001You ready, Larry? >> Yep. We're going to open the budget committee meeting beginning at uh for Tuesday, May 19th at 64. Start with pledges to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay, we're going to start with the election of the budget presiding officer. >> I nominate Caps. >> I was full. >> I second. >> No, I got it last. >> All in favor. All in favor. >> Yeah. Okay. There's a motion by director Pacing to nominate Kathy. Seconded by director willing to do it. You willing to do it? Can I nominate you? No. >> You okay with it? We're gonna vote right now. >> I really wanted to participate. >> Hey, wait. I'll take
002my motion back. I nominate Jeremy. >> I'll second. >> There we go. >> Thank you. >> You're welcome. >> We're friends. Sure. I was talking to Kathy. That's okay. >> Motion by director Pacinger to nominate Jeremy. Seconded by director or by Jeff or not. >> Yeah. And uh all those in favor raise your right hand. Motion's unanimous. >> Thank you. >> You're welcome. >> All right. Turn it over to you. So with that then uh ask we'll turn it over to Amy Fast as the budget officer so she can present her budget message. >> All right. Well, first thank you everybody for your patience uh with the uh receiving of the budget and the format of the budget this year. Um as you know it's been a really hectic few months, even more hectic last
003few days. I cannot thank Jan and Sean enough. I have emails in my inbox probably from the last month from 1 in the morning, 2 in the morning, 3 in the morning, um every day on weekends, uh week nights, um not getting much sleep. So, the work they've put into this, I just cannot thank them enough and underscore what a giant lift that was. And regardless of the hard times that Dayton and a lot of districts in the state are in right now, I do think you will see um the all the budget work that they did reflected in the the uh minimal impact on staffing um compared to the amount of cuts that we made districtwide. So with that um here's my buzz budget message. The development of the 2627 Dayton school district budget
004comes during one of the most difficult and consequential periods in our that our district has faced in recent years. Across Oregon, school districts are experiencing growing financial strain caused by declining enrollment, rising personnel costs, inflation, increasing PERS obligations, and uncertainty surrounding both state and federal funding. While the state school fund reached a historic level for the bianium, the reality for many districts is that expenditures continue to outpace revenue growth for small districts like Dayton. Even modest enrollment shifts create significant impacts on local funding. This budget reflects those realities. It also reflects a district that is changing, improving, and becoming more emphasis in what it believes students deserve. Over the past several years, Dayton School District has worked intentionally to strengthen instructional systems, improve communication and accountability, expand student opportunities, and rebuild confidence in our schools.
005We focused on creating a district that students, families, and staff are proud to be a part of. Our vision remains clear. Dayton School District should serve as a true community hub, a place where students, their families, and the greater community are safe, known, challenged, supported, and connected to meaningful opportunities from early childhood through graduation and beyond. That vision has guided our investments in literacy, career pathways, language development, intervention systems, behavioral supports, student engagement, and in industry partnerships. It's also shaped the difficult decisions contained within this budget. The 2627 budget is not a typical adjustment year. It represents a structural reset. The district entered this process facing approximately 2.4 4 million in reductions tied to declining enrollment, increased staffing costs, inflationary pressures, PERS obligations, and ongoing uncertainty surrounding state and federal funding. For a district our
006size, reductions of this magnitude require not only spending cuts, but substantial organizational restructuring. This is not the result of one isolated decision. It's the comb the combined effect of enrollment decline, staffing costs, inflation pers, and a broader and broader economic uncertainty. Because personnel costs make up the vast majority of a school district's operating budget, it was not possible to resolve the deficit solely through reductions in supplies, contracts, or discretionary expenditures. As a result, the district implemented a combined a combination sorry of reductions in force reassignment of staff, redistribution of responsibilities, attrition, con consolidation of services, and operational restructuring. These decisions affected people who have dedicated themselves to students and this community. There's no way to undertake a process of this size without emotional and operational impact across the organization. At the same time, district leadership
007believed it was necessary to act decisively now in order to preserve long-term stability and avoid even larger disruptions in future years. Throughout the reduction process, the district worked intentionally to preserve classrooms, direct student services, and the instructional systems most closely tied to student outcomes whenever possible. At the center of every conversation were the core conditions we believe students need in order to thrive. strong relationships, safety, belonging, critical thinking, literacy, meaningful opportunities, and pathways connected to career and life beyond graduation. Throughout the process, the district prioritized protecting core classroom instruction, early literacy systems, English language development, special education services, and career technical education pathways. Rather than relying solely on layoffs, the district utilized retirements, resignations, attrition, reassignment, and redistribution of duties to reduce the overall impact on employees and students. Exist existing staff members were reassigned
008into new instructional and support roles. Intervention services were redistributed within the master schedule. Counseling structures were consolidated and operational responsibilities were absorbed into redesigned positions across the organization. A major focus of the restructuring occurred within the district office and centralized operational systems. The district intentionally reduced administrative and operational overhead in order to push resources closer to classrooms and studentf facing supports whenever possible. This included reductions and restructuring involving district office positions, operational systems, administrative structures, supplemental contracts, and extended duty assignments. District administrators and the superintendent agreed to salary freezes for the 2627 school year as part of the district's broader effort to share in the financial sacrifices required during this period. In several cases, positions were not eliminated outright, but redesigned into different structures intended to maintain services in a more financially sustainable way. teachers,
009counselors, instructional support staff, operational staff, and confidential staff all experienced some level of reassignment, redistribution, and restructuring as part of the district's effort to preserve the student experience while aligning staffing with enrollment and financial realities. The district also committed to several guiding principles during this process. We will not solve ongoing structural challenges with one-time money. We will not reduce programs blindly across every area, regardless of impact. We will not preserve adult- centered structures at the expense of student needs and we will not pretend these decisions are painless for the people affected by them. Instead, the district focused on a strategy centered around long-term sustainability and organizational alignment. This included reviewing every program and schedule, aligning staffing to enrollment and student need, utilizing grants for targeted purposes rather than ongoing operational commitments, and preserving direct instructional
010services whenever possible. Enrollment realities also played a significant role in shaping this year's budget. Because school funding in Oregon is driven largely by enrollment and average daily membership, even relatively small changes in student numbers can create a major can create major impacts for districts Dayton's size. The district continues to experience the effects of declining birth rates and increasing competition for enrollment across the region. At present, approximately 19% of Dayton's student population consists of inner district transfer students, while approximately 5% of our resident students attend districts outside of our school district. The district also continues to face growing financial pressure from personnel cost inflation, utilities, transportation, insurance, contracted services, and PERS obligations. While Oregon districts received some temporary PERS relief during the current bienium, the eventual e expiration of side account support around 2027 remains a
011significant long-term concern for many employers across the state. And these actions were not taken lightly. They reflect a district-wide effort to protect core instruction, maintain meaningful opportunities for students, again, preserve critical student supports, reduce duplication, and create a more sustainable organizational structure moving forward. Even amid these reductions, Dayton School District continues to demonstrate important strengths. Student opportunities continue to expand through career technical education pathways, intervention systems, dual credit opportunities, literacy initiatives, behavioral supports, and partnerships with local industry and community organizations. Preliminary indicators in student engagement, literacy growth, and instructional outcomes continue to show promising progress. Staff across the district continue to demonstrate extraordinary resilience, adaptability, and commitment to students during an exceptionally difficult year. This budget is rooted in the belief that the stewardship and ambition are not opposites. Financial responsibility is what allows a
012district to sustain opportunity over time. Strategic reductions may now create the possibility of future stability, future investment, and future growth. While this year requires contraction in some areas, the district remains focused on building a stronger long-term foundation for students and families. Looking ahead, the district ships with community organizations and continue to improve student outcomes while living within our financial means. The district also remains committed to using capital investment strategically and separately from ongoing operational spending in order to preserve long-term financial sustainability. The work ahead will require discipline, adaptability, and continued collaboration. It will also require clarity about our purpose. Our responsibility is not simply to maintain systems as they've always existed. Our responsibility is to build a district that prepares students for meaningful meaningful participation in their community career and future while remaining financially sustainable
013for the long term. This budget reflects difficult choices, but it also reflects stewardship, discipline, and the belief in the future of Dayton School District. The vision has not changed. The work now is protecting the core conditions necessary to sustain that vision into the future. And what you have uh in the chart below is the enrollment from uh the 23 24 school year through projected uh next school year's enrollment. And you can see uh we've gone from 858 students to 784 projected for next year. Um and that is largely due to large senior classes graduating and small incoming kindergarten classes each year >> questions about that and move on with the budget. >> Yeah. I mean, >> yeah, I guess um go ahead. >> Does anybody have any questions of Amy about her address? >> Uh
014yeah, lots. Um you know, someone would get into the cuts in particular, but I think two areas that would probably fit into the address in particular. uh the process transparency. So you went through a process to decide who got cut where, where could we, the public or other members of the committee find information about that process, about which decisions were made, for what reasons, where >> well, I'm going to walk through that at the beginning, but um just to go through the process. So >> we sent in early spring uh an all staff survey to solicit feedback on budgets and programs. Um we had multiple meetings with the administrative team to make sure that we were aligned on our priorities and um budget responsibilities and decision-m building level staff or building level admin had meetings
015with their staff. Uh we did forecasting processes to determine the enrollment for different um programs um and departments and what staffing levels were needed to um make sure that students had the opportunities for which they were interested. >> We reviewed the collective bargaining agreement and consulted with uh our PACE uh legal team to ensure that the steps that we followed during any reduction in force were aligned to that. Uh we reviewed the this current year's expenditures to see if there was any uh places that we had for instance incumbrances that we didn't actually plan on uh spendings to to save money and roll over a larger ending fund balance. Um we evaluated our use of appropriate budget codes as part of that because a lot of the budget has been difficult uh even to understand
016internally with the um where uh expenses were coded previously. So made some adjustments there and then uh reviewed retirements, resignations and open positions and we started as soon as last school year started we we were aware that PERS was coming down the pipeline. So as resignations happened or retirements and positions opened up mid year, we made a concerted effort not to refill those positions so that we could avoid the as much impact on staff as possible. >> Now with the PERS ones, I've been tracking for the last several years, it's been roughly a hundred,000 year year in growth and there was like one year where we had like a two or $300,000 spike and I think that was when Steve was still uh here. Otherwise, it's grown fairly linearly. Has that changed? Is it is
017the rate of growth significantly changed from years past >> for this previous year when we talk about pers growth? >> Do you mean pers growth as if people were talking? >> We've been we've been like losing about another $100,000 a year like that was the rate of growth on average. And so has that changed or is it >> Speaking of expenses? >> Yeah. Like like from from one year yearoveryear it was going up at like $100,000 a year. So, I figured it's like, hey, that's like a position and a half, two positions that were like eaten every year like as that goes up and has that rate changed. And then I definitely had some questions about the declining enrollment because this was like one of the big things when you sent out the message a
018couple weeks ago. It's like, well, where's everybody going because the population growing? >> Yeah. Well, we lost a lot it looks like to the homeschool thing and during COVID and so, you know, a lot of people left and didn't come back and that seems to be like the biggest cohort of people we could get back. you would be surprised. >> I don't think that's the case in Dayton. I think we looked at it >> and we had like 30 kids that are being homeschooled. >> So, >> that's been consistent since >> and it's been very consistent. >> Yeah. So, I wanted to know what that was because the Wamid ESD interfaces with the homeschoolers, right? It it's and what we're seeing is um >> consistent with districts across Oregon and honestly the country and um
019declining birth rates is what is noted when in the meetings that I'm in and even when talking to the city and looking at the census data um we had anticipated that in Dayton as well but in previous talks with the city we had also anticipated incoming infrastructure and we're trying to uh gauge and predict how many students, how many families would move in and then how many students that typically would equate to um given the housing developments and we honestly anticipated more by this time than we um have. >> Yeah, cuz that's what I was looking at. Those are the pools that we can hit. There was like the hearth that went in in Lafayette. My understanding was that they have district choice and that we could reach out to them and then I was
020wondering yeah what the numbers were on the home school back into the full >> not in the grade school because they have their own grade school mafia. We we do get a higher percentage of interd district transfers >> coming into Dayton >> than a lot of surrounding districts which is a tribute to >> Yeah, I know that was a specific part of your strategy for sure and up or >> um and then we have been in conversation with the school board and plan to have some future work sessions about potentially starting an online program because most students who aren't attending public school are going to some sort of online program since co that is their or their family's preferred method of getting an education. >> Um, and we just need to unpack what uh how
021we can >> um foster that opportunity in Dayton while also staying true to our values and beliefs about the kind of school experience we need to provide to students. >> But yeah, >> that does that does that per student rate come back to the district? >> Exactly. Bingo. And that's exactly that this is exactly the kind of thing that that I was leaning towards. I know a lot of people like were comfortable at home and got used to that space, but a lot of them depend on third-party programs that are online to do that. And if that's a way for us to bring people back into the fold, like that's like top priority, like right because that's >> it's one of uh Robin's uh tasks moving forward. >> Yeah. I mean, I understand that we
022want we want people here like obviously like we all do, but like if that gets revenue back in here and that gets us a touch point back with students again like homeschool students have always been eligible to participate in district activities and I don't know how much of that's getting communicated but yeah, anything we can get to get people doing things with Dayton and heck if that's like putting on an online program or just picking a vendor because we don't have to build this like there presumably we're just vendor shopping for this, right? Yeah, it's going to be a lot of meetings to unpack the work because uh it's complicated and no one has found the silver bullet yet for enrollment. So, >> right. But you mentioned this program of doing an online program that
023can get people in and we get district enrollment money back in. Is there a precedent for other districts in the area doing this? Do we have a program or a couple vendors narrowed down that we can work with? And are we actively like I know you mentioned >> Can I ask you a question? Will you do me a favor? >> Yes. >> Can we and I apologize. This is going to come off very rude, but can we kind of concentrate on the budget versus brainstorming about multiple topics? So, we're going to be here for hours. So, if we could kind >> I think a lot of those questions will be answered in her district. >> It's just bigger effect in the budget. That's why move on to presentation of the budget. >> All right. So,
024I'm I am going to start with an overview of the actual um budget reductions and reassignments to give you some context of um the impact on staff and students. Obviously, not going over individual names, but just programmatically what the impact is on. And so, um the next document you see is the 2627 budget reductions. The following positions were eliminated as part of the district's reduction process for the 2627 school year. These represent positions in which the employee will not be returning to the employment with the district next year due to budget reductions, enrollment decline, restructuring, or position elimination. You'll see both assistant principles um eliminated at the junior high school and at the grade school. I do want to mention in the budget document, you'll see room for another administrator should we determine that that
025is necessary, but a restructuring of how that looks uh could be required. um and that is currently uh a not a staff member that we um have on staff or have recalled yet. The district eliminated assistant principal positions as part of administrative restructuring efforts intended to reduce operational costs while maintaining building leadership through redistributed responsibilities. the licensed positions uh eliminated where uh and and when I say positions eliminated I want to point out that um this would be the individual in that assignment you'll see in reassignments that if you see like two language arts related positions eliminated and you're thinking wait literacy is a goal you'll see in later in the document people shifting into those roles so you have a reading intervention teacher a langu and an English language arts teacher at both of
026the junior high and then counselor at the grade school licensed staffing reductions primarily focused on restructuring intervention counseling and secondary instructional staffing. In several cases, staffing shifts and internal reassignments allow programs and instructional services to continue while eliminating duplicate or overlapping positions. Examples included redistribution of reading intervention support within the master schedule, reassignment of existing staff into language arts teaching roles, consolidation of counseling services from district level structures into building based supports, and elimination of temporary staffing positions. Classified positions eliminated were one technician districtwide that falls under John's department and then a halftime instructional assistant at grade school. Classified reductions were primarily driven by enrollment declines and operational efficiency measures. Addition reduced support staffing or enrollment and program needs no longer supported maintaining previous staffing levels. Summary of other actions taken. In addition to direct
027reduction and force, the district implemented a significant number of restructuring, reassignment, consolidation, and reduction actions in order to preserve student facing services and minimize layoff wherever possible. The district's overall strategy focused on preserving classrooms and direct student services, reducing duplication, which we've talked about consolidating operational systems and redistributing responsibilities across existing structures. A major focus of the redruction reductions within the district office and operational support structures. And as you remember last year at this time um we had found that there were a significant amount of um compliance related issues that we needed to tackle at the district office to improve efficiency and to improve our uh records keeping our reporting um systems and our uh HR and operational work. So we had staff the district's office um with more staffing than we anticipated keeping long
028term. Anyway, the district intentionally reduced centralized operational positions and redirected resources closer to students classrooms and building level supports whenever possible. Example include elimination of the data specialist position, elimination of the HR specialist position, elimination of the operations secretary position, redistribution of district office responsibilities into building level and studentf facing operational support positions, consolidation of operational systems and support services across departments. This approach resulted in significant reductions to district office staffing and operational structures while preserving many direct student facing services. As far as reassignments and redistribution several employees and programs were reassigned rather than a limited outright license reassignments, alternative education uh teaching was reassigned into high school language arts. Emotional growth center teacher was reassigned into learning specialist support. Uh TOSA is reassigned into classroom teacher responsibilities. Direct counseling support reassigned into building based
029counseling support. Structured learning center staffing redistributed between buildings and programs. Adaptive PE responsibles red PE responsibilities redistributed within existing TV staffing structures. Uh classified reassignments. Current library media responsibilities reassigned to the grade school. Instructional assistant assignments redistributed between buildings and grade levels. Custodial assignments redistributed based on enrollment and operational needs. Confidential reassignments. Operation secretary responsibilities reassigned in the building level student services support. The data specialist position reporting responsibilities reassigned into registar and OD reporting support. The HR specialist responsibilities reassigned into the board secretary role. Technology director responsibilities reassigned to the library media uh position at the junior high and high school. These reassignments allowed the district to preserve employees, maintain programs, and continue services in a more financially sustainable structure while shifting resources closer to student students and schools. Reductions in duties or contracts. The
030district also implemented reductions in extra duty assignments, extended contracts, and supplemental responsibilities. Uh, examples include junior high athletic director duties consolidated into high school athletic director structure, athletic director extended contract hours reduced, athletic trainer extended contract days reduced, reduction of multiple coaching stipens, summer and supplemental contract days reduced, certain shared time and temporary assignment structures reduced. These reductions preserved athletic and student programs while reducing supplemental expenditures and increasing operational efficiency. administrative and sal lead leadership salary freezes in addition to staffing reductions and operational restructuring. District ministers and the superintendent agreed to salary freezes for the 2627 school year as part of our broader efforts to address ongoing financial challenges. Again, this is reflecting a broader commitment by district leadership. Moving on to retirements, resignations and attrition. The district strategically utilized retirements, resignations, and attrition to
031minimize the number of direct layoffs. Examples include retirement related staffing reductions, attrition and instructional assistant support, non-replacement of certain operational support positions, and consolidation of responsibilities following resignations. This ended up saving us quite a bit of potential layoffs. Again, our overall strategy um reflects uh preservation of direct student facing services, maintaining core instructional programming, pushing resources closer to classrooms and students, reducing operational duplication and administrative overhead, aligning staffing with enrollment and financial realities, and creating a more sustainable organizational structure moving forward. So rather than relying solely again on layoffs, the district achieved significant savings through this reassignment, redistribution, consolidation, attrition, operational restructuring, and selective position eliminations. >> Um so this approach allowed Dayton School District to implement approximately 2.4 million in reductions while maintaining many of the instructional and support systems most directly connected to
032students. So you'll see I believe that showed two administrators um three licensed staff members, one and a half classified staff members and three confidential employees in >> So we're sorry that question. So nine nine and a half positions have been cut >> correct is what you're calling there will be nine reassigned but others look like the I don't understand the difference between if they're being reassigned we're still paying them. So how are we? >> So it would have been um an open another open posi position that existed that instead of keeping a person as a district office employee under this role and responsibility, they're moving into that open position that we hadn't filled at the building level and we're losing the >> How long have they been open? depends on the um position. So some
033just a few weeks some because we know they're not coming back next year. Um some have been since se semester >> I think semantic. So you the nine and a half position FTE is being cut but you don't you're avoiding layoffs because you're moving them into open positions >> but humans that are losing their jobs are six and a half is six and a half. Yes. So, we had three vacancies. FTE >> I don't know. >> Wait, hang on. Am I thinking thinking that wrong? >> You have the two administrative positions. Those individuals have been ripped. You have the three teaching positions and that's the the three teachers or two teachers, one counselor and then we've had a computer technician and then a halftime instructional assistant. That's our six and a half. those were eliminated
034>> in individuals and then and those people >> other positions were eliminated that were didn't have individuals in them necessarily or were eliminated and that people in those positions moved into open positions. So the budget is reflective of um not just cutting people but also cutting positions that have existed that have not been filled. That makes sense. So essentially you're cutting 15 position 15 FTE been eliminated. >> You've been doing six people and you >> I think that's the only picture we're trying to understand is like >> yeah there's positions I believe correct me if I'm wrong that were eliminated but some of the people that were in those positions were moved to other positions. So there's not a loss of that many FT. >> I think we understand that. I'm just trying >> look
035at the total positions that have been infected. Six and a half. >> What? >> Yeah. How many jobs do we have now versus how many? >> I don't know. >> Well, we had to lose six and a half. We lit off six and a half people. That's six and a half jobs. I mean, that's nine people into open positions. So, those positions were eliminated. >> I think what Amy's trying to say is if we had an open position and we needed somebody in that open position, instead of firing something, we moved them over there. If somebody had been in that position, would they have got fired? >> There are other times that we did not include that position in the budget. >> Yeah. Okay. So, but what we are actually doing without going forward in
036this budget is these six and a half positions that you just listed the administrators teachers. But we don't have any assistant principles anymore. And the one that's probably concerning me is a great school counselor. So >> there will be a great So this is what I was trying to say is >> um you and and maybe there's a better way to show this. Um there was a individual laid off. There is a reshuffle that happens. We had four counselors. We're moving another three. We will have a grade school coun. >> We will have them. And then you know the other one that I concerned was the media and library because it was like after last year it was >> we will have a media and library. >> Okay. So yeah, we're reassigning them. But who's
037going to be like doing it? Cuz I know at one point I'm not going to talk about individual people if that's okay. Just because that >> Yeah. Yeah. Yeah. I don't mean like people. I just know that there was like the elimination of a position when the library was closed. >> Classified staff member were assigned to the grade school library next year >> and that will stay. So it said reassigned so to the grade school. So there is Okay. There was going to be a library and the library is going to be open and providing media and checkout service. >> Yeah. question. >> I'll just mention the FTE that will show in the budget is I know there are changes that I need to make before we publish it and there wasn't it wasn't listed
038last year. So I'm trying to figure out what you know who was here last year where we have this year and I just didn't get that far to get that all cleaned up. I have to do it for the publishing. >> So there's a budget amount is correct. >> It's just that I need to go back. Yeah, last year there was a budget amount and there wasn't anybody and some people were going to fill in as like a committee thing, but now we have a full-time person who is physically going to be there next year like who is hired and going to be in the building. >> All right. Excellent. >> Is that funny? Like the library was closed for half a year last year. So it um let me see here uh uh the
039other program that um was so that the ratio the class size is the same at the grade school but Spanish language literacy won't be its own standalone class. So, we are going to have to have some planning sessions to figure out how to incorporate native language literacy into um instruction. So, we were able to um move people into open positions. For instance, when you have a temporary employee, they're only contracted for one year and so their contract is up at the end of the year. So, a a Spanish language lit teacher would move into a gen ed teaching position. No one's unexpectedly losing a job, but the Spanish language lit program is impacted in that case. So the average class sizes are not too dissimilar from last year. We have 23 to1 at the grade
040school, 20 to1 at the junior high and 18 to1 at the high school. >> Okay. Question. Uh you talked about doing away with two assistant principles, correct? >> Correct. So, does that leave you with a principal at the grade school, at the middle school, and at the high school? >> Right now, we have a principal at the grade school, a principal at the middle school, a principal at the high school, and a student service coordinator who is the same classification or rate of pay as an assistant principal um and myself who are administrators. There's also a pot there's an admin at a coordinator or assistant principal rate budgeted in the budget but there has been no decisions in terms of the administrative level of staffing. >> So that one that you said that you had
041not counting the principles would you what was that >> student services coordinator. So a student services coordinator oversees English language development, special education, counseling, health and nursing services, McKini Vento, which is homeless, migrant education. Help me out guys, I don't um any basically programs that sit outside the general uh education offerings for students. >> We'll probably be going through all of that again in the budget anyway, right? Yeah, we have the plan. >> No more questions. >> Um, so I don't even know where to stop, but the budget overview, um, I think it is helpful. I don't speak in numbers. I speak in philosophy. Jan speaks the numbers. Sean's our translator. So, um, >> she'll say like a 401. I'm like, Jan, I don't know what that means. Can we have this person or not?
042So, um, general fund, uh, is the district's primary operating fund and accounts for all revenues and expenditures. I'm on the budget overview document, by the way, except for those required to be accounted for in another fund. So, when we talk about the money we get from the state school fund and local taxes, um all of that goes into what's considered the general fund and it's what pays for most of our operating and personnel costs. And then on top of that, we have grant funding. Um, so it's been around 15 million um, of general fund money that we've had the last handful of years that I've been here, whereas our total operating cost when you take everything else into account is around 22 23 million. Um, so special revenue is numbers 2011 through 220 299. These
043funds account for resources that are limited to a particular force either by external sources such as federal government or locally by the governing body. In included in these funds are federal, state and private grants. The district's food service program which was moved from fun to fund 299 is required by the Oregon Department of Education's charter account. Um unemployment and elementary and junior high high school student activity funds. Then you have the debt services funds. Gian's been trying to educate men debt services all year 301 to 302. These funds account for the district's dedicated property tax revenue and payment of principal and interest on long-term obligations in including general obligation bonds, limited tax pension obligations, and qualified zone academy bonds. The district maintains separate funds for each of these categories. Bill bonds allow the district to
044finance capital projects such as construction of new schools and major remodeling projects. Voters must must approve the sale of these bonds. Limited tax pension obligation bonds were issued to finance the district's unfunded actu actuarial liability in the Oregon public employees retirement system. QAB bonds reduce the district's burden of interest payments by giving financial institutions holding the bonds a tax credit of interest. And then there's the capital project funds which is 400 through 415. These funds account for revenue and expenditures for major capital projects such as bond projects, facilities improvements, and technology replacement. And we have had a long range facilities committee um since I arrived to um to work toward a collaborative u plan what capital projects entail. Um I am going to skip to the ending fund balance history. guys did show this at
045the board meetings last time. Um so you can see from 1996 to 2019 and then we hop to through uh next year and you can see our actual revenue the expenditures that we had that year. what ending fund balance we uh had the um percent of revenue that that uh represents the average daily membership which you can think of as the students attendance how many students we have um and then ADM W means the average daily uh membership weighted so the state pays more for students who are in special education who come with more needs than therefore more services that require more resources so they give you a waiting and that's the waiting that we had associated with our ADM and then the total state school formula per extended average daily membership. So how much
046uh we get from the state school fund. So, and then Jan, I don't you I told you I wouldn't put you on the spot, but I will not be able to explain rule versus hash h cash basis and I don't need to go in depth, but that little represent >> and it's it's much more challenging because we don't get the money like we'll we'll make claims for our um revenue for our grants from OD. If we don't get that money in time then our ending fund balance is lower because we used to be able to acrew it through whatever received in received in August we could count like this August we could count for this year now we have to receive it by June 30th and so it just it changes it so the ending
047fund could look really different depending on when the claims are done how soon they reimburse us so it's challenging to figure out beginning fund balances because you have to you know you there's a lot of uh belief to play in that. So, >> and for sure, it's been pretty backed up this year. >> Yeah. So, >> I have a question. What you've done? >> Go ahead. >> Sorry, I opened the can of worms. >> Oh, question. >> No, it's just I've never I'd never worked with it before. I really I wish we could go back to the acrruel, but right now this is where we are and >> they'll send a five-year contract. We will >> put on the agenda. Yeah. >> Anyway, it just changes it. you know, we might it might look like
048our ending fund is low. And I think about food service right now, like those claims, we don't get them in or don't approve, we don't they don't pay us, we're going to have a shortage in our food service. We'll get the money, you know, later, but it just impacts what the ending fund looks like. So, it's just I mean, like a roller coaster. >> Yeah. And so, it could really change from year to year depending on, you know, if the grant is spent, we can get the claims, get the money in, that's great. If it spending goes later, we can't claim it, then we don't get it. So, it just could vary a lot from year to year. So, >> yeah, that's where having this year-over-year data helps and having digital because I I can
049see those happen and it's going to smooth out over the couple years and it's not going to be this anomalous spike. >> Do you have a question, Phil? >> Yeah. Uh, I see that we have the ending fund balance here for 25.6 of 1.375 million. Uh is now is the contingency fund a part of that or is that the contingency fund? >> You don't you don't really spend the contingency fund. So it's just it it's kind of built into it. >> It is built into it. And >> and what is the percentage of that? That is contingency. >> I think our contingency was is 100,000 or 300 or a million. We had a million three was reserves. No. We so we we budgeted the same like it's on the last page of the district level
050one. So we have budgeted contingency of a million and then we have an unappropriated ending fund of 300,000. So >> so it has >> really are we don't we don't spend that money. I mean >> the three 300,000 or >> no we don't spend the 300,000. If we needed the contingency, we could use that, but we are not using it. So, >> but that is a really low amount in the contingency fund. Another question that I had about the PERS is uh what is our unfunded liability to PERS right now? Do you have a number on that? >> Well, I don't have the number on it. We we have two we borrowed twice >> and so we have the payments. It's the fund 302 and that will be paid off and in the back of
051the in the supplementary part there's a copy of our debt service for those and so like we have those two unfunded liabilities will be paid off in June of 2028 and and we know that we have enough money in the fund because our PERS rates go up in not this year but next year we've got enough we'll have enough leftover to help that first year because our rates will go up by about 4%. Cuz we're keeping the same rates. We have a payroll rate that's assigned to pay those two debt service loans and then you know the other part of the PERS funding. But that'll it'll help us. We're not if we didn't have those and we had that huge jump. I think we said it'd be 14%. >> Yep. >> But we kept that
052>> that same rate even though we're going to have a little bit of a cushion in there by the time they're paid off. So the jump will be like 4% instead of 10%. >> I know that. Um I mean I know we're going to go through all of this stuff, but um I do have a concern about the contingency fund being that low. >> We do too. >> Yeah. And we and that was something that Amy wanted to one of the first things you said want to build it up, but when you try to fit everything in and the funding, it's just like we couldn't couldn't do it this time. Yeah. >> So that's something that hopefully can build back up. >> That's right. I wonder if is the rate going to go and then
053I know the PERS pickup is something that we have with staff as well. Is that baked into our contract at this point like with them? >> Currently bargaining with both the classified and licensed unions. So >> yeah. So you can't comment on specific of the negotiations other than like the terms of that including the first pickup current >> along with other one of the advantages of doing that is you don't pay taxes on the 6%. Yep. Yep. So, it actually saves the district money by doing that, but it helps >> basically give that 4% raise to the staff >> and it helps make us look more competitive where I think you just did an analysis, right, of the comparable districts and where we were paying that was related to substitutes and our own ability to
054fill the positions here. So, so that's sort of like factored in. We were well, I don't know. you can't comment on the specifics of negotiation other than like yeah that's a tax-free way I guess to go but maybe >> we are I I will say that both the district and the unions are looking at uh how to how to continue to make Dayton a district that uh attracts and retains teachers and also is financially sustainable uh long term to preserve the amount of staffing that we need to serve students well. I mean that that that certainly makes sense to me and I mean I'm concerned about the increasing p cost and uncertainty but if that's sort of leverage that we also have to offer compensation about salaries like here then hey I I hear that
055>> no more questions >> none for me moving on. >> All right so um and I won't go page by page unless someone wants me to stop but I will go tab by tab. Um you'll see the summary of fund accounts which shows the revenues and expenditures uh projected for the 26uh 27 school year to the penny Jan. Um >> um and then on the uh >> heard yeah the revenue of all funds it just says fund 100 but all of the revenue part of all funds is in the scope section right. So then this tab shows um the revenue like Jan just said in all funds. Um and you can just to point out if you look at um the total um proposed uh compared to for 2627 um compared to the last this
056current year's budget you can see nearly um a million dollars difference in revenue. There goes the convenience. >> Um and then if you the first tab you'll see um district office expenditures in district office. Um don't think of it as a location. So district office expenditures. You'll also see things like students services um showing up there. So like if we have a school nurse, they're I was in both the grade school and the junior high high school, but they'll show up because it's a district office level employee. So it's more like districtwide. Districtwide is a better way to think of it. Um the you'll see a change um and there's no page numbers. So if you and I don't speak in KO but director of teaching and learning see was a position that was cut
057um as far as administrative structure and budget. Um and you don't see that in terms of our riffs because that person was a dual role for the past couple years serving as high school principal and director of teaching and learning. But that was a position that existed previously along with high school principal. It's no longer going to be budgeted as two separate position for this upcoming school year. Um you will see let's see um the superintendent program support. uh you'll see when you see the uh account number 389 for instance and you see $15,000. So that would be set aside for potential legal uh fees that we don't anticipate nothing we don't have to use but wise to have in the budget. um in the office of superintendent you'll see things like the board secretary
058coming out of that budget my own salary um I don't know how to I'm staying by the titles so under board of educ under the total where it says board of education the next so so the the bold part is at the end of like the description is above And then the totals are in bold. >> The bolded part comes after the section and is the total amount for that section. >> I'm still in the district office. Y >> um >> so are you going by fund numbers or am I totally lost here? Where where are you now? >> Section in the >> What's the numbers JO expenditures? Okay. Thank you. >> Yeah, >> that's what I >> that's the same throughout the >> general fund. >> Thank you. >> Okay. >> Um you're actually
059proposing a $200,000 increase to the district office. You remember is not been out there. I know there are changes that need >> that. Yeah, it's um >> so I think what might be helpful as we trying to reconcile the cuts that you explained to us >> um where those are to the changes in dollars is you said you cut two positions in the district office beside those people. Yep. >> We're spending 200 grand more >> in the district. >> So, but remember this isn't representative of this location. So if there are students that require you know outside space simply special education or you could see that impacted in this line if they're um is this adding the >> OT. So we also have uh have a local service plan through the WESD and we have
060opted to whenever possible on track like our own speech pathologists or our own occupational therapists because we find that having those positions inhouse allows for more oversight. So, we made a lot of shifts to take instead of giving using WESD dollars to contract those positions through the WESD, we're getting those funds back as revenue from the WESD and we're paying for them out of our district office budget. Does that make sense? >> So, and this one also has the nurse. I don't know where that was paid for or last year where it was budgeted last year, but we also bud budgeted a nurse's position in the >> this is >> it doesn't represent Chris more employees that are districtwide employees. >> Yeah. as well. >> And you're saying that that is represented increasing cost. Yeah.
061>> Yeah. It's going to cost more risk management services that you talking about liability. That's significant. >> Yeah. Yep. So, when we in my budget message, I talked about part of the process we went through was meeting with like Hagen Hamilton and meeting with First Student and getting um projected costs for all those services. And while the services aren't changing, the costs are changing for transportation. The costs are changing for insurance. Um so, you'll see that reflected in the budget as well. >> And is your rates going up at pace as well? So, insurance, >> right? 10% 10%. Yeah, >> OSBA went up as well. >> So, pretty much across the board. >> The the other thing that makes it challenging is because last year's budget was done at such a last minute after, you
062know, a change in staff that when we're we tried to budget this year, you know, where they really should be knowing we we paid risk management last year, but I'm not exactly sure, you know, where we we've tried to clean up that as much as we can. And even if we changed how we coded things this year, it was still budgeted however they determined last year. So, so if you're comparing, it's almost better to compare if there's history instead of what was budgeted last year. >> Yeah. >> But things still they move around a little bit. >> That was actually >> the which one? >> Business services >> and part of that was moved into a grant, I think. Yeah. Yeah. and and and I do know that this cognus print out is not as
063user friendly. I mean for us you but >> in terms of for well and also for for inputting and accuracy it's important that we go through this process before translating it to another system. Yeah, I just I asked that question because I know I'm listening for who did you with this week. We got headed >> I'm asking you to highlight that stuff for us. So it's really clear where we're going to see that happen. >> So what would you I hear you saying like total positions and I'm thinking that this this budget reductions is not it's not giving you what you want to see. So um >> yeah it's well we tried to questions then but it's confusing to hear the positions you eliminated but then there's so many reassignments happening too. >> Yep. >>
064And I think we were trying to reflect the human aspect of what happened but we can do it just by position. So you see these are the actual >> services that aren't going to exist next year. Well, and that that's why having, you know, the digital copy is just vitally important because you can see a heat map and you can see just a red and green right next to each other and I can see all of them happen. But I I can't do that on a paper book, you know, and like these are things that would stand out crystal clear. And I think what's hard, Chris, to to answer that question in a really black and white way is because you could say um because we're cutting a um mental health counselor, it could be
065translated to we will not be offering mental health services, which is not in fact true. It's going to be a redistribution of those responsibilities. >> So when you said we had four counselors, we now have three, right? >> That is really clear. >> Okay. Right. Yeah, that made it comfortable. >> You're no longer gonna have an assistant principal of the grade school. We're no longer have principal at the junior high and we're no longer have the high school or have one at wherever it is. >> That is really helpful. >> Okay. Yep. >> Well, this comes up here from our equity committee meetings, you know, that the bullying and the harassment's like the number one concern that seems to come through from people over and over. So, when we cut the assistant principles and the
066counselor, we're cutting the positions that would directly deal with that. Well, one of one of the things that's hard for me is um there is still a lot of work to do that falls outside of the budget committee on making sure the services provided to students and families still exist. And there are staff who have not been talked to who will likely be taking on different roles as part of their job description. Um and I want to not be so specific because a I don't know yet. There's a lot of planning and uh deliberation that needs to happen, but we're not going to just not have someone who oversees discipline at both school levels. Is it going to take some work to unpack what that looks like? Yes. Um it are there's probably going to
067still be shifts in roles and responsibilities, potentially job descriptions, who knows if that's going to involve union conversations or not, or administrative restructuring. All of that is potential. So I'm also struggling because not every position is tied to a service yet. Um and so I can also we can say here's the positions that are eliminated. We go from three coun four counselors to three. Here's also the commitment that we are making to maintain services. Has the demographics of Dayton changed in say the last 5 to 10 years substantially to the point where the the kids that are coming to school are not as >> I don't know if you'd see that in changes with our focal population in terms of ethnicity or families navigating poverty but you certainly see it in terms of our like
068our our students who are requiring um 504s health medical protocols IEPs are a much higher percentage than they were five or 10 years ago. Our students who are presenting with um anxiety, depression, and major behaviors are higher than they were 5 10 years ago. That's not unique to Dayton. It's a phenomenon that's existed probably pre-COVID but certainly exacerbated by co do those particular going off that same question um 504 the 504 program and all those do those factor into that weighted ADM or are those not considered >> 504 but they're not 504 but EL does and Bento does and special ed does Just curious um under payroll got $212,500 previously been >> um so >> we have our um let's see we have our >> which code is >> uh I think I'm gonna code
069>> it's account 653 under payroll in the J1 that's >> I'm not seeing the number you're saying oh that six oh that one is that's >> that's case that's uh yes so that was our liability and the >> property property insurance >> but did that used to come it's on the house >> yeah I know that the property I think used to be paid under like a 2542 which is buildings, but now it's all under here. And I think this year, you can't see it, but we we moved it so that it was under >> cleaning option. >> Exactly. And I have annotated places where the change in >> Yeah. what you see in the expenditures is due to a code change in that major investment. >> What what we've tried to do through the
070process was to clean it up so we have better history because right now you think, well, did we not have to pay that before? So that was part of the goal and it took time. We're not done. >> So that one on where Craig was, can you see payroll? Payroll is the page before. It's kind of the services. >> So underneath that's plant management, um, which is self-evident probably if you're seeing autos, but it's going to do that and buildings. Um, and then grounds. Uh you'll see that's not the total cost for landscaping. It's you'll see it grounds under each building including district office districtwide. Um as well as maintenance split up between the locations. Um and like you said Chris, you'll see student transportation 300,000 to 44,000. >> I think it was budgeted low
071last year. >> I don't know why that was Looks pretty round. >> Yeah, it does. Yeah, I round it too, but round it up a bit. Um, >> yeah. And um staff service you'll see under staff services that total that's you see on the top of the next page for 20 28,000 that's reflective of longevity stipens that are um in the bargaining agreements major shifts. So again that when you see at the very back of that tab where it's district office total that 7.5 is not that number of FTE has not been updated. >> Yeah that's why >> okay yeah >> I assume it's lower than around five and a half >> I have no idea I saw today at that >> remember she also changed like the nurse not wasn't under this tab before
072now she is. So >> so some of those Yeah. All right. So then you'll uh the next tab is create the full expenditures. And this is also tricky. So if you go after this first page, you go to the next page and you see the total under elementary instructions, that does not mean that elementary instruction has been cut by almost a million dollars. It means some staff have been moved into grant funding. Whereas typically our grant funding, we may choose to have it pay for staffing or we may choose to have it pay for professional development or supplies. Um there's there's lots of purposes. We tried to put as many staffing into grants to preserve staffing levels as possible. So you'll see that also reflected when you go back to the grants tab. You might
073see more staffing represented in grants and less under the building level tabs. >> So So how does this go? because we have grants that kind of come and go in uneven cycles and then we're doing a staff contract and then we're going to pull people in and have like a >> the grants that we are putting staffing in are not grants that come and go. They're grants that are all woven together is organs integrated plan and part of their >> integrated their set aides. >> So that's going to be your high school success. That's going to be the every student matters. That's going to be the attendance SIA. They're all going to be part of that. >> All right. >> Excellent. Thank you. We and we do have um a heads up like we don't
074we no longer have the CSI, TSI, we no longer have SSR. We do know when those grants are ending and >> but these are stable long-term grants that should outlive the the contract cycle. >> Um trying to see where else >> well one clarification that is that it's dependent on enrollment. >> Yep. >> So that's issue. So yes, it's >> stable but enrollment is a big part of that. >> Yeah. Absolutely. >> Um there is some coding that we are still going to fix. So um let's see one, two, three, four pages back where you see grade school ESL. It appears that we do not have a teacher who teaches English language development, but we do. And so that teacher has previously been coded under general instruction or something. So we want to just we'll
075fix the coding so that that's represented there so that it doesn't appear in the budget that we don't have a ESL teacher. >> Um it looks like we have no counselor. The counselor is found in a grant. >> Okay. um student support services. Are you guys following? So you'll look, it looks like we're spending 148,000 more. This is just um part of uh our student services coordinator. The plan is to house him at the grade school next year. and we haven't unpacked yet what that role and responsibility shift will be, but knowing that there's going to be additional behavior support required. That's something he's been notified of. So, you'll see his budget reflected under grade school partially. >> Correct me if I'm wrong. >> Yeah. Yeah. >> Roger, I would like to call your attention
076to library media. >> Yes. >> Which you will see a staff member assign. >> In Florida, it's all sign. >> Yep. And so that's just partial. That's a partial salary because the other part and I just want to make sure I know if it was going to a committee or what. My concern was just that it was actually closed for part of the year and I just really wanted to make sure that that doesn't happen again. >> Um you will see under where it says buildings that's reflective of um custodial staff assigned to the grade school or partially assigned to the grade school. tech services as things like paying for our phone system and then like accounting systems and then again when you look at the grade school total at the end there um you'll
077see that some of the grade school staff are moving to grants so that we could maintain as much staff as possible. So a million dollars set be shifted to where they're funded from >> clarify to the like the salaries and the FTE even if the FTE were correct those aren't going to correlate even because some of the funding for salary you've got coming out of grants >> it'll still correlate in that area it >> so what it'll be is the the FTE will be a tie to that that amount of salary but I have to go back and fix >> it could say like 4.33 so >> yeah But I mean like um if you if you if you look at buildings for example where you said the custodians were being kind of pre assigned
078for 2526 you've got $59,000 in salary and three and a half FTE and you've got for 2627 or 12,000 salary and I know the FTE isn't correct But I guess what I'm asking is is the FE more of an indication of like where you've plucked a position and then the salary is actually being paid out of a couple of different funds. >> The salary is the accurate part. I think FTE isn't >> even for the current year like last year. >> Yeah. But last year the budget is it was the budget. >> Okay. Well then that still answers my question. >> Yeah. In the end, the FTE should be proportionate to the amount of salary in that. >> Right. So, I honestly did not get all the FTE. You have to run a separate screen
079and I just >> Yeah. And when I made changes, I didn't get back. And >> I'm going to stop asking >> slackness. Slack. >> And this I get that about you a lot, Jan. >> Yeah. It's a word commonly used, isn't it? >> Yeah. >> If you remember, we had a different format of a budget too that we presented. So like the FCE portion was not cleaned up in Congress either last year as I was. So that's part of what Jan's been doing a lot of clean. >> I cleaned up my own stuff. Yeah. >> Don't admit to that, Jan. >> Yeah. >> That's not That's not I'm sorry. We don't believe it. >> No, we don't. >> I think Are we on the junior high tab? Oh, sorry. We are. >> All right. Well,
080okay. So, here's the Um other piece too is you'll see things like again the salaries reflected in like language arts as opposed to social studies. Um I encourage you not to look at the proportionality until we can get the kind of staffing um look that you're wanting to see Chris because uh you might see other language teachers and grants um and things like um shifting to a humanities model um so classes together um may exist. So all of that is going to be probably better reflected in a document that shows what positions we have and what ones we no longer have. Yeah. Um I don't have a junior high has been pretty straightforward actually. Let's see what notes I have here. >> You'll see um the junior high athletic director position. You'll see that reflective
081of the cuts we made there. question on that. So you had in the beginning in the summary reduction in extra duties. So I think I'm misunderstanding what that was. I thought in the contract that it was like a stipend not a like per hours per game sort of a thing. So how are you reducing that and what is the change in expectation for? So to the application >> for athletics specifically or in general >> for the um athletic directors did it if it was indicated up here I thought that there was a reduction in their duties. >> I know I'm just curious like that >> there was a reduction in extra duty stipens. So that's athletic directors and coaching stipens. So what we did at the high school level, every program will have two coaching
082positions except for the bone track would have four each. And then um at the junior high, each program would have two stipens each. >> Okay. >> But not the amount of the stipen someone's getting. They're still in the right. >> And in some cases, extended contracts were cut. So if someone had days that they were working over the summer, those days were cut. >> Yes. I think to the tune of about $140,000 for athletics in total. >> Yeah. So, I thought you said you had also reduced the AD. >> We we reduce the we eliminated the junior high AD position. The high school ad will absorb 6 through 12 >> extended contract hours. That's the term. >> For the high school ad, the hours during the summer, we reduce that as well. >> Okay. Okay.
083So, they're going to be working less. >> Thank you. >> Um, let's see. Um you will let's see also see some shifts in um like SLC and spe other LRC so special education costs. We had um a large portion of um of uh students who come with uh high more needs shifting from fifth to sixth grade or from the grade school to the junior high school. So you'll see some resources being moved up to the junior high high school. You'll see that reflected in um the SLC and the LRC areas. Um, but you'll see that's in other places, grade school specifically to make that happen. Can't read my own handwriting here. Uh, with the counseling, you see, um, like I'd mentioned, the grade school counselor is going to be paid from a grant. The mental
084health counselor was a position that was touched. So you'll see that reflected in the junior high counseling area. Few pages in under library media, you see um part of the tech director paid for now under the junior high school library as opposed to solely out of this tech or district office. Um, >> did that change who's doing the library work? Are the tech director salaries being paid by part of the library? So, >> uh, who, where >> there's >> and what um, let's see here. Um, this is a recoding under I don't know what SH what is this 2490? >> Say that louder. >> 12490. >> Okay. >> So that's part of a uh register position. Just change where it's being paid from. Yeah. Oops. And I think that's it except that in addition to
085transportation and insurance costs and PERS costs rising, we al also have the cost of software um and any vendors we're working with are rising. So you'll see that reflected in the software or tech budget as well. high school where that figure was taken from grade school is from the grade school and you you said that was just due to >> it was changing it was um it was uh correct and it was programmatic specific so in Spanish language literacy And then it was following our required legal and um collective bargaining agreement process. So um staff who were serving in programs that were being cut or reduced and were also retirees were um the first in the order. >> So are we I mean I I know you've said we're not actually eliminating what services we're
086providing. So who's picking that up because our instructional aids write a lot of support for >> So again this was a instructional assistance specific to a like pull out not a pull out but a program separate from uh the general classroom instruction which is no longer being offered. So you won't see a reduction in the services provided in special education or in title one which is what our general population of students with IAS. So what was what was eliminated then? >> Spanish language literacy as it as a standalone program >> own classroom. >> So basically you're just embedding into the regular education because there's different ways you can have compliance and that's why they're doing it that way. So it's safe staff. >> Okay. >> We used to do it that way, right? >> I
087mean there's different ways you can do compliance. Mhm. >> We used to do that. >> And there, you know, there's um there's I've worked in a dual immersion school before and there's a lot of research that suggests if you're not continuing that program through 8th grade, you're not seeing the leverage or impact for it. So, there are ways to remain committed to native language literacy that are not having necessarily a separate uh Spanish program that's just at the primary level. One of the things that we did add um a few years back was um a specific English English language development teacher as a pull out program. So students got um English language development in addition to their regular instruction which is learning in your native language so that you have the knowledge and skills in
088that language that hopefully transfer as you're learning English is different from learning English. So those are two separate programs uh both valuable to students but we cannot not have English language development the program. >> Yeah cuz when I was in school we just had someone that was bilingual and we had a mixed class and that's just the way it was. >> It was it helped me >> was a long time ago. >> I think that's that's before title board. We're losing the program that helps Spanish speaking, native speaking kids learn English or we're >> we are learning the program. >> We are losing the program kindergarten through second grade that um native Spanish speakers are learning in their native language uh the majority of the time. And we also had a pull out program because
089we were trying to improve the transition from pulling the rug out from under them after second grade and putting them in a third grade class where they're learning primarily in English. So, we also had a pull out program that was teaching them front-loading content in science and social studies and math in their native language so that when they learned it in their general ed classroom that they would um have better access to that learning. So, we're losing both of those currently. >> And then what do we have? I know we had like an intensive language program for the kindergarteners as I understood to help get them moving quickly. the Spanish language like >> so we losing that or >> we are losing it as a standalone classroom. >> Y >> but a lot of schools
090tackle it differently than having a standalone classroom. So strategically clustering students who are native Spanish speakers in classes with bilingual teachers >> and um doing that small group work intentionally or a whole class teaching in both languages intentionally. >> Is that our plan? >> I don't have a plan yet. >> Okay. >> Sorry, just being honest. But I I know soon I know different options that work. I >> I um in the coming days I will announce a new grade school principal and I think it's very important that that person be instrumental in contributing to that plan and I'm not making the plan as a superintendent. >> Yeah. I don't know the demographic impacts here. Like I only know from my I coach soccer which has probably a weighted you know in that area but
091uh you know it's like fully half of my parents are not English speakaking and it's rare. I only have one kid that's completely sneak. I also want to make it clear um that I don't it is easy to look at like reading intervention classes and Spanish ling language lit classes as programs being cut and say but Amy said literacy is a top priority and um EL serving EL students well as a top priority which they were in fact when we ranked them as administrative team using the feedback from staff our English language learners was second on the um under just core instruction, making sure all our kids could read. >> Um and so um it absolutely is a crucial program and if we were maintaining that program, we're putting 40 kids in a general education
092classroom. So it's at the expense of um the core instruction which was also up there. So we it we are obligated to find a way to serve our English learnersh >> um or native Spanish speakaking students and families in different and creative and hopefully equally effective ways. And that staff is uh shout out to grade school staff if they're listening. They are in my ear. They are not going to let that program die. This is their baby. So >> how many how many students are impacted by this who are presently working with this program? K through two. I'd have to look at the um >> I do want to say is like when I and I know it was a long time ago, >> but they would do like a because sixth grade down there
093would so they would do like a fifth and sixth grade. You'd have a bilingual teacher and you would have Spanish students and so it would be a coingle classroom fifth and sixth and you'd have a third and fourth grade. So then you because then you'd have a bilingual teacher. So obviously it's hard to have a bilingual teacher in every grade. Yep. But it was just a way to and then >> I was actually learning Spanish so it was good for me. >> Well, I was going to say there's there's two things at play, right? There's there's um giving our English learners uh students who are still not um fluent in English the ability to speak, read, write, listen um in English. There's also the um honoring our native Spanish speakers, not only um fostering being
094multilingual um and seeing that as an asset in our district, but also multicultural and making sure that we have representation in our schools so that our students see themselves hear themselves in our staff. Those are all at play in this. Even broader than that is the fact that that work should not be a assigned to a program or a staff member or a student. And all year long we have been focused on our entire staff and how we can improve our instruction so that we are all serving our English learners throughout the system. And you will see that reflected in our literacy scores this year. this for the first time since I've been here. Our 11th grade um language arts test is coming in above state average. Um so, uh that work is happening and
095it's not just on the backs of our bilingual staff or our staff who are trained in uh English language development programs >> because one of the things we see about best practice and research is that if you have it integrated things like YEL achieve or SCUP or whatever >> Y achieve is what we're >> Yeah. >> And I mean I was a trainer for Yale achieve. So I think when you're thinking it, it's not going away, but you instead you're having your core science like your science teachers teaching with that mindset. So that's actually what a lot of bigger districts are doing anyway because the pull out classes, one could argue that they're discriminatory. >> Um especially in this current climate and so with an integrated approach, um that's one of the ways you can
096actually do that really well. So EL achieve is one of the national curriculums. Um it's a great one and it still can be done now. It's K through 12. So it's a system, not just a program done. >> And and really the work this year, which our teachers, huge credit to them because they leaned into fully, was as simple as I say as simple as it was not simple work, but having all students speaking and writing in class, every class, no matter what class they're in, all day long. So they're talking to each other, they're using academic language and discourse, and they're writing um and using sentence frames and some scaffolds that help them be successful with that. And um if we can make that progress in one year um we can do a lot
097to rebuild our efforts towards making sure that native language literacy is fostered in our >> and as a te achieved trainer in Beaverton like you have to understand in Beaverton we had 110 different languages so we didn't have the benefit of having a Bulgarian and and it's really cool solid principles. Um, but I also want to caution too is that >> we also have families here that are bilingual, but Spanish is not their second language. >> Um, and so that's one of the things by doing this with like a core program, I think it's more systematic and it's going to help all students. >> Um, because like I two of my three kids were Yellow learners and so um, and ironically every year athletically my wife speaks Spanish, but every year our ELD paperwork came
098in Spanish even though I speak English. Um, and so but I think that's one of the things that we look in systematically. this is probably the best thing for kids is to switch to this format with Echief. >> Yeah. It's sort of like with mental health, we all agreed like that moving it out and moving it into the community was the better way to go and then like it didn't materialize. And that's my fear, man. We're cutting this program because we're facing funding shortages. It wasn't about the effectiveness of the program. So, if we're going to move this into the classroom, then presumably there's not funding to have additional support to bring this out of this room and into the classrooms. And knowing that we have a lot of staff who are not going to
099be bilingual, I I just see, you know, a catastrophe of kids who are not going to be picking up the material and who are going to compound and fall behind year-over-year and then they're going to become >> our results, Roger, are not indicative of that being a problem. In fact, our ELPA scores, we have more students exiting at all levels than we've ever had before by a huge clip. So, >> and you don't have to be bilingual to be an EL teacher. Like, I'm certified as the ESOL teacher, but I'm not bilingual. Um, but you learn the tricks of how to help support students that are bilingual and that's I think that more teachers getting that certification is going to be helpful. >> Yeah, that's right. What is the population of Spanish are going to
100be impacted and kids and what is their level? What is going to be that human impact of this? Obviously, that's >> said though too, our teachers that have been doing this all year aren't going to just let it not, >> right? they will come to the board if I drop the ball on this, >> right? Knowing our teachers, they're going to find a way on how to work. >> And let's be honest, these are EL achieve is also going to be great for students who receive special education services. Like these are good teaching strategies that don't just target one type of learner. >> All right. High school. Is that where we're at? That's where we're at. >> Okay. So, high school's actually pretty straightforward. if you see um and high school has more grants associated
101with it than any other level just so you're aware. So if you see a big shift of some position being funded then going down to zero make sure that you reference the grant area to see if that position exists there. Um on to the health ones where it just says well current zero60 is that is it like that one that's going >> where Amy sorry >> a really long number 190 is the Are you seeing it increase or decrease? I'm trying to still find somewhere at >> the age page under health instruction. >> Uh yeah, high school instructionalth. Yeah, >> you had 6,000 6,000 in 2023 and it was zeroed out 25 26 26 or >> so. >> Um we Yeah, we do have a health teacher. Um >> health and PE. >> Check a
102lot of our >> Yep. It's under health and P. >> Yep. A lot of CT. so that we could separate that out too so that we the 240 would represent uh a PE teacher and a health teacher. So you see that in both areas. Not to look at you, Jan, like I just gave you a word, but but >> I'm assuming that most of those are going to be at a high school success, >> the CT. >> Yeah. >> Well, a lot of times too with the high school and junior high, we set it now, but then the master schedule's not done, so it shifts. So every year it's kind of shifting based on, >> you know, the teacher assignment. So give an enrollment. >> Yeah. So you'll see the new a teacher would be
103in SAA partially in high school success part partially um then you get into the extracurricular um which is what you're just speaking to Chris you want to get into the nitty-gritty about that >> not to sorry to ask a technical question but knowing that the state is cutting all funding and support for EP FFA and Skills USA and ProStart and all that stuff for next year. Um, knowing that's where our kids succeed, like how are we potentially going to make up that? >> Um, I mean, we have uh budgeted the stipens that staff have been getting to be consistent and be maintained, even if it has to come from a different funding source. A lot we had a lot of supply money, Jeff, in measure 98, and we're tight. Yeah, >> we're tight there. We're
104going to use >> that was my concern because all a lot of that support to help make it so kids could go to conferences and that at the state level's gone. Yeah. >> Um and then so it looks like we're just going to have to do more fundraising locally to support that because I success now is salaries. >> I don't and I don't know if there's any left for travel because this year we did have travel budget. >> Not very much. up as much because we were trying to avoid it's a as you know as a former CT teacher it's a lot of work to do that and fund raise for your and we didn't want to create more work for people who were doing a great job in getting their kids to nationals and
105things but um >> but inevitably that's going to be a possibility next it's just going to have to happen next year >> but we also um our our principles have been doing a good job having uh proactive conversations regarding like the anticipated travel as well as anticipated supplies for programs. And fortunately, we made big investments in CTE in the last couple of years, so we don't have the need for supplies. We will still have the need for travel because our kids keep winning. It's a good problem to have. But >> how many students do you have in the culinary program? Typically, >> I will I'm sure Robin's listening and she'll send me a text. She'll have the forecasting numbers. I don't have them yet. >> Do you have a rough idea? >> I mean, I
106would guess we try to keep class sizes small. If she's teaching six periods a day, anywhere from 60 to 100 something total. >> Yeah. >> The other thing unique about culinary is it it's part of business. So, you can actually classes together. It's in the same cluster because you still have some business classes too, right? Yeah. Yep. >> Why couldn't that be done with FFA? >> It is done on FFA as well because FFA is going to be under agriculture. Um the problem is is that uh the state the governor chose to cut back CTE pretty hard. So the money that helped run those organizations at the state level is gone. So what they're doing is they're going to raise all their prices at the conferences to help make up for the their lack of
107$25,000 or gain from the state. um it's good. So you're going to see it's gonna be more expensive to go to conferences now moving forward because that's how they make their money. Um and the states will move in also to >> uh Robin said 80 80 to 100 students in culinary and I would encourage you um to help message the budget adequately in that you will see students um and and even staff traveling for professional. There are funds that we get that have to be used a certain way like Perkins funds and so >> to have 15% for professional development. You can't use it. If you don't use it, you give it back. >> So, um, Robin doesn't want to give back funding. So, she has to take staff to professional development. I don't want
108to be seen as this is a luxury that staff get when we're making pets. So, thank you Jeff for your expertise. Um you uh I'm I have no idea how many pages in I am, but I am where it says FedE resource room. And again, that's reflective of special education staffing moving up to the junior high school. After that, you'll see English language development. Um, we have had an English language development teacher at the junior high school for the last couple of years. Uh, we did had not had that designated FTER. So, it even though you're not seeing it located in that code from last year, we did have a teacher. >> What is your engine? I don't not looking for an exact number, but what is your kind of carryover or your reserve that
109you have for high school success? Only reason I'm asking is because OB twice last year said, "Yeah, about that. Sorry, we're gonna So, like we had >> I mean, some kind >> We did a good job spending money. >> I know we lost money in July last year or this year and then we lost money in September and so we were >> we thought we had a $20,000 carryover, but we may not Because that's the other thing just to be cautious of is twice I don't know when you started coming but twice last year the state took back money that they promised us and had some success >> and I yeah and I just came came into the grant world doing the budget. I didn't go the rest of the year. >> So that's my
110only thing that's that was the only grant that got hit hard last year. >> Okay. >> Um >> and that was the one that has the most projected cuts with OD. So the OD is projecting a 5% cut at a high school. >> Okay. Um, I have like 47 texts. Dana said 20 students from Spanish language literacy. >> Spanish language literacy. >> Now, I don't know, adding what these other texts are. Sorry. >> Sean has vetoed me trying to figure out. Um, all right. >> I I just want to add something just for a visual for some of you that are overwhelmed by the numbers and the codes. So, I've got two different stacks here for high school. And the first section is if you look at the one, look under the column budget unit
111100, you've got 1131, you know, that's instruction that's directly impacting kids. And same with 1132 that follows that. That's athletics. The second part, you'll see the 100 still general fund, but start with the two. Now, you know, it's about supporting those programs. So you can see just visually there's about one page is about direct instruction for kids and a few pages for the support. So I think as a budget committee it's really important that we're measuring that making sure that the funds are close to the kids and the classrooms often the 2,00 look at the different buildings and you want to kind of look at that >> 1132 is all of their extra curricular not just athletics. Yes, >> another good AI one. But yeah, cross referencing these codes is like it can just pull
112in the PBA band. You can quickly like cross reference and get English language like what is this >> the the the four numbers after the 100 that it's called function. It's basically what is it's exactly that. What's the function of this position or this funding? Okay. I'm I am known the grants. And if I skip ahead where you are because I didn't have anything annotated there's questions you can when you smoke off that. Um, >> so when you say grants, what tab are you under? >> 200. >> Yeah. >> 2011 to 299. 2019. >> And then again, right before the last >> right before the revenue starts is where the summary is of all the funds. So they're all listed there with the fund number. So and it has the total. So, that's just a
113quick reference, too. >> Jen, I do want to say I'm slightly disappointed that we don't have Kathy and Terry and I arguing which ones are buff and which ones are ivory. I'm just saying >> I'm disappointed. You >> as a guy who can't tell anyone with colors trying to have your annual conversation which ones are ivory and which ones are buff. I just it all looks right to me. So, >> we used to do the budget in color. Each section was a different color. and jam. Every year they would argue which one was ivory and which one was butt. >> Yeah. Pink for their building. >> Yeah. Pink and staming. Yeah. >> I couldn't tell the difference between those two. >> Jeff, is that a question for the budget? >> Keep us on track. >>
114When you were talking about the grade school, I was going to say, Sarge, is that how they did things back in the 1900s? >> That's my public record. >> That's what my That's what my son asks me all the time. He knows Tyler. Is that how they did things back in the 1900s? >> So you get a gavvel or something for >> the fire department when he's teaching if he says that >> we have to drink. >> This budget might require it. All right. So grants, uh you'll see both federal and state grants. Title grants are federal grants and they're allocated based on um the uh level of poverty um that you have in your schools. So we would be considered title one district. They're typically allocated to grade school um to help with early
115literacy. And in fact they require um funding like a title one teacher which we have someone called title one teacher for reading intervention below. Um you'll also see um that that's where uh we have had allocations for um homeless liaison work which is a requirement by law as well. >> So in title one we actually have one teacher and then we had two assistants >> even though the FTE is wrong. And then title four a Jan remind me of four. >> Title four used to be in title one. >> Yeah I think of them together. So >> and some on some of these title is that >> how it is different from title one. >> Title four is going to be basically your ELD. So that's title three. >> That's title three. >> Top four
116will be my mento. >> Okay. And and some of these I didn't we didn't know the allocation number for sure. So kind of went on what the history was and any anything in the grant funds it's a placeholder. We don't spend it if we don't get it. So if we budgeted 15,000 in time for we don't get it we don't spend it. So >> we have we have some notification of grant allocations and others >> and then soon for >> the federal government has not been giving us timely updates on how much money we have. The only concern would be which grants are in jeopardy and which ones are tied to positions that you'd have allocated. Zero. >> Yeah. >> Um again, we did not put staffing and grants that are would be in jeopardy.
117>> Unless there's a decision at the federal level that we're cutting out of one idea funding. Um the other ones are just grants that are were grants and no longer exists. So the zeros like has to still be there. Esser and CSI, ITSI and um so then you'll go into our deferred maintenance budgets. Auto, plug your ears. Uh you'll see decreases in those areas as well. We have fortunately auto has made a huge concerted effort to upgrade and improve our facilities the last couple years. So um in lie of an emergency the basic maintenance um and repairs is what we're planning for and then have some set aside for you know potential projects that we weren't aware of but um we're not doing the proactive looking at places with the long range facilities committee that
118we want to improve at this point in time. >> Maybe teleport is also technology advancement. >> Thank you. I knew that was something else. question. >> Let's see 608 that Oregon FFA summer grant. It looks like there was proposed for the 2627. >> That's a placeholder because there's no >> it's not public. >> Yeah. >> Um >> like we know that's already not placeholders. I've noticed say placeholder placeholder smile is no longer Oh, keep flipping guys. Look how successful we've been getting grant. Look at all those. >> Yeah. >> Um so I'm where it says OCEA wellness grant. Um that's been >> Yep. 210 start number start with been consistent. Aspire is specific to a program for helping mentor students um in college application processes and readiness. CSIT TSI is no longer previously paid for
119our family liaison. They now will have uh they are um transferred into other roles and that work will be time carded. Oh, ABC obviously that foundation has a budget with the school district based on the scholarships they give and the clubs fund. >> I don't know this map grant the placeholder. >> I haven't heard about menstrual dignity. >> Yeah, you know everything ahead of I what I know. So >> is there a plan to I imagine Jeep when is that fun with with pads and things in the bathrooms? >> Yeah. >> I don't know if Otto's heard about it. He oversees that grant which means bidding on >> then we don't have >> Okay. So then you see D grade school outdoor school and then you see junior high outdoor school. We have a number
120in junior high outdoor school. Is that a place we're in? Is Yeah, I don't know. >> I think that's a place. >> Jamie text me that she heard something as of today. Um we'll also see early literacy and high dosage tutoring. the grade school um under Dana with uh Robin's help and a lot of staff down there have been implementing some research based practices that um are helping our earliest readers uh become literate more quickly and that work is paying off currently. So you'll see that to the tune of 64,000 with high dosage tutoring being 15,000. And those are also come with specific requirements on how to spend money. Um and then you'll see our preschool tuition versus what is paid for by our preschool promise grant. Or is that in a different spot? >>
121How many kids are in preschool? 230 always wonder >> how many kids is it principal Roberts >> D >> I think I haven't >> then this I guess under the unemployment payroll cost of 129,700 is that the like expected from the attrition that we're planning for is it zero in years past >> um it is fund 280 unemployment fund um I don't of how deep we're in but there's nothing for years past and then we have a 2026 27 proposed of 129,700. Is that an anticipation like this? >> And actually we have money on the state is holding it for us and we're going to get that money back into the district and then we'll pay the unemployment as we get it. We anticipate with riffs that there could be more of a spend down.
122Right. Well, yeah, there's like a there's a portion we cover and then the state covers or they do and that's the portion we would cover. >> So, so that fund I know pretty much what the revenue will be from what the carryover and then what comes through payroll. Um, so we don't budget and carryover or a reserve. We just have it so that we could spend it if we need it. I do want to speak to the preschool um piece of things really quick. uh prior to the deep budget cuts, we had to make one of our strategies for boosting enrollment and improving literacy um in the district was to try to fund if not free um a lowerc cost preschool that was for Dayton residents specifically. Um right now our preschool isn't solely for
123Dayton residents and it does uh if if they're not a preschool promise candidate then they're paying tuition. the cost of child care and preschool is astronomical across the state and we do have a childare desert. So, if we did have um the ability to fund preschool either for free or at a lower cost, which is one of the reasons we were trying to get the education early childhood pathways off the ground so that we could have student interns earning credit and working in the preschool so that the cost of staffing was lower, that that would be a long-term not only sustainability plan for enrollment, but also boost for um literacy and um readiness for kindergarten. So, we're not there yet, but it is their conversations that we're continuing to have about summer school. We did
124get I'm sure Robin will also text about a summer school grant to the tune of 17 something 72 178. I'm now just flipping pages and talking about grants. I don't even know what I'm looking at. >> 178. There it is. started talking about it before I got there. >> Awesome. Because only 110 districts got them. >> Yeah. Yeah. Good job. >> Yeah. >> On the nutrition one, I'll definitely be in touch. I need to email Nora on you, but that one a good that farm to that farm to school grant's another one. Get the application in before the end of the year. It's due in October. >> Do we have that currently? Farm to school. That's the one that that's the one that >> it's the ley the Patrick Lehey currently through. >> No, we
125don't currently have it. There's only a couple districts in the valley. >> All right. We have one that's called Farm to School. >> Yeah. Yeah. >> Oh, well, there's an application due in Okay. October for that one. >> Dana is alive. There are 22 preschool kids and 15 tuition students. So, 37 total. >> Wow, that's great. My daughter was in the preschool last year and I mean it's cheaper than like going market rate like right now but it was still substantial. >> Uh title 2A currently that's a like a budget for professional growth. We currently have um part of um a instructional coaching support on there. Um it was like paying for part of a staff member. IDA is um the federal grant that funds special education services. We had took a pretty big hit
126last year and um anticipate that continuing to be a struggle and for those and I'm sure Jeff knows but the percentage of students who qualify for IEPs keeps going up in most districts. Um ours is above 16% um and the funding does not change. It's cap at 11%. Um so it does take a substantial amount of more resources to adequately serve students in special education. So the district ends up paying for those um out of their general fund because we don't have the funding. >> And one clarification that too was we could talk about ADW. So you might get more for one kid, but the services might cost way more than what you get. >> Yes. So we they're called a high class disability student. We could have a a student who uh to adequately
127provide an education comes to the tune of $200,000 a year, >> but you only get >> a portion of ADM admates tuition is when um we h pay for or is this the Oh, this was when we had students from other districts in our program. >> So if another student if another district cannot adequately serve a student with their resources, they can pay Dayton if we have that program or resources. Um so we get revenue from them. The same is true if we cannot adequately serve students without resources. We would pay for a different district or a different program to serve them. >> And this this time we budgeted that money as a transfer back to the general fund to pay for those the OT and the PT and Title three is migrants, right? Title
128three, >> they're all starting to blur together, >> which is um >> you're seeing the 15,000 represented there and then the small high schools Frank. So this is um Robin has been saving this money as I this is a fund that has historically been allocated uh well it's to small rural high schools and um it's harder for oftentimes uh small high schools to provide as many CTE opportunities or as many resources as large high schools. So, it's a little bump for a high school principal to use to fund something, whether it be staffing or supplies or a program that they otherwise would not be able to. This money does roll from year to year and it has been been being saved. Um, we do anticipate retirements in our administrative structure in coming years. And so,
129this is a placeholder should we choose to hire on an additional administrator. um so that hopefully we can um make sure that we're keeping talent in Dayton and can um make sure that we have people in district who could apply for those vacancies once retirements happen. But that uh staffing decision has not been made yet. >> That's the principal portion of it because there's we're spending on athletic director and then the high school office of principal. I'm back. Uh, where am I? I think I'm I'm not where you're at yet. >> 2014. I think that we're talking about >> Yeah. Where the under small high school grant where you see 163,000. Are you on the same page? >> Yeah. Okay. >> Yeah. But 165 to athletic director, 131 towards So that principal portion is the
130one you're talking about as a whole. >> Yeah. Thank you. >> Then you're moving into food service where the history for food service is here. This year's budget is under 299. That was a requirement under part of accounts. >> Thank you. >> Oh, Matt. Oh, and now I am now in I think I'm in SIA. You keep flipping two fun 50 251 student investment account where you see the position not person of direction teaching and learning cut. you see um business office uh personnel funded through SIA. Um that would be our business manager u both salaried position and contract positions. And you see the grade school counselor showing up in essay. You see part of the library media specialist at the grade school under SA. See, you see uh part of an a teacher, part
131of an athletic director and a principal, high school principal, I think we'll Okay. Then the next grant is high school success. There are three places that you're allowed to spend money on high school success for technical education college and career readiness dropout prevention or any kind of family engagement efforts. Um >> you're not required to do all three exercise. Right. >> But those are just the allowable. >> So you'll see some of our >> those again. Sorry. >> So CTE, college readiness. Um kind of wrap those together as one umbrella dropout prevention. So that's where you'll see like a lot of we had nth grade on track for nth grade teams extra hours under that. Um, we've had our college halftime collegiate that um and then I said drop dropout prevention slashfamily engagement. Um, so
132you'll see a business believe are we not helping pay for our leaison that >> uh no not currently. That's a time carded growth. and you will see the rest of that uh potential administrator under that high school successpr Eric. >> All right. >> And then you see the student accounting. Um and then unemployment funds after that food service new codings >> new and approved coding and then you get to our long-term debt go bonds per U. Can >> I ask you to go back to student services? Um Are these their fundraising accounts? >> Which which one is that? The 270. >> Yeah, there's three. There's three of them, >> right? So each each of the schools have their accounting system there that they you know collect fees, all their programs and stuff like that, we
133have to bring it into our book. So what we do is just summarize it at the end of the year, enter expenses and revenue and carry that over because those are considered district funds. So all we do is a journal entry at the end to capture whatever happened at the school. >> We do not have the right to use the funds for our purposes. >> Yeah. But we have >> So this is all of those club club accounts >> clubs and like Yeah. And and some things they collect come to the district like the sports fees or something like that. Those but all of that they collect it. They can collect it by student. They can track it better than we ever could. >> Okay. These are the tabs that indicate questions for Jan, Na,
134Amy. Um, >> which one? >> The debt service tabs >> 300 to 302, >> we've been digging into those. Um, and then you've got >> they go up on construction 400 to 415. >> Have we spent through what we're getting? It looks like it's flatlined. Are we done spending or have gone money from the 2019? >> Are we done constructing or doing the things we were going to do with that money? Yeah, >> it's gone. >> Yes. >> Y >> I thought you were seeing something I had seen. >> No, no, no, no. I see that it's Yeah, that it's gone. It's like, okay, so we're >> always stays state of it drops off. >> Yep. >> Then the capital improvement fund 410. That's where the construction excise tax uh taxes come in and then
135the other funding is usually if the district transfers money. >> Now the construction excise tax that is the one that we have been waiting for but it just isn't building like they thought. Am I talking about the the same one that the city proposed? Okay. Okay. Thank you. >> Because we get money from county and the city for permits that are being bound. Okay. >> And then the last tab is just the supplemental information like Dan said. So this is first document is what we get from the state school fund estimate >> and it takes your local revenue your taxes and then >> it it really doesn't matter what you get with local taxes. They off it at the state level. So if you get less they give you more money. You get more they
136give you less money um based on your ADM. And then the following year, every May, we get an adjustment from the actuals from the prior year. We try to get the best estimates we can so it's not a big swing. >> Yep. >> And then so these three I like to include here because I think it's kind of good for you to see how that funding is. The back page is the ADM which this is that extended ADM. So it shows the numbers there. And then this other sheet is it's what we see. It's how the district or how the state appropriates school districts and ESVS. So they start with a big number and then they have all these carveouts and then whatever's at the end then they split it up and it's but it'll
137it'll say what the what it is for the bianium you know the amount that they um have for the first year and then the second year. So that's just just because it's interesting I think >> and then that's kind of what circles back to the beginning of listen to the outreach and that online program and stuff because that's where we can increase that ADM presumably for next year if we're successful in standing something up and getting more people. >> Yeah, we have we have a the board has committed to some future work sessions. So they try to unpack that. So >> yeah, that was where I first hit when I heard that the finances are dropping due to lack of enrollment. It's like where are they going? And that seemed to be the first thing
138that came up in the research is that we lost a lot of people during COVID who just got comfortable doing things at home. And it's like well if we can't get them back in that's an excellent way to get them back in the fold with us and to get our revenue back that we've lost from >> even with the 30 that we have home 50 under the year I got here which is just a few years ago. So it's a Yeah. >> Yeah. Yeah, it's not it's not counting for all the attrition, but >> it could fix some of the gap. >> I don't know. I That's That's the budget, folks. >> Y >> the budget pass. Back to the agenda. That's Kevin. Is >> there any uh other budget discussion questions? >> None. Do
139we have a motion to approve the budget? >> Um now, are we I'd like more time to review it. >> Yes. >> Yeah. >> And I don't have a data file that we work with to start doing my analysis year over year. So, >> which is great. I get that. I I guess my question would be and it you I too would like time to review it, but is that really going to lead I I guess I know how many hours that Amy and Sean and Jan have put into this budget and that they have literally gone through this thing line by line and looked at every penny. And I understand people might have some questions, but I complet I do not think that time is going to change these numbers. They are what they
140are. They've found every penny we can find. I guess my question is by having another meeting and you guys haven't time to go through it, is it really going to affect this budget? If you want to go through it, >> if the open local government budgeting process >> not done, not done. >> All right, then. >> If if you want to go through this and have questions and get those to Amy and Sean and Jan, I think they would love to answer them, but um I guess you know I I don't know what more time is going to do to change the budget. Kathy, thoughts? >> I I think that it's really important that you understand go into the specifics and we flip through pages for two hours, but that's not enough for me. So
141if somebody says you pooped that budget, well what do you know about it right now? I could tell you I know some things. A lot of my questions have been answered, >> but that's still I feel like I have a responsibility to Dayton to really really understand it better. >> Absolutely. >> That's a good answer. That's that's fair to do due diligence. >> I feel the same way. I I mean we're doing a service doing this job. They're doing their job right now. It's time for us to do ours to come to one meeting and and flip through this thing and to say, "Yeah, oh yeah, I'm ready to accept that." >> 22 million. >> I I just can't see that at all. >> Right. >> Okay. That's a good answer. >> But one point
142of clarification, I think we got to be really cautious because I mean, as you know, as a schoolboard member, right, and as a former as a recovering schoolboard member myself, um, >> we are not allowed to get into operations. >> So, right. >> So, I just want I want to think really quick. So, when we start saying, "Hey, you should do this, Amy. you should do this, Amy. We can have those private conversations with Amy about that, but >> our job is not operations, especially as a budget committee. Um, and as a schoolboard member, it's not their job as for operations either. Their job is to hire, fire, and evaluate the superintendent um and to new policies. >> So, I just I would be really cautious because we sometimes get really carried like off target
143and have ideas and that's a personal conversation, but that's operational and that's not our role. No, >> I can say it is our role to say we don't want to cut >> language services at the grade school. >> That is totally our job. >> That's part of your that would be part of your superintendent goal. >> And we find out where else are we going to get that money. Obviously, it's not just going to come out of nowhere, >> but that is part of our job here. If we want to say we want to keep four counselors because we think mental health is really important and we don't want to divvy that out into the other three people. >> Again, that's a problem for us to solve here. >> Yep. >> So, I think to
144me what's I agree with Kathy's assessment. I I also it's not entirely clear to me what we're actually cutting. I've got a list of >> stuff here and a bunch of reassignments and we've heard one program that's going away and if that's really it, that's wonderful to hear that. Um, but to me, I would like to see a little more clearly the net effect here, like what's actually going away. >> 6 and a half people, >> right? >> That can't be 2.4 million. >> Is >> six people is 2.4 million. >> Yeah. But I think what there are positions that um were unfilled and there are places that we were overstaffed before and the needs changed. So I think what what I'm hearing though is we were trying to represent the impact on our employees.
145What you would like to see is the impact on programs and there is some of that I can give the budget committee. I also want you to hear that not all of that is fully fleshed out and that there are going to be new approaches that we have to take and we're going to have to get creative and we're going to have to do more with less. And that doesn't necessarily include cutting programs for kids, but finding different ways to provide them. And I don't know that I mean, I'm all I believe in your role as a budget committee and have no problem having multiple meetings. I just don't know that I'll have answers for what those services will look like, who will perform them, how the roles and responsibilities will be divvied up, but
146I can commit to what we will be offering the following year. I >> I think one thing too with the and when you asked about the 2.4 4 million. We started out a beginning fund of 2.6. >> We're ending up with a an ending fund balance of 1.4 basically. >> So that's a huge chunk of that >> 2.4. So it's it's like we're coming into next year >> with less money than we started this year. So that that's a huge >> just the three admin three admin positions are about 600,000. Mhm. >> The admin roles that they're reducing, those are the largest >> and they're only reducing two admin roles. >> Oh, teaching and learning position was cut >> and then the two assistant principles. That's three. I mean, >> the teaching and learning wasn't
147a separate cost in addition to the high school principal in the budget last year. So, there would be two total positions you see cut, >> right? >> Um, in the budget itself. Um, and >> see, I think what what you just said and and and confusing and be honest with you, you just clarified it for me and what Jan said, too. We had a budget from last year, we have a budget from this year, and we cut 2.4 million, but all that money wasn't it's it's like, you know, moving the little shells around >> to make it look like that. I mean, we cut 2.4 million if we budgeted the same amount this year as we budgeted last year. >> Correct. That's a better way to phrase it. Yeah. So we from last year's budget
148to this year's budget is 2.4 million. That's six and a half people. That's some positions that were filled and are no be filled. That's cutting some extra duty staff. That's cutting some coaches stipens. That's >> a lot of the work was done inside the school year. >> Right. So that's where you got to wrap your head around it. You know, the numbers >> you can't just say boom. Seems to me by looking at this budget that with the decrease in the contingency fund that okay maybe maybe this you can get through the year with this budget but what is next year's budget going to look like and I mean you may be looking at some huge cuts next year if this continues in this direction. So, it's like, okay, do we do we take try
149to stop some of the bleeding this year or do we accept this budget with a three with $300,000 left into in the contingency fund, which is totally inadequate as far as I'm concerned. I I look at it as, okay, I'm going to be on this budget committee next year, and it scares the heck out of me to think of what it's going to be like next year. So, I mean, I know you guys have put it together and you've done the I mean, the best you can. You've come up with some great solutions. You've cut a lot of money out, but is it enough to stop the bleeding one year one year down the road? I mean, didn't we have over a million in the contingency? I think it was. >> No, we had the
150difference is I think you're you're confusing >> about fun. Oh, you're No, you're right about the contingency fund, but we also have a million dollars in the ending fund balance and we can spend that money in the ending ending fund balance. So, you know that that million dollars in the ending fund balance is you can classify that as contingency because we don't plan to spend it. We have it plan to have it at the end of next year. So, it's really 1.3 million. It's not >> the same amount for the budgeted for this year, >> but having it in a contingency fund shields it from other >> well I that might be but that's the answer. >> I know. Is that an adequate answer? >> So the >> that's that's an opinion I guess is
151the opinion. We have 1.3 million. We have ending fund balance. We have >> but whether you have it in a safe contingency fund or leave it in an EFT is a decision opinion. You can >> we can move we can move and put $800,000 in the contingency fund and have a $500,000 ending fund dollar. It's just it's just moving the little around. >> Well, presumably having it in a contingency fund that promotes gets you through that part of the year through the summer because staff members continue to have to be paid through the summer. So, you have to have contingency fund to pay that money until property taxes and so forth roll back in for the next year. So, there's a reason for the contingency fund. It's not just there for nothing, >> right? But
152we also have a million dollars ending fund balance we can spend >> and and and five to eight is uh typically what is recommended. We try to be more conservative than that. So if you look at the ending fund percents, I mean we we're we are within that still. The 1.3 is what we budgeted for this year and is would be what we're trying to maintain for next year. I will tell you in the legislative conversations I am there are districts around Oregon are pressuring the state to dip into the rainy day fund because everybody's cutting and considering it a rainy day. Yep. >> Um so I I don't know what the answer is and I'm not on the budget committee. My job is to make sure that we're offering opportunities to students and I'm
153being a good steward of the money I do have. I would the state is going to have to do something because at some point we're going to lose essential programs for students if they don't. >> So let me ask you a question and it's like do you feel like this budget will put us into a good position or a bad position for one year down the road when we sat down again? because I know specific personnel trajectories and plans and um have had conversations about anticipated retirements, I feel comfortable with this budget and I'm not worried about having another $2.4 million situation next year. Now, I don't want to I can't predict the future of the Oregon economy um or the state school fund, but I am confident that if nothing changed, we could absorb
154uh if we had to make cuts through attrition alone. I guess got great we do know a bit of what's coming down the hatch when you talk about birth rates and I don't know if ODA or OD supplies us with that but that's sort of the indicator of who's coming to kindergarten in a couple years. >> Yeah, we I mean we we need to look at the incoming kindergarten classes and the um exiting senior classes and budget accordingly every year. That is a responsibility. Yeah. The point of the matter is, you know, it seems like there's a consensus for having a second meeting. Am I hearing that? >> All right. So, if there's no motion forthcoming, >> you're go ahead. Somebody wants to bring a motion. Let's that that was what >> we asked if
155nobody and then we had discussion. So, if there's no motion to approve the budget, no one >> I'll make a motion to approve the budget. >> Is there a second? All right, we have a motion. We have a second. >> Those in favor say I. >> How about you? You probably need to >> those against >> somebody tracking. >> So therefore, >> I know >> the budget fails. >> Remember that. Where's the >> It was uh >> there was one, two, three, four of us that said yes. Okay. >> Right. >> And then so what's what would what is the next proposed meeting date? >> 26th is remote an option, John. >> No. >> Okay. Believe it is. Yeah. >> May 20th. >> 26th. >> Next Tuesday. >> That was the date on the proposed
156next Tuesday at 6 PM again. Yes, >> I can tell you nothing. >> For those that voted no for the budget, is there any direct guidance that they would like uh for next meeting >> 26? >> Yeah, I mean there there will be questions that come out of the data review. >> Well, I think there were some specific questions. If there is a specific question, it would be nice to go ahead and >> let Amy know that. So that way >> anybody ask questions, just email. >> Exactly. >> What was the time again? >> 66 p.m. >> No further questions, then go ahead and adjourn this meeting. >> Thank you, Jeremy. You did great. Yes, I'm good. Thank you.