the contingency to a line item up above. So it would zero out anyway. But at the end of the year, we never we just haven't spent those. We haven't had to do that very often, fortunately. So that 5.3 in the 2324 would be a starting balance for 2425, right? [Music] And the starting balance appears on the road. Then that 7% is as of what number? It's actually 7% of the what I call the operating total which is subtotal prior to reserves on the revenues. Yeah. And are we where are we at compared to the 7%? Are we over that or? Uh we have ended up over 7% fairly regularly. We are not scheduled to end up much over 7% the current year and you'll see that we've got an end fund balance.
053Where do we see the beginning fun balance on page four? The revenue on the revenue page which was the indust page that's one pager. The very last line is called beginning fun balance. Oh that is how much is carried over from the prior years. It goes down every year. But we've carried way more than 70%. Historically, we've been carrying more, but we've been having to spend more than we've been bringing in because more than we make. Historically, we've we've set contingencies for the 7% plus some deferred maintenance plus some maybe set aside for future PERS increases plus some curriculum adoption plus last year's the budget this committee approved and was the board adopted wiped most of those out. Have we shrunk that number? That that contingency number used to be higher, wasn't it? at 10%
054or something like that. Uh, no, no, no, no. I think it was it was six and a half when I started and we moved it up to seven to be sure and cover payroll. No, it's the the required board policy is that's never seven is the highest. So, the next document, we won't spend nearly as much time, I promise. Um, another way that we look at budget that that you looked at is by account or expense type. It's what we're all used to looking at when we look at budgets, right? How much on salaries, how much on supplies, how much on equipment. This next way that we look at it, this single page here, and this is just a sample, is by program within the district. It's called function for those of you who want
055to get all nerdy about school finance. So on this sheet, I pulled out some specific functions or programs that we offer in the general fund and compare what our budget is in the current year 2425 to what we actually spent as recently as 2122. So the different colors um I will show you. So down at the bottom is sort of the narrative. The total general fund expenditures comparing our current year budget to the actuals increased 128%. If you look up at the light green you will see that total direct instructional services. So again, not all the support, not all the the extra stuff, but direct classroom instruction increased by about the same amount, 125%. So that's we were able to keep that level of funding directly for instructional services. But if you look at the
056three purples, those are the categories we use for direct instruction on gen general education at the K5 level, the middle school level, and the high school level. They did not keep pace. We are at 115%. So only a 15% increase over what we spent. three years ago in general education. The next two line items are in yellow. They increased an average of 164%. Those are special education programs. So even though our direct instruction kept pace that money has been redirected in the last three years um just uh I know some folks are interested in alted so I I did include that one here that's sort of the pinkish one down there next uh that has increased and that some of that is rep prioritization um our alt ed program a lot of it used to
057be having kids sit down at a computer and do online medicine and uh more of that now is coming out of or sending students through the Wama Career Academy which is a program based in Salem. Uh we fund some of that out of high school success but some of it out the general fund as well. So that's increasing but also shifting. I just know some folks are interested in that. So the next section which starts and ends in blue is support services. These are all the things that we do including superintendent, fiscal, HR, payroll, maintenance, um all of those things are support services and that overall increased only 110%. So our direct instruction increased 125% over this period. Our support services have only increased 110. Of that larger increases in blue are in student safety
058and then speech language pathology and translation and interpretation both uh language and uh sign language interpretation and translation. So, can you explain some student examples? What's that? Can you explain some student safety examples for the difference? Sure. Our student safety costs are almost exclusively um our school resource officers. We have a contract with the city of independence for 1.5 FTE of school resource officer. Uh but we also have had uh some campus safety monitors. uh we have we may have equipment purchases in there. Again, this is not just people. This is all expense types under that program. But the significant portion of that is our contract with independence police. What is the 22 232 bump about? because we actually are like 92% of that for the adopted budget 2425. I'm sorry. And what was the
059Oh, for the in 22 23 the K5 instruction went up significantly even higher than what we adopted this year. Yeah. Um I'll get I'll get back to exactly what some of that was. Okay. Yeah. Uh, let me take a look so I can get some students. Yep. So, on the on the purple up here on the where we're at 115%. Is that the projection for what where we're going to end or is that going to continue to grow right now? Uh, I we don't have the proposed budget for you, so I can't tell you what it's going to be next year. That is our current year budget versus what we actually spent three years prior. Okay. So yeah, it's basically just I mean I assume it's going to be about same more of our costs
060are going to special education. Okay. Yeah. Um and some of the others on here in this support services nothing I mean there's some the you can read the notes sorry I don't need to go through each line item but it it shows for example where insurance I talked about the property casualty liability insurance some of that is under the board of education um and some of it is under fiscal services vehicle operation has increased significantly ly that is our transportation department. Um and interestingly we are way under staffed in that department. We are way short in staffing. So our salaries are not increasing in that department and we can't hire temp agencies to run it. We are hiring outside services to transport our to special programs in Salem Corvalis. We we are required um if
061we have homeless students who are find some place to crash here in our community but they went to school in Newport, we are required by law to transport them home to Newport to keep a stable school environment. So those costs uh after the pandemic a lot of folks became homeless. A lot of folks have been disrupted are living with relatives or finding places where they can get shelter. If it is not here in this community, we want to keep them connected to those communities where they have friends and supports and if they request it, we transport them. Since we're short staffed ourselves, we hire uh transport companies to do. So that that's just a couple ways to look at our general fund. Good. Maybe too much detail, too much information, but if you want more,
062if you have more questions about this or want to dig in, I will be glad to get information. That brings us to the budget message. So also in the packet that you received by email that also included back in that first packet that front packet is your um written copy of budget message for next year and will be yes I'm going to read it into because we're required to read it in. Um we do have some slides that go with it. So Cecil will sort of go along with me but we can always come back if there's questions just generally as we start this process. So this is the formal letter that we do share out. So it reads dear central school district comm community funding is essential to growing student success. It determines levels
063of service for students directly affecting student outcomes. From paying educators to paying the electric bill and other utilities, including garbage, water, and internet, money keeps education going. We will continue our focus on the whole child where students are healthy, safe, engaged, and supported and challenged academically, behaviorally, socially, and emotionally. We will continue to review, align, and develop systems, practices, and programming to support our educational learning environment. We will continue to center our work in equity. Our focus continues to be in our strategic plan and long-term goals and outcomes as we build an inclusive culture of belonging and learning for the success of the whole child, whole educator, and whole community. The board and staff of Central School District remain focused on the four pillars of the strategic plan. student growth and achievement, family involvement, community
064partnership and staff leadership and continuous improvement improvement factors that are in the income in the coming bienium. Uh we will begin bargaining for both CA and OCA with a fiscal impact beginning in 2026 and 27. This includes agreements with administrative and con and as well as confidential supervisory groups. The needs of our special education students are increasing increasing as are the number of students in special programs. The state-run retirement system rates are increasing by an average of 55% which is contributing to a cost increase of 1.37 million. The governor's proposed budget for the state school fund which is 11.4 36. Well, the governor's 36. Yes, the ways and means is 3.4 4 is a 9% higher than the state school fund for the 2023 25 benium and that should say billion not million. Yeah, we
065will correct that. Due to our current enrollment projections, look backs and attendance, the initial increase to our share of the state school fund is expected to be a 4.11 percentage point increase from last year's budgeted general fund. Contracted increases in wages and benefits will average 6% for the 25 26 school year. Um things we're proud of. Even with tighter budgets, we are able to provide each school with continued support through mental health counseling. We have kept four nurses and as I shared before, we're reinstating a fifth. Our graduation rates increased specifically for our Latinx and special education students who saw high higher graduation rates than we've seen in previous years. Our students continue to maintain their reading skills through the summer months, K5. We're seeing growth in sixth grade and eighth grade reading as well
066as math. We are seeing amazing growth in our English language proficiency, specifically K5. This means that more of our emerging bilingual students are becoming proficient in English. Uh and again, that skill is reading, writing, speaking, and listening. We are above the state average in this area by 23 percentage points. Uh the culture and climate experience surveys we continue to do for our staff, families, and students. We continue unique learning experiences for our students, including two-way immersion program, participation, the WAMIC career academy, and career and technical education pathways. Our priorities for the district, math curriculum. We put off purchasing the board approved math curriculum for grades K through 12. We have seen the difference updated curriculum makes. We need to make the investment in our students to purchase the math curriculum this year. Uh technology updates.
067The district is waiting for approval of a grant for 1.3 million for our technology infrastructure and have submitted a second grant for 400,000 to continue upgrades. Continue to support special education and the needs of our students, which includes special education staff and summer school and our mental health programs and facilities maintenance. struggles that continue. Because attendance and enrollment are down, we need to make cuts district-wide. We will not fill positions created by retirement and resignations. We will assign staff where we will reassign staff where possible, but we may have to make more cuts. We will carefully consider all purchases where general funds are needed. We know that we will need supplies for classroom and events, but will encourage savings where possible. We do not know yet how our federal funds will be affected as lawmakers
068in Washington DC continue to work through how those will be distributed. We will have excuse me we will have to reduce some programming including kindergarten jump start. Uh insurance including workers compensation has increased more than expected. A school district's budget is a statement of both the values of the organization and that of the community along with a reminder of those values. Please note that the following requirements are set forth in OS chapter 294 that we explain the budget document. The financial policies important aspects of the budget in connection with policies, the reason for changes in appropriation and revenue and no major changes in financial policy and the accounting basis. There has been no change to the district's accounting basis and no major changes to financial policies. This budget will reflect adjustments to revenue expenditures based
069on the district's strategic plan assumptions and reflect additional investments as outlined above. I'm confident that the board, students, staff, parents, and community of Central School District will continue to work together as we focus on student growth and achievement. I remain appreciative of the work of this budget committee in consideration of our EF efforts. Respectfully submitted, Jennifer Kavista, superintendent of Central School District. Now, I will tell you we have received that grant for the tech. It just we didn't we got that. That's hot off the press. The board doesn't even know that because I just got it today. The 1.3 the 1.3 we got. Okay. So, that I did want to change the budget message. We were already in it. So, we did get that. Now, we just wait for the next C. That's um that's
070through an process through the federal government. Um it's called category one. that we can help build our infrastructure. We also submitted one for category 2 which is a much it's smaller about 400,000 um but that's for equipment. So being able to really rebuild our whole infrastructure over the next year is going to be so we're just waiting for the second part of that but we have received uh the first part of that grant. Couple of things that haven't been shared with people is the amount of money that the state budgets for us for special education. We're going to talk about that. That's our next step. We got ahead. And then the other one was where we're at actually that number. Okay. Yeah. Can you go back to the grant? Can you explain a little bit
071more of like will that cover all of the structure that needs to be replaced? Um, no. So, the the first category is literally building a new line specifically just for central school district. So, um that's going to be more underground work above ground work of actual just a a loop is what it's called for um running internet etc with fiber optic underneath ground. Yeah. Yeah. For the 1.3. Yep. So that's not the actual like servers themselves or anything like that. So servers are not covered under either of these categories, but you'll hear us talk about switches and other equipment items that help with Wi-Fi, Wi-Fi uh equipment that falls under category two. That is the one that we are waiting for. And so do we anticipate more stuff would need to be posted that like
072with the servers that went down and such or that Yes, that is we're you know continuing to see where we might be able to get some grant funding but again you'll see at times we don't really touch our technology um budget item because we are still always trying to replace and and upgrade as much as possible. Is that on the plan for next year or when we talk about No, right at this moment we do not have within that that servers would be on there because that's really the big item that would be the next big item that we need to to purchase. We have servers that are functioning. Um but we just have a lot of them. You know, we could move to a state of the art three servers that would be much
073more manageable. We're trying to get there, but the real focus is on the equipment. So we have better infrastructure in the schools for staff and students to do what they need to do on a daily basis. About the grand um you said that you we got the grant. Yep. The first part. Do we have have the actual dollars in hand? No, not yet. Well, okay. So on paper it's it's approved. So yeah, it it's not actually part of the federal budget. It goes through a federal process, but it's not part of the federal budget. So we're Y Okay. But we're very excited about that. All right. Um I think that just again as we've talked about just the uncertainty some of the things that we're we're working through um with the funding we have not
074identified all cuts because we know what we know right now um and are trying to get to a balanced budget but I think there's still a lot of um you know the week of or the middle of May 14th when the next revenue forecast comes out that's going to be a big part of decision- making. That's again part of the reason why we're not presenting a budget to you today. Um so we are trying to absorb those cuts whether it be retirement or people moving on. Um what we so we're working through that and um we haven't determined about who all this will impact. I will say we have been working very closely and I'm very appreciative as partners with us uh both OCA number 124 and CA which are our two union uh the
075leadership of both of those we met with last week we're meeting with them again this week as we continue to work through what those cuts might look like uh moving forward. So we've um again I'm appreciative for their leadership and partnership as we as we go through this. Do we know you know when you'll know which ones they'll actually be because like last year we removed people and didn't cut as well. We that is our we are trying to do that again. Yeah. But that was like ended up being like a CT CTE teacher that served 500 students and so like knowing that impact I think will be helpful for the Yeah, we we I will not we will have to be careful about what we share with you all because it identifies people. uh
076we will do it probably more in a bigger FTE approach. Um but all those conversations are happening with buildings. Um we've given them information. They've come back to us on uh different levels of what they could see and and have cut. We continue those conversations not only with unions but with building principles as well. I guess maybe I didn't get this quite right. Enrollment increase this year did not. We're going to go through that. Oh, I thought we were talking a whole lot earlier. Nope. We got some coming up here. So, again, just another slide to look at some of the things that we're looking at. What are the rising costs? Obviously, the as we talk about limited revenue, again, that's really talking about state dollars. Um, there's less special revenue. And then we we
077don't know right now federal the federal funding is over here. I'm not even having that conversation yet because I don't I don't know what I don't know. And so, um, we've tried to any people that we could or most of our people we've moved out of federal funding. So, we don't have that. Um, it'll just be other pieces if we have to move in that direction. And then obviously the declining enrollment, which we're going to talk through next in our our demographic so you can see that. I think the important part on the declining enrollment is currently our attendance uh percentage for again as a regular attender you're the student has to be 90% of the time present in the school 62 of our percent of our kids do that that's five percentage points less
078this time last year but last year at this time we were at 67% currently for the number of kids that are attending 90% of the time we only have 62% of them attending and the formula is enrollment weighted for attendance. So if we had 5,000 kids and not all of them and only 62% of them are regular attenders, we don't get paid for 5,000 and we've got some very specific graphs coming up. Yep. So we're going to jump into demographics a little bit here so you can see um and Cece and I are going to go back and forth a little bit um with this. So the first uh line you'll see we are showing you the enrollment which is in blue. So that's who has been enrolled in our school and then as CE
079has referenced it's called the ADMR which is weighted for attendance average daily membership waited for attendance. So, one of the things I want to point out, um, when I first arrived as a superintendent, um, with the board's approval, we did a worked with a consulting company called Flow Analytics, and they gave us really a trajectory of what our enrollment would be. Um, as an example, um, so you can see on this graph, you can see where again our enrollment is, how our ADM has been. Um you can see if you go all the way to the far right where we're looking at the 23 24 fall and then obviously where we are currently at you can see that orange has dropped um pretty dramatically and that's the attendance piece. Um we have been running as
080an example um close to the um what I'm going to say flow analytics when we did it gave me a here's what your enrollment would be if it was high here's a medium and here's a low. we've been running right below the high of what they've had projected for us um pretty significantly and and done a good job. This past year is when we have seen um really that those those big drops um and and are having to to work through that. Just to give you an example, our current enrollment right now um as of Friday was 29.86 86 and in October it was 3,50. Yep. So right now as we look at going into the 26 school year we are just below what the flow analytics had us as medium. I've been running just
081below high. So we've had a pretty dramatic drop um in about really in the last year and a half uh from from that that perspective. So to to simplify this, you could say we're incurring the cost of 3,50 students but only getting reimbursed for 2986 of them. Correct. Yeah. Because of attendance. Correct. Yes. Um the other piece I would say is um our kinders are smaller. So our kinder classes over the last two years um what with what flow analytics had us estimated at um they have dropped dramatically uh as much as 20%. Um again part of that is the birth rates are not as high as what they projected. So that is going to impact that. Um, so we have seen um, Yep. We've seen smaller um, what's your kinder? What do you What
082grade kind you call them? I'm sorry. Say that again. What What grades are are you call kinder? Kindergartener. Little only, not the first grader. Nope. Not the first graders, just kindergarten. So we s the last couple years, we've seen a pretty dramatic drop in what we've had in the past. You know, we've had about 200 to 250. we're getting about 165 190 per year. So that that makes that's probably the largest that that that's the one of the biggest areas where we've had a a decrease in our enrollment from that perspective. Couple questions on this graph. What's the break even attendance that would be say we have 33,50 what's the attendance percentage that would equal that 3050 number? 100 of them percent of them have to come 90. on the years that were higher than
083the actual enrollment that from preceding years. No. And what that is is a difference in the measurement. So the fall October enrollment is October 1st how many kids are enrolled. They don't we don't calculate that weighted for attendance until January. So in January, if the orange number was higher, it's because we actually had more kids enroll between October and January. So that that is why that weird anomaly where we had a lot more kids in January and we had good attendance uh prior to 2020. So those two factors and we are projected just so again based off of the analytics that they've done we are projected to decrease for the next [Music] two three years and we are not alone correct birth rates are declining public school enrollment is declining statewide nationwide um and the
084attendance also we are not alone. This is a systemwide concern. So I have a question about that. I don't know if you have a slide that talks about that or not because all the news articles you hear is every school district is talking about how their enrollment is down in the state as a whole. So if there was 100,000 kids in the state of Oregon and now there's only 90,000, would it be 90,000 divided by the 11.36 million or billion? The 11.36 billion divided by the number. Yeah. So like if all the school districts are down and we're down, we just don't have to be down at a greater rate than the overall school. I mean the overall student. Am I think 100%. That is the way the funding formula works. If we were if
085there was a certain percentage drop in ADMR statewide and we were at that exact same percentage, it wouldn't affect our funding and and we don't know where we are in comparison to the overall date right now. No, because like I heard Dallas, they're like down by 500. You know, if we look at our high, we're down by like 400. So, hey, we're down less than that. Yes, we we are dramatically less than some of our counterparts around us. Just trying to figure out like, yeah, even though it all the school districts are concerned that their numbers are down, we're not going to get as much of the state school fund, but if every school is down, then we might still get the same. So, like, how do we know? The the initial projections that we
086are getting show us losing losing something. So we're down at a greater percentage in the overall state of Oregon. And I think some of again from a financial perspective when we show you some of the next slides, right? Our costs for special education are eating at the general fund. We usually have, you know, again, we've been able to in the past, we always have general fund because that's always going to support every kid across the school district, but our costs for special education continue to rise pretty dramatically, and we're going to show you that here next. Other questions about this? Yes. Yes, we're uh do we get any money for the kids to stay at home? No. Do we get That's what I want to know. I thought one time we did get something or
087we were responsible for some of that or something. Yeah. And I will tell you our homeschool when I first got here um as the superintendent we had over we had per year about 250 to 300 kids homeschooled. That has dropped dramatically. That's aboutund on average now about 150 throughout the year. I think where we've seen the shift is to online schools. Right. So, we've had in the past about a 3 percentage uh we're almost at 6% of kids that opt out to online. There there are online public schools now throughout the state. Um but some of them have are hybrid. They actually there I there is a school in Salem. There's a building. There's tutors. There's people that are there to provide services, but their students are enrolled at a school district in Eastern Oregon.
088So, the school district in Eastern Oregon gets all of the funding for those students enough that they can rent a place in Salem, among other places around the state, that the kids can come in for tutoring and activities and things. And several of our students are there or just one. There's lots of online school districts. Yeah. [Music] They get the same amount per student we do. They don't provide the same amount of services. Is that data available? the AMR ADMR available like that we could compare our district to a few other spot checks around the state or in the state. We could we could do we could do a couple so you can see the difference kind of yeah give us thank you other questions for this one and otherwise we're going to keep us
089moving evidently students are looked at se look at several different ways whether they um whether they actually physically attend their classes or whether they're enrolled. Does that is that basically what this um is is about? Yes. Blue is is emerald orange or red orange is how much time are they sitting in their class. Okay. All right. Because we take it at the secondary schools, we're taking attendance every period. At the elementaryaries, we take it twice a day to capture capture student enrollment or how many are they in the seats? You don't know the next one. Okay. So, and we can go back. So the next one we just wanted to show you this is our actual enrollment of our uh students experiencing disabilities. So you can see we were starting in 1718 been fairly I'm
090going to say flat you know a little bit up and down but you can see over the last couple of years that that has increased. So why is that to be very honest? Yeah. Um I think one um we're known to be very supportive of uh in this school district for students uh with uh disability. I also know that we per capita have the most uh I reference them as youth care facilities. So facilities that have students that may have high impact needs uh don't live with their family anymore. They live in a again it's been referred to in the past as group homes. Uh we have uh I believe nine plus we have adult homes. So we also are required for students with experiencing disabilities from the age of 18 to 21. We still
091service. So our transition program is actually physically in this building. We have about I don't know 20 15 20 kids that are uh in the program. So there also potentially could be in an adult care facility. Um so we have a lot of both youth and adult care facilities that are within this community. If you don't know that, I don't know how because it is one of the things that I think is great about our community. Um we do have a lot of um uh families that do have students that are experiencing a disability. But again, I think we're known, some people may disagree, but um for giving a quality education for uh students that have disabilities all the way through 21, but more and more and more children are being identified with high impact
092disabilities. What's our kindergarten number next? Normally we have um smaller amounts but we have in the upper 30s now of um used to be handfuls of uh students coming in with a disability. I know so far we have list the last time it was it's 30 or starting to continue to move up in that area. So when you're seeing the earlier identification that means that we have those typically going to see a lot of those students who are continuing services. Yeah. for a period of time at least not at all and we try not to identify that early. So the fact that they're being identified early just means that we know that there's going to be needs for for the students. There's spikes in certain areas and language speech across the state has gone up
093for us too. Yeah. How do how do we rank statewise in this category? We are we high and and are we more students for for our students or in the high risk area or uh that's a hard one because I think at times we're dealing with you one we're seeing the needs of of again when it comes to autism or or other things, right? You're seeing that across all school districts. I do think there's some unique things that we see because of the who we serve from that perspective. So, I don't know that I have specifically key areas, but um I just wonder what the percentage was for students that are on disabilities. Uh we're So, we're about uh we go between 14 and 15% of our of overall population. That's what Yeah. And so,
094we're but but which is about the national average. Um but I think at times costs continue to go up with the needs that we're serving. these trends, the students experiencing disabilities is going up and your enrollment's going down. Yes. Further exacerbates any pressures. Yeah. Well, then we're gonna So, I think you'll then enjoy this next slide and we're gonna to to get to that point. Real quick, I was just wondering, are we seeing families move to this district because of the services we provide? Yes. and the group and the care. Yes. I would also say that not the families. Yeah. I would also say that the Oregon Department of Education has shared with me that they if parents ask them what's good school districts, we are on that top list of services for kids. I
095I look at the Department of Education website. Uh like McMinnville was 15%, we were 14% and Dallas was 18%. That's like three district I looked at. So we're relatively all similar as far as this this is where it changes. I don't know that they have as many group or care facilities as we do. Right. Yeah. I don't think they have very similar I don't think either of those communities have the youth care facilities that we have. And there's there's a difference between u a child whose needs are some extra help with reading and a child whose disability in terms of self-control is so extreme that we have to have two assistants child or three or three and um I think that that has impacted our our budget significantly. And so, um, yeah, when the category
096is just special education, but it doesn't indicate the high need child. I mean, I don't know what that number is. Just Jim, that number is just the percent. Okay. Right. So it's I think what Jan's talking about is acuity. How do you quantify the acuity with services that the individual needs? Yes. Well, that's why that that's why people are contracted at times, right? Yes. That's why those costs are up. Yeah. And they're very expensive, you know. Yes. So this next slide focuses on our highest need students. You want to see this? Yeah. So let's just go through let's just go through the graph first. So blue is actual cost and we're going to come come back through this. So blue is actual costs and that if you look on the left side you'll see 200,000
097700,000 all the way up to 3.7 million. So the blue is the actual cost that we have spent um which is called the high cost disability. So we're going to talk through that. So that's the first blue line is actual costs. Then the orange line is allowed costs. So we are we are really pay the first 30,000 for any student. And I'm just going to remind everyone that an average student brings in about 11 11,000. So we have to do the 30 before we can even get the reimbursement. So for every kid we spend over 30 then we can be reimbursed. You will see what the yellow is the total reimbursement. So I'll just give you an example. Two years ago we got for every dollar that we spent we got 56 cents on the
098dollar. That was three years ago. Last year we got 40 cents on the dollar. This year we started our first look back that we got which I publicly shared with the House Education Committee when I went to testify was 28 cents on the dollar that has been refigured and it is now at about 39 cents 33 excuse me you're right 33 cents excuse me from that perspective again so you can see how much our cost so I think total for this year the 3.7 million we got how much back? Uh the the 3.7 is if we get a payment for this year $700,000. That's the yellow that's just the 7 just over the 700. So we think that's just really important. Plus then you see the gray line that's the number of students that would
099fall into that category. So you're seeing the high cost. We saw a little bit of a jump to 40 in 2019, then saw a little bit of a dip, but we've worked our way back up. So, of the $477 students on the previous slide, 46 of them cost us more than $30,000 per student to support. That first 30,000 we're expected to pick up. over the 30,000, there is a separate grant, a separate pot of money at the state to reimburse districts. But because the need throughout the state is so high, that reimbursement rate is so low. You'll see a little bit of a spike in the yellow in 2021. The state uh recognized this. The legislature recognized this and they increased the funding for this grant. They said, "Wow, these number you're only getting reimbursed
10040, 50 cents on the dollar." They increase the amount of money, but what's happened since then is more and more and more districts have more and more and more students with higher and higher and higher needs, and the cost of serving those needs is higher. So that's why the funding level has fallen that day. So for fiscal year 2324 we were able to identify $3.7 million for these 46 students and we're re being reimbursed 700,000. you look at the percentage change if you go back two years um we were around 12% we're at 14% as far as number percentage of special education which is only a 2% increase but if you look at the high cost increase it's about 65% increase so that's that's really where this is impacting the most is that we're not
101seeing a lot more u students but we're seeing a lot more students that are c that uh that to to ser to provide the services cost a great deal more. So it's a huge jump but we have some ways that we even think you can help us advocate if you would like. We'll talk about that here in a second from that perspective. So um any other questions about this? I want to show you one more slide um demographics before we move on as we continue forward here. So the last slide is just we wanted to give um just show you the number of uh emergent bilingual. So these are students that are coming in um and they will be as they walk out with us uh potentially having two languages um within our school system.
102So this is just the numbers that you've seen over the past couple of years. Again, I would say for the last three or four, we've been pretty consistent. We've had a little bit, but again in that 500 range, a little mid 500s, upper 500s, um is what our um numbers are for, uh students that will be able to walk out with two languages. I think this is the greatest growth area. The fact that we have our K5s, right, we especially young students, our goal is that if we can have them having both dual languages walking into middle school, that's going to be an advantage for them. And the fact that our K5s are their their growth is at 70% that's huge. I mean the fact that we're 23 percentage points above the state athletes we're
103doing the right things to support kids as their learning moves moves forward. So I just wanted to share that little bit of breath with you from that perspective. Does that include students that are English as a primary language or is that only the other way around where it's English is a secondary language learning English? English is secondary language. They're they're learning English. Okay. So, this graph is Yes. Yes. And again, we we have 19 different languages. That's what's surprising to people within the school district. Um a couple that are are majority, but um again, we have great leadership that and the buildings are doing really good work. Our our language arts curriculum and then we also adopted a what's called an English language development curriculum. Watching staff you I was in a elementary the other
104day. Watching staff build that together is pretty powerful. That's really good strategies for any kid. Um so it's I think it's helping every kid that's in our in our buildings right now. Did you want to take we're these next slides shouldn't take very long because we've given you a lot of this information already kind of the assumptions we're using as we go forward. I don't want to talk for a few minute break. Should Yeah, I think if unless anybody's opposed that I'd propose you like an eight minute break just so we can Yep. We're almost there. Almost where to the end. Quick break. But let's take a quick break now. So, if you guys could be back at 750. Don't look at any clocks in this room. 7:50. That would be perfect. Uh restrooms down
105the hall around the corner. They're on your right just as you turn the corner to the left. Yeah, I think that's we want to continue to try and look at that. All right. Shall we continue hope? Yes. So the next thing kind of telling you a little bit about the assumptions we are using uh to to build the budget so that we will have something for you. We'll talk about our timeline. Go ahead. Yeah. So um as of the last two months we are basing going to be basing our budget off the 11.4. So as shared earlier, the governor's budget is 11.36. The Ways and Means Committee has come out and said 114. So we're being advised to to do off of to budget off of the 11.4. Uh you will see that that's an
10611.7% increase from the last bianium, so the 2325 bianium, which is great. Um we're estimating at this point that our state school fund would be a little over 34 million. So that's a 4% increase for us um over the last year. Um again, as we shared on the budget message, this is uh really focused on our four uh strategic goals. You'll see there was um legislation that would finally pass, which we are very happy about that. Um the first year we get 49% of the state school fund. Um and then the second year is the 51. At times that would shift around that was a very do 50 5050 that can be very difficult for us. So having a little bit of flexibility going into the second year is much appreciated. Um again as he
107said the food services were concerned about that. Um it's been quite some time that we haven't had to work through that. So we're hoping we don't have to but it is on the horizon that we're just paying attention to. Um, and then our debt service levy amount is projected to be at $2 per thousand um, due to the 2023 repayment. So that will be I guess you said $2, correct? $2 is what our what we're looking at for the coming year, but that's all based on what the property values might be. So just a a projection at this point. So looking forward, I think there's just a couple things that we want to identify for you all. Um and sort of the reason why we have not given you a budget for this um this
108date. So there are two bills and this is if you feel like you want to advocate um we have really good um people that you can reach out to. So, in our, just so you know, in case you don't know, uh, Senator Patterson and Representative Evans are two of our local representatives, but if you have an interest in reaching out to the Senate Education Committee or the House Education Committee, um, there are two bills that would increase funding for special ed, one is House Bill 2953, uh, which would lift the cap of the numbers of students funded. So, as we've talked, our um special education percentage is between 14 and 15%. But that cap, we only get 11%. That cap has not been raised since 1990ish. So, we're we're just asking them to please move
109that direction, but there has to be more money with it or it won't do us anything. It can't come out of the general fund. It needs to be an additional amount. Um the other house bill is House Bill 2448. Again, we just walked you through the high costs of students. That is an also another funding that we're asking um them to increase that cost reimbursement that reimbursement cost. I'd love that to be 100% dollar for dollar, but I'd be happy if they could get us to 75 or 80 cents on the dollar. Um so if you want to do advocacy, that is up to you. Um but that those are areas then you're going to see that I just give you a little bit of a taste of that for the 2425 the that high
110cost disability grant amount is $55 million to divide up all over the state for every district all 196 of them. Uhhuh. the additional expenditures. So, the amount over the third three 30,000 per kid based just on what we all think we have this year, what we're doing 141,400,000 of need and a $55 million. So that's where we get to 33. Correct. Um and that last one is the that's early childhood. So EC EI ECSE um that's investment for early early uh students that are identified having a disability. We know that the services come in early. That's helpful as they transition into kindergarten. Um you'll also see House Bill 3435 which is school meals for all. So because we don't know what's going to happen at the federal level, there is a big push for that.
111We actually have put in narrative. We were requested to put in narrative. Um Alex who's our school dude um or food food dude school food dude. Um he does an excellent job and so um he put some some materials to give to the um house and senate for us to to share about that. Uh summer learning did pass. We um are in the process of Friday afternoon. Yeah, tomorrow we have our first meetings. Um we will go and get um apply for the uh summer learning grant. So um that we will have summer school again this year. We were allocated this is a state formula and out of all all the districts were ranked as to poverty and other factors we were ranked 64th. So, our funding amount, if we choose to accept it, is
112$455,000 to run summer programs, which is fantastic. This is why we don't have part of the reason why we don't have summer slide. Just saying that we will, as long as that money keeps going, we will continue to try and support. Isn't that down quite a bit from what we had last year? Last year, we got 755 and we got it in June and we had to spend it by September 30th and we spent every dime. But every school advocated to the legislature and said, "Actually, in order to build programming and hire people and have parents know to enroll their children, you've got to give it to us earlier. The pot was much smaller this year." Did it go in a different bill? 10339. No, it was 339. Is it a House Bill 339? I
113thought it was. I don't know. I It passed. I know that. I I know I have a email that says governor signed up last week. We know that. Um, House Bill 3040, which is the early literacy initiative. Here's the here's the part about this that is interesting. So, currently for this initiative, right now they have us projected at about 230, excuse me, $239,000. However, with the governor's budget, if that's approved, it's a little over 400,000. So, just to give you that example, right now we're budgeting at 239, but it could be as high as 400. And so, that's some of the stuff right now that that's a person, right? That's a person that, you know, potentially what are we what are we going to do if we don't get that? So, those are some of
114the things that just the waiting period of just trying to get that final number of what actually will be moving forward. That's one of those pieces. 30 59 39. Um then we have uh Senate bill that that's the study bill. It's 5047 is the current 5047. Thank you. And then Senate Bill 580. Uh there's a bill that um potentially would mandating class size as a subject to bargaining. I will tell you we already have a class size protocol. We work very closely with the unions. We work very hard to stay underneath those numbers. We do think class sizes will go up this next year. We need to rightsize a little bit of that because classes have been a little bit small. Um but we do work very hard to stay in that. I again I
115know why people want this passed. I don't think you need to pass it but because I think you can do that within school districts but maybe school districts don't think like us that you should be working with your unions to to really have those things in place. Um but we we have done some really good work from that perspective. Um, and again, there's still an expected kicker of 1.7. Um, and then really the big number that we're waiting for is uh May 14th. But we we're we're going to get you a budget sooner than May 14th based off of the assumptions that we have because we want to be able to give that to you before that. I'll be honest there. probably will come here, we'll have the meeting with you, go over that budget,
116but probably we'll need we'll talk a little bit more about what those next steps look like. It's funny, another bill that didn't make the slide on Friday um is a bill that actually helps us. the uh PERS had a pot of money that uh they that the this legislature chose to use to reduce the rates for school districts only or next year only one time one time money. So we mentioned in an earlier slide our PERS rate for the next bianium was between 50 and 57%. Two rates one's 50 one's 57% increase not basis points percentage. This pot of money is anticipated and they have to go through all their actuarial stuff to reduce our rate by 1.68 68 basis points. So it could save us potentially even $350,000 in the general fund. And all
117of our funds will benefit food service their pers will be a little lower. All of our funds the personnel cost will be a little bit lower because of this one this year all coming year all doesn't seem like a lot but when you're trying to balance a budget it's a big important part. any part of that that just got signed in. Yeah. Friday, Thursday. Um, now the actuaries have to do all their magic and the PERS board has to adopt that new rate schedule in June to tell us for sure what our new rates will be to get a budget. So, it had to take legislation or can do it yourself? No. Had to take legislation. never to figure out how to do the money. I can I'll get it. Yes, I'll find it um
118before you leave. So the just next slide just federal landscape and again I'm not we're not going to spend enough time on this because it's still very out out again where there's looking at various programs and legal mandates. We know that some of that's uncertain. Um we we they're finishing resolutions that provide level funding. So I will be honest, a couple months ago we were being told huge cuts in title. Um we have advocated, our representatives have advocated. Um I think people don't realize what that impacts. You're talking kids in poverty, you're talking uh students experiencing disabilities. So it will not be again could be between a 5% maybe high 10% decrease because it's level funding. So they're not going to add but when you roll up costs um you know we'll see some of
119that and that again obviously our fiscal year ends September of 2025. So we haven't seen even first numbers of what federal funding will be. Um, so I say that because that could change um that could impact greatly um the budget because we do have several million in in federal funding um as a school district. So just sort of next steps for where we're going to take place. Again, you want to go through this? I'll let you go through this a little bit. Sure. Uh for those of you who are new sort of the roles uh the the administration's role us uh we present a proposed budget to you the budget committee kind of our best shot um and then act in an advisory capacity answering your questions trying to get um that budget to be
120something that represents all of the goals and values we've talked about the budget budget committee um actually doesn't the appropriation the budget committee approves the total amount of the budget and our tax rooms. So we will offer those and ask you to approve those. The board then appropriates or distributes that money to different types of [Music] expenditures. Um and that's that has to all of this has to be done and then the board has to adopt this budget by June 3. Your options will be as we go through this to approve the budget that we propose to you to increase the appropriation. If you all say, "Oh, you you people are being too conservative and crazy. There's a lot more money coming to schools." You would have the choice to tell us to spend it.
121You could decrease and say, "Nope, that budget you have, you have made terrible assumptions. It is too high. Go back and cut some more." You could give us that guidance. We would have a lot more budget meetings for you all to attend. Um or you could say sort of we don't want you to spend money on this. We think you should really think about spending it on these programs. um most of which we are legally required to provide. So we will tell you sorry change the law and then we will not money um after approval after your approval um then it does go to the board. the tax rate and uh tax limitations go to the board and those appropriation limits we are we have to abide within those once the board adopts a budget
122we have to live within uh there are some options particularly if there's a new grant last year we adopted the budget we did not know we were getting $755,000 we had to go to the board and say hey uh can we have permission to spend this money we just got. So that would happen. So after even after the board adopts it prior to June 30th, those budget adjustments um okay and we did again we basically what we've said this proposed budget is in when we give it to you is informed by the priorities. Um, this is a process that's been going on. I think superintendent mentioned, you know, we work with our with Oregon Department of Education. We work with our legislators trying to figure out where that money is going to come from, what
123it's going to be uh given to us for, how we're going to work through this. She has a call every week with other superintendent. Where are we in the legislature? What's going on? I have a call with other business managers every week. Where what are we hearing? What are we seeing? How are you building a budget? What assumptions are you making? Oh, what we want? Oh, go ahead. No, I will say this is my fourth benium. My fourth bianium. This has been the most dramatic of funding just where we are and just different things that we have seen. So, but again, we we pointed the state school fund larger than it's ever been, increased by a greater percentage than it's ever been. And we're still cutting. And we are not the only school district cutting
124in spite of that. Every school district is cutting positions, cutting programs because even though with this incredible amount of state support because these costs are so challenging and student needs are high. So, um, we've given you an opportunity to start submitting questions. We want to know what questions you will need as individuals, as in the group to be able to approve, um, a proposed budget when we bring it to you. Um, and we will continue to try to answer those and get answers the questions we've already received out to you. So this last slide the important dates. Yeah. Uh we will have a we will have I will have we will have a draft proposed budget to you by May 9th. That's that's our goal. Um we are taking a lot of assumptions and we'll
125tell you what those assumptions are if they've changed from this. We keep mentioning the state May revenue forecast. The legislature will not do much of this work until they find out what state economists think the state is giving for revenue. We've mentioned they are getting bombarded with new requests. Every mental health needs statewide are higher. We all know that social service needs are higher. The governors had hoped to pass a significant increase in support for transportation, for housing. All of those requests are bottled up at the legislature waiting for this May 14th revenue forecast. So, our next meeting with you is scheduled for May 19th. Not a lot of time, even though I work weekends and nights, for us to build you a whole new budget based on what we think that revenue forecast might
126do. So, we're going to do a proposed for you on May 9th. We may come to the meeting on the 19th and go, "Wow, huge decrease in revenue. Our whole budget may be right." But we still won't know. So June 2nd would be a potential third budget committee meeting. If we have a lot of unanswered questions either ourselves or from you, we could potentially meet on June 2nd. And then board of directors, I will just tell you at our May meeting, I may request depending on what happens that we look at doing our board meeting the following Monday after June 2nd so that this committee could do the work that needs to be done. We need a couple hours to do that and then we could just adjust our June. So we may be bringing
127that to you. I just want to make that aware of that. Would that still be a public hearing? Yes. No, the board hearing, the public hearing would likely be June 23rd. We would have public comment. Sorry. We would have public comment at the May 19th meeting. We will bring you a proposed budget. Yeah, you have public comment at that May 19th meeting. Um, and then June 23rd is the actual board hear where you would the board would adopt the budget. So again, if if anything you want if you want to learn more about sort of how the budget is already existing or current year stuff, I will be glad to meet with you or talk to you or email answer questions. Um if you have questions about future this future budget that we're building, continue
128to submit those to Paula. You should have her email um or give her a call and we'll set up a meeting. We will include the questions we've received so far and as you continue to submit them along with the answers that we have prior to that May 9th meeting as well. May May 9th May 9th meeting May 19th May 19th meeting as well but I should I will probably send out on May 9th with the proposed budget just to let you know the answers if we have them and can communicate them to you. And uh just I looked up the Senate bill. It's Senate Bill 849 is the purse. Yeah, we forget the ones that already passed. Now we've So I think um we've got on the agenda discussions and questions being that it is
1298:15. Um, I don't want to spend a huge amount of time on on questions just yet because we've already started the format of submitting questions to Paula. Um, that being said, I know there's some questions out there now and maybe we don't have time to answer them, but we can at least get them out there. Questions. So, um, so I guess I'd open the floor to some questions. recognize that we may not get answers tonight. Uh we may not have them available. We may not have time to do that, but if we've got some questions that are burning, I know I have a couple myself. Um it would be nice to kind of go through there. So, any questions that we want to throw out there right now or submit through writing? Well, I submitted
130today, didn't get on the list, but it will be on the list perfect next time. And I I commit to all of you, we're going to get all the questions answered. That is one of the most crucial parts of this budget committee is getting questions answered, being comfortable when we look at a final budget. If you're hearing from friends and neighbors and community members, that's also your opportunity to bring those questions. Um, let's make sure everybody feels comfortable that you got them addressed. So it it won't be tonight per se, but before we vote on a budget, we should all be comfortable that our questions got addressed to the best of our ability. Some of us don't know what's going to happen in the future, so we may not answer those questions, but we'll do
131the best we can. I think some of the questions that were on that list were answered tonight. Yeah. So, and I've got a couple questions that I'd like to maybe not answer tonight, but get those out there. Um, the first one is, um, as we look at the uncertainty with federal funding and then we look at state funding and the general funds, you know, the 32 million and 34 million. My question is based on what you hear out of the media, how much of the state funds are potentially influenced by federal funding behind the state funds? You know, is it is it is rough 50% 65%. Because there is a component of the flow through, right? Sure. Good question. And I'm curious about that because you hear about the spat with Maine and they pull
132funding. You know, what's our worst case scenario look like? So just just generally on that. So for example, the state school fund is based on income tax paid by Oregonians. So the state school fund dedicated to that is is not related to federal funding at all. The federal funds as we talked about are title one, our child nutrition, our individuals um disability experiencing disabilities. So those funds are federal money that comes through the state. If somebody gets mad and says Oregon, you're done and we're done. We still have a federal requirement to serve students experiencing disabilities. We still have a moral obligation to feed hungry children in our community. We still have a need to provide extra educational supports to students experiencing poverty to help them catch up at that point. Then do we all
133look at the legislature and go we need that money out in the state? That's what's happening all over. The state doesn't have it. We're in a big crisis. Question is how much is Yeah. So So here's what I'll say. We have in anticipation that we may not get it and and I I want to be careful because we we still have there are still people in some of that funding. we are trying to build the budget as best as possible that if we didn't have that money, how well what are we going to look like? Um I still think there there are still a handful of the federal funds that have people in it. So should we lose that then we're going to have to figure out how does that work um from that that
134perspective. So we early on as this started to happen, we we we tried to get as many people out of federal funding people because we we just we didn't want to have to know that. I think it will impact things like professional development. So a lot of our money that we put into our title funding is professional learning for our staff. That will not happen. We have days built in. So we will continue that. our principles do a really good job of doing that during the times where they have staff meetings or or times where they have set aside to do those pieces. But um you know again I think that's some of that I think the other piece that we just have to watch is Medicaid and Medicare. So I'm just going to say
135that out loud. If there are cuts at the federal level, that could greatly impact the state budget, which could then affect what potentially they're going to give us. Right. Yeah. So, two weeks from now, Medicaid gets cut at the federal level. I don't know that 114 will stand, right? Those are some of the still unknowns that we have to still work through because we do have a big part of that. So that's the uncert like I want to give you an answer but this is the uncertainty of what we're just having to still the rough numbers. This is the budget you adopted you approved and we adopted last year. You didn't get to see all these pages until after it was adopted but this book is available on the website um electronically. Last year, our
136entire budget for the school district was approved and adopted at 69,300,000. 5,800 900,000 of that was federal funds. 200 or 2.5 million of the 5.8 was child nutrition. That's excellent. But then what percentage of the state funds we got? Oh, I see. This is all money that would not be from the feds. It's all flows through the state. We don't get it directly from the feds. They block they give block amounts to the state. So would it be a whole lot of extra work to build the stress case then you know in the budget where you just X out the federal funds so we could look at a stress case? Sure. Yeah. If if the budget committee and the board, for example, said you need to keep doing child nutrition exactly the way we're doing
137it with zero federal dollars next year. $2.5 million out of the general fund is 100 teachers. No, 2.5. 2.5 million. We're saying 200. We're saying 100 for license. 100 teachers. No, that's we're talking about probably 18 2.5 million. 2.5 million. Okay. Uh for example, a day of school to run a day of school is about 200,000. But the whole school district Oh, there you go. That's how many school days you would have to cut to be able to add the money to buy. No, I I just I do think it's not too much effort. I think for us to visually be able to see a stress case, okay, would give us feel for worst case, you know, everything falling out of the sky and and I want to be clear that'll probably be done by
138what we call as furlowing days because that is such that is a one of the ways. So there would be things it's between 18 and 20 teacher. Yeah. 18. Yeah. And that's just for service. So we can give you the whole 5 million, right? I I had a question. What if um you know we go through the whole budget process and get a budget and you provide it to us, you know, to look at and then um three weeks later everything is cut. I mean, what is our and and I'm not going to complain. What is our job then to come back and help create a brand new budget with the end? Great, great question and Oregon state budget law if changes are within 10% the board can make those decisions. If the changes are
139greater than 10% it does uh it does require um us to come reconvene the budget committee to make changes which all of you would be called back start hopefully that doesn't occur but if it does I think it gives me a measure of comfort that we would have yeah impact if we were needed we would be called back to the other thing is right if we have our final budget meeting the first week of June and we have to adopt a budget by the end of June and I have public notice requirements in between those. We may adopt an unrealistic budget. Yes. But have you all come back in July? Okay. I'm willing to do that. So if you weren't them putting that together right now and spend all that time when they really needed
140to to give us a full by May 9th if it's just a doom day that we might not know until after June. We we can get some rough things I think is just I think building a stress case you could just go through and X out line items or zero those out. Get us a feel for what that looks like. Um, I don't know if it's worth it or not, but I know it helped me feel comfortable kind of knowing what the worst case scenario is. Yeah. And it wouldn't be any fun to adopt an unrealistic budget, but if there was ever a year that might happen, it could be this year. And you know, our reality is as long as we're doing the best we can with the information available. Um, you know, there
141might be questions in the community, but we can feel confident we're doing the best we can. Yeah, we we can tell you like you said just off the top of our heads. We can say x number of school days, x number of we use teacher staff and they are paid considerably more than they ever classified. But we couldn't say programs, right? cut cut career tech right if we don't get federal funding in this is hurting my heart is hurting my heart in so many different ways as a super but I appreciate the conversation but that's what we're supposed to do tech is not legally required educating students with experience in disabilities is a that don't require can I ask a question that I don't know that this is really budget committee related so this can
142just be something that you're like hey let's chat about this later but Um, obviously attendance is a concern that when I see like as a parent, I see that up there. That's a number that feels like there could be some room to improve on. Obviously, the budget committee is not in charge of increasing attendance, but are there programs that are being looked at the district um either that are being built into the budget or that are being looked at as incentivization that can assist with increasing that attendance? And that can be something we discuss later. I don't know. We can talk about that. Yeah, thank you. I think that's spot on because that absolutely ties in with our budget. So, it's a great question. If we want if I think if we say we want
143the district to concentrate on getting attendance stuff, then if that means other programs and that's what we want you to spend your money towards. Yeah. Then, yeah. or if there's other partnerships with parents or I think about PTAs like is there ways to activate groups that are already meeting that maybe could be useful in some of this um incentivization. I'm curious if there's I I know principles are working extremely hard on communications and different things on the importance of that. That doesn't mean that we've solved everything. No. Um, again, we we we built some and we built some programming already with the postcards and just different things of trying to communicate more on a consistent basis with families. I think where my mind went too is if there's things that we can be thinking about
144as a budget committee of uh where we could where the district could use support um and things that we could think about on the back end that outside of this room. Um, I I would love to hear if there's places where that that could be useful to have that thought. I'd love to be a helpful part of that solution outside of this space. Well, there's so many avenues to that that if you're all right with it, let's just add that to the list and make sure we cover it because I was thinking the same thing. I think we all were. Um and then the other question does again doesn't need to be answered tonight but I heard some discussion on this um but it had to do with the um the server issues that caused
145um no school due to te you know telecommunications and we touched on it briefly but I wasn't really convinced that we had the grants pending or approved to really fix that particular issue and as a budget committee member I was a little frustrated. I was like, well, did I miss something last year that we could have budgeted for to prevent this? And I don't think we really got into the weeds. But it would be nice to know as we approve a budget that at least that issue is addressed somehow or you know how we're addressing. Yeah, we'll talk a little bit more about our tech plan. Yeah. Or any issue that's like, hey, we're barely lifting the thigh. This could be a potential concern. It would be nice to know. Yeah, that would be that
146would be nice, too. Other potential surprises just so we're not caught off guard having been on the budget committee going, "Huh?" So, yeah, I think that would be helpful, too. Um, if there's any other questions we want on the record, we can get those for FAQs. Otherwise, we can take a recess until May 19th. All had enough fun for one evening. Well, then we will we will take a recess until May 19th. Thank you everyone for your time and great discussion. Thank you. Feel like I'm behind schedule a little long, but it was really good. Uh you can leave them if you don't want them. in tanks are we Yeah, I think Paula is going to take all of that. So, if you want to just leave your stuff, we'll collect them and you don't
147and if you want to take them with it, that's great. Um, we'll also send out the PowerPoints. We'll get that PDF out to you all as well. [Music] Good job, S. I I think I was in a training the other day. They caught an error that they're trying to fix right now because the couple of principal I was sitting in the back and then the woman was going through the attendance and two of my principles are like wait a second these I know this kid wasn't here and they're showing 100% attendance but that has not been fixed I will get text at school and then five minutes later they get off the bus and I'm like that's not right but I know they were at school So, well, no, I get it. Like, he's missing
148this period. And I text and I'm like, um, he should be at school. What do you mean he's missing this period? And then they're like, "Oh, well, we didn't know he was out for power here." Two for one with elementary, two from hope that's not factoring into these numbers because that well somewhat it is, but the other concern of course because we have so many that they are not as effective as submitting correct attendance, right? Maybe we can tie [Music] some of that. our appreciate all of your busy season. Well, have a good evening. You too. Thank you. Thank you again. Yes. Great. Thank you for all your work. Appreciate you being on the committee. Super interesting stuff. Thanks. I don't know what I have. I know you and I actually did that is I'll
149go back to but because we knew it wasn't working right. So I'll tell you the answer on the first way from he didn't know that's quite a change. He didn't know much better. So he brought he found 15 years. I'm just working until we starting our own. It works out pretty well. how much it generates or that's what it's nice to have freezers yeah see you in May so we But again 5% or 3% so much it doesn't matter what about it. I was just I wasn't expecting it enough. That's what I was there for, but they should be able to calculate what it puts out. They look at that and they say it put out so much money for the month. It's a little feed into the And that that connection is what so
150I'm not sure anyone maybe. Hey, are we off these people now on their houses? Well, that's what they say if you generate this much that you should in Oregon. Thank.