School Board Meting August 11, 2025

001Call the meeting to order. Silver Falls School District uh attendance. We're missing Daniel. Uh I believe he's on his way. Haven't heard otherwise. And we'll stand for salute [clears throat] 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. I entertain a motion on the agenda review. >> Move to approve the agenda as published. >> Second. >> It's been moved and second to approve the agenda as published. Any discussion? Okay. All those in favor? I >> I oppose. Nay. Eyes have it. Okay. Entertain a motion on the consent agenda. >> I'll move to approve the consent agenda. >> Second. It's been moved in the second to approve the consent agenda. All those in favor? I

002>> I oppose. Nay. Eyes have it. [clears throat] Mr. Tom Book's resignation, which is words I don't like to see together, but I will turn it over to you. >> Thanks, Bill. Yeah, you know, I've been kicking it around for a year or so now. I just My letter says it all. I really just don't have the time to dedicate to it, you know, and just attending all the meetings is not enough. It needs more. And that pretty much is the long and short of it right there. And I feel like I'm not giving Silverton what they need. Been here a while, you know, need help on a committee or a group, I'll be here. But but I just feel like now things are going so I mean, everyone's hired, things are settled, the board's

003working great, the admin's working great, got everybody hired, teacher ready to go. you know, think now's a good time for me to step back, let you guys select somebody new and get them up to speed. So, I would never have done this if there was turmoil or problematic and why would I want to add fuel to that fire? But now is a good time, I think, for me to step out and let someone take this chair. So, it's been 12 years. No, 14. >> 14. >> So, yeah. Yeah, that's enough. [laughter] Well, and I mean it. You know, this is, >> you know, my letter. This is some of the finest people on the planet work in this district. And I mean that. And I mean that. So I just >> Would you mind if

004I Okay, if I read your letter to >> Oh, please. >> And uh so I get it up here on my computer. I will >> or I can do it if you'd like. >> Okay. Well, go ahead. That'd be great. >> See if I can remember. I got you. >> All right. So, thanks a lot. >> How do your words are better out of your mouth? >> Yeah. Um, I'm resigning my Silver Falls Schoolboard position for zone 7 effective August 31st, so the end of this month. I hope this allows plenty of time to interview and select my replacement. I have many business commitments that are taking too much of my time and not allowing me to do the type of work that Silver Falls deserves in this challenging time. Being an effective member, an

005effective board member, requires more than just going to all the meetings. I have great faith that this board will select a competent replacement to fill out my term. I have thoroughly enjoyed my 14 years on the board. The board and administration team are operating solidly and effectively. And if there was any difficulty, I would say thank you all to serve in this finest school district anywhere. You are some of the best people on the planet. May God bless you all and go Foxes. That's it. Mean every word of that. Well, >> Tom, just uh thank you just for your 14 years of service and I think it speaks a lot of your character. Recognize the the tension. I know wasn't a decision came too lightly, but to recognize that you weren't able to give it

006the attention it deserved and like you said, you put in many many uh years and I enjoyed working with you and wish you all the best and thank you for all your guidance. >> Yeah, thank you. Thank you. >> Yes, I I really appreciated working with you, Tom. Uh kind of in a way you kind of got me started in this business. So, >> yeah, [laughter] exactly. I uh I I but I appreciate and as the dubtail what Derek said, you know, just your experiences you've been able to bring to the board and 14 years of service to the district in this position that's that's giving a lot and uh it's uh very much very much appreciated and you will be missed up here. So >> yeah, thank you. >> I apologize for being late.

007Uh, but it was a good month and a half there. [laughter] >> It was really nice to work with you. >> We'll see you in other venues. Daniel, [laughter] [panting] >> can I make [clears throat] a comment real quick? >> Yes, please. >> Hey, thank you, Tom. It is a real u It's been a real pleasure to work with you. I will miss seeing you and I think that um it takes a special person to devote that much time to the school board. I think that you made a real impact in our school and for our kids and uh all the tremendous work you've done. We just really appreciate you. Thank you so much. >> Yeah. Yeah. Thanks. I guess I want to just Derek touched on something about working you getting to work together.

008The past year or so I've been so I haven't been able to get to know all the new I haven't been able to have a sit down meeting or a conversation or what's going on or walk a building or get to know you guys. And I'm like that's a problem. And if I can't have the time to kind of get to know you more than just I'm the guy that sits on the end of the board, then I I I need to step away and let someone with with some more time on their hands. >> Yeah, we I understand that. >> Yeah. I mean I mean I've been I've been I have been I haven't talked to you outside of this anyway. Not enough. So >> yeah, last fall it's been a while. I think

009last fall we sat down and >> Yeah. So just busy, but it happens. So anyway, thank you. And I think Tom, you bring up a good point for all me members and future board members that it's a lot more than just coming to meetings and and and which you of course and most of us up here recognize and uh takes it takes to do a responsible job takes more than which you more than done for 14 years. So, is this the time where we got to try to talk about how we want to do the process? Is this the only time I see it on the agenda? >> Yeah, it's it's not on here as far as the exact process. uh talked some figured it would be similar to uh what we if there's no

010objections to similar to what we do with the budget committee as far as have people get the word out there officially and have people apply uh that are from zone uh seven. Yep. Tom zone and zone 7 and apply and then we as a board could interview them and then select from that pool. >> So about that the policy is pretty vague. >> Right. >> So the what but I was I'm I would absolutely vouch to have somebody from the same zone of which has been vacated. >> Yes. And the policy is not specific to that >> other says should be. >> I think >> yeah I think it's very important that we >> we do that. I I did reach out to Jonathan Edmonds talked to him briefly because he was the last guy

011that was appointed that I had heard of >> and he said yeah they got received some applications >> and I think that's how it works. Then he had to officially rerun, >> right? At the end of >> So you're just you're just filling I think the end of the Tom's term, >> correct? >> And then [clears throat] you have to rerun like a regular candidate. So >> yes. So it' be almost almost almost two more years. >> Yeah. >> But thinking back, I think the reason the policy says should be is because what if somebody from that zone doesn't apply? >> Yeah. >> You end up with no >> It gives you a little bit of >> no one steps up from the zone. >> Yeah. and which totally makes sense because you want to

012have the position filled. >> I'm assuming that special elections are expensive. >> Like if we'd have the just a regular election in November because there's one right around the corner. >> Yes. >> Yeah, that would be super expensive. And I don't know if we would even make the timeline. I don't think we would. I think it's probably passed if I had to guess. >> And I think this is standard [clears throat] procedure. >> No, I'm just I'm asking. >> Yeah. I think I think the policy says reg next regularly next regular board election >> when the terms up. Yes. >> Yeah. >> So does that mean we need probably going to lean heavily on Debbie right to I mean how do we get that the word out? How do we get that because we have

013to do this in a less than a month. >> Well two things. Uh >> technically we don't have to do it within a month. >> We can take our time. We don't have to operate with seven, right? >> No, you can operate with six for a bit. >> So, we're not under that [clears throat] squeeze. >> Okay. >> Uh but obviously, we don't want to drag it out either. >> Okay. >> Same token. >> And so, we would uh but yeah, we'd rely on district staff as far as [clears throat] getting it on our web page and things like that, of course, and getting those out and then they'd come in. >> Yeah, Debbie's managed this process before and she knows exactly how to get it all out there. >> Are there um it's more

014of a legal question, maybe Anthony might know. Is there a minimum um notice that has to be given? >> You mean for the application? >> For the application? Yeah. For us to post like is there a minimum like it's 14 days or 30 days notice? >> Yeah, I think so. >> So, there's some legal legal pieces we need to make sure we hit as far as like the public notification piece. >> Yeah, no problem. We just need to >> So, do we need to make a motion to embark into this process? >> We have to have a deadline. Yeah. >> Not really. No. >> Then we we have a we would have a deadline on the application and then you guys actually interview them in in open session, right? And then you actually vote in

015open >> vote in open session also. Yes. >> Yeah. >> It's kind of a interesting process. >> Yeah. Yeah. >> So, this might be something to for the tail end of the meeting. Make sure we get on next agenda as well. >> Right. Yeah. So, well, thank you for your service, Tom. Very much appreciated. >> Thanks, Phil. [clears throat] >> Before I read through everything, first of all, do we have any public comment from in here? Do we have anyone online >> when we come online? Demi, anybody with >> a raised hand? If you're online, raise your hand if you want to make comment. Then I'll give the parameters and you push the button. >> Board meetings are so interesting in the debt of summer. [laughter] >> Nobody online. >> Okay. That [laughter] >> all

016right then. Then we have uh the FLO analytics and Alex Brash I assume will be online with us >> getting promoted. >> Yeah. >> Hi everyone. Good evening. Can you hear me? >> Yes, we can. Can you hear us? >> Oh, I can. Okay, >> great. >> So, I'm going to go ahead and share my screen so I could show a PowerPoint presentation. I think that request should be coming through to the There we go. >> Okay. And I trust that you guys can see my screen at this point. >> Yes, we can. >> Okay, great. So, um, good evening everyone. Yeah, my name is Alex Brash. I'm a population geographer with Flow Analytics and uh we're based out of Portland and that's where I live. Um but we also have offices in Seattle and

017Vancouver, Washington. Um and I'm filling in tonight for my colleague Ethan P. He uh prepared enrollment forecasts for your district. Um see these are 10-year enrollment forecasts. So the October 2025 school year is the first forecast year coming up and that goes through 2034. Um so just a little bit about FLO. Um we work with a lot of school districts in Oregon and Washington helping them do um a myriad of uh demographic and spatial analyses. So the main thing we do is prepare enrollment forecasts. But as you can see we also help with attendance area boundary reviews um doing demographic and socioeconomic analyses. Um and yeah, we're a team of demographers, geographers, and GIS analysts. That stands for geographic information systems. So people who are doing mapping and spatial data analysis. And we are based

018in the Pacific Northwest. Um but we work with districts really across the country um to prepare enrollment forecasts. So the first thing I just wanted to mention is the forecasts um for 10 years. We we prepare three scenarios. We call it the low, middle, and high scenarios for the district-wide. Um so this number of students is representing all the students enrolled in Silver Falls um that live inside the district but also that live outside the district boundary and enroll with the district and we prepare them um by individual grade and by grade group and then we'll also do it to the school level which we'll get to at the very end. So this just real quick map of your district. Of course you guys are familiar. Um I'm pretty familiar. I just drove through uh

019the district yesterday actually as I was heading to Mount Jefferson. Um but yeah, getting it on a map and kind of seeing your attendance areas. And in a little bit, we're going to see how we do some analysis of where kids live within the district and what schools they attend. And that gives us a better understanding of transfer rates. Um so just overarching process to get to enrollment forecast, we like to think of it in three big steps. Um the first one being enrollment assessment and that's looking at your historical enrollment. Um and on that note, just to clarify, this is headcount from October. Um so that's what the the enrollment numbers represent for us. And we look at the geographic distribution of student residences and as I mentioned the transfer rates. um how many

020students are electing to attend a school that's different from the neighborhood school of the attendance area they live in and then also how many um elect to enroll with Silver Falls from outside the district boundary. Second big um task is the demographic characteristics um and trends of the district. So we're looking at total population change over time um as well as the number of births and the women of childbearing age that live in the district and total fertility rates and then residential development analysis. So thinking about where new housing is being built um and specifically um what type of housing if it's single family, multifamily, if we can get the detail on number of bedrooms that helps us get understanding of the average number of students generated per housing unit and all of those things

021feed into the enrollment forecasts. And I'll mention right here, I should have at the beginning. Um, there's definitely time at the end for questions, but feel free to interrupt me along the way if you you have [clears throat] a burning question, we just want to tackle it during the presentation. >> I do have a question about housing. >> Um, in past years, we we've looked at housing and we found that uh families weren't necessarily moving into the new housing developments. It's it was older people. Have you evaluated that as well? Yeah, I think we have a slide coming up here. We will show I don't know if I have off the top of my head in this presentation a comparison to previous student generation rates as we call them or student yields. >> Um but

022I will show you how many um students we looked at um from October 2024 that live in new housing that's been built within the last 10 years. So you have a number that says, you know, on average there's this many students generated per housing. Um, and I'll kind of get a sense when I look at it in a couple slides here if I feel like that's um, lower or higher than some of the districts I've worked with in Oregon and Washington. And I can jump into that. So, >> thank you. I I have a piggyback question on that because I was kind of curious that if you take into cons consideration like the medium property prices and the association with the age of the people that can afford those houses and the age of their

023children, right? Because then like a lot of the new houses here, you know, a young couple with a kid probably, you know, difficult to meet. Right. Right. And I think we'll see that being played out in things like the number of childbearing the number of women of childbearing age that live in the district, how many births are happening in the district. We have a I'll get to this in another slide, but I can mention it here. We have a data sharing agreement with Oregon Health Authority um to get births um not just the the total number within the district, but broken down by month and age of mother. So we can do things like align it with kindergarten classes and then understand how many women of childbearing the age there are. So those um population

024dynamics and also you know sort of the soft socioeconomics of of housing get worked into our forecast methodology. >> So right off the bat here I have some of the total population trends for the district. Um, so the district population has grown by more than 3,000 residents since 2000, and that's including growth of about 1,700 between the 2010 and 2020 censuses. Um, and population in uh growth in Scott Mills and the unincorporated area has actually led to the district annual average growth rate increasing slightly in the 2010s. And that's despite a decline in the rate of population growth in Silverton. So um you can kind of see third line item down that's the the district numbers and we can see um there was a8% annual average growth rate from 2000 to 2010 that bumped up

025slightly to.9% and if you look at the lines right below that for Scott Mills and Silverton and the uninccorporated area you can see how population you know is still growing in the city of Silverton but just not at the same rate as it was from 20200. And so a bit more interesting on this next slide is breaking down population um trends into different age groups. So in this chart we're looking at total population living in the district on the top line and then broken down into those different age groups. So we can see that school age population which is age 5 to 17 um that grew by 193 between 2010 and 2020. And that's an average annual growth rate of 0.5%. And you can see that that's slower than the total population at 0.9% from

0262010 to 2020 in the top right cell of that table. And in contrast to that age group, the population under age 5 actually decreased by 142 during that same period. So that's a annual average growth rate of of negative 1.2%. And the last line on that table kind of sums it up is the um percent share of the population under age 18. So it was 30.4% in 2000, dropped to 26.7 in 2010 and then again to 24.7 in 2020. And I'd mention here that, you know, that might kind of sound alarming and and it is in some ways, like we're seeing fewer um children in your district. Um but we're seeing that across the state. So all the districts I've worked with um pretty much in Oregon and Washington, a few outliers, you know, suburban

027districts that are still growing considerably. Um this has been a trend we've seen um from this census data. Um, so it is something to note and kind of keep in mind when we're thinking about the population uh the enrollment forecast going forward because that's kind of why we're not seeing as much enrollment growth. >> Is is our um downward trend is that consistent with what you're seeing across the state or are we less or more if you could speak to that at all? Yeah, off the top of my head, I don't have numbers in front of me, but just looking at this, that's that's pretty consistent with a lot of the districts I've worked with, especially in the the Portland metro area. Um, excluding, you like PPS, they're they're on a even steeper downward trend.

028Um, but yeah, that's pretty consistent. I could always follow up um with folks at the district and and provide a few comparison districts, but just looking at those numbers, that's pretty comparable. >> Thanks. Yeah, the generalization's sufficient for me. I'm just curious. >> Okay, great. >> Slowly increasing. >> So, yeah, real quick on this next slide, this is just looking at um county and urban growth boundary population forecasts that come from the Portland State University Population Research Center. So, I just wanted to point out here that um Marian County is projected to add about 43,000 residents in the 20-year period from 2020 to 2040. And that's considerably less than the population growth of about 61,000 that occurred between 2000 and 2020. So their, you know, countywide population projection is just um for for population growth,

029but just slower than from 2000 to 2020. Okay, so here's that slide that talks about student generation rates or yields um by the different types of housing. So, as I mentioned, we looked at 2024 students um by their residence and we can then compare that to the housing that they're living in. Um whether it's single family or multi- rate uh multif family, we were able to break that down by market rate and income restricted. Um, so what you can see here is for single family, for instance, there's 644 um, housing units built between 2014 and 2023. And then that next set of columns with the students, we have it broken down by grade group. If you look at the fourth one over K through 12, we have 324 students live in those 644 newly built

030single family homes. So then that gives us a student generation rate for K12 of 0503. So we can think of that as you know quote unquote half a student per housing unit. Um and then looking down we see multifamily at 36. Um, and then it's important to kind of note you don't have a big sample size for incomerestricted or affordable housing, but there was one built, I can't remember. I I reviewed this, it was kind of many years ago, maybe eight eight or so in in this 10ear time period. >> Um, there's only 20 of those units, but you can see how more students um, and this is common for for all income restricted affordable housing. More students and families typically live in that housing. So, it has a higher student generation rate. Um, so

031I mentioned I I could kind of look at these numbers and say if I felt like they were higher or lower or comparable to to some of the other districts. I would say this is about on par um for a a district of your size and kind of the geographic location and the makeup of the the housing stock. Um I have seen numbers for single family be higher for for K12. Um, so instead of 0.5, we might be thinking upwards of 0.5 to 75. Um, but that's that's pretty typical. The one thing I could, you know, follow up on is um potentially looking at if you guys had um another company or did it yourselves in years prior, how that.5 number compares um to to historical because the housing market's changing and homes are becoming

032more expensive. So then thinking about housing a little bit further, we um reached out to the planning department um and were able to get some information on upcoming housing um that's expected to be built. So we had information on six um potential developments in the city. And this little chart is showing us um which elementary school attendance area they're occurring in. um the type SF is single family, MF is multifamily um and then the total number of units and it's not written in the table but I I do know that the the final um development in that table CDC is um an affordable or incomerestricted um development. So just uh moving into that enrollment assessment portion um we look at your enrollment by grade um looking back in uh for our analysis to 2018 through

0332024 of October of last year. Um so we see um in this chart the the colors the blue are the lowest for that particular cohort uh or that grade I should say and the orange are the highest. So probably not a big surprise to you guys. 2018 you had your highest enrollment just over 4,000. Um there was a dip like there was for most districts in 2020 due to COVID. Um 2021 enrollment hit its lowest point in this time period 3535 and then you guys have um been able to rebound slightly um in the last 3 years but not get back to that 2018 or 2019 uh level of enrollment. Did you correlate this with the age uh of the children in the district trying to figure out if we've lost children or just less

034children? Like are they going more to private schools? Are they doing more homeschooling? >> Um yeah, it's a bit hard to align that um because of in-n-out migration. Um I think on the next it's a couple slides we'll see how births relate to kindergarteners. So that's kind of a good indication of how many students you're capturing, especially at that level. So I'll just briefly mention this table is, you know, looking at that historical enrollment um just broken down by school in a different way here, but you know, the trends are the same. Enrollment was higher in 2018 and 19 than it has been at most schools since the pandemic. um aside from BU Creek that was able to stay um pretty steady. Just want to briefly show this map um because just points to how

035we're looking at this um geographically as well. So we took the 2024 students um geocoded the residents and this map is looking at student density. Um, not a big surprise. You get most of your enrollment from the city of Silverton. Um, but then you kind of see how it's spread out throughout the rest of the district and the unincorporated areas. Um, and you do have a fair amount of enrollment living outside the district boundary. Um, so this next um slide just mentions kind of thinking of enrollment from two different perspectives. When I say enrollment, I'm thinking about the number of students that are enrolled with the district or at a particular school. that's including kids that live outside the district boundary. Um, and then you compare that to to residents and that's, you know, the

036number of students that live in the district itself or within an attendance area. This chart is looking at district-wide transfer rates. Um, so just a couple things I wanted to point out here is that you have a total of 449 students that live outside the district boundary that enroll with the district. That's about 12% of your enrollment, which I would say any any district I look at that's 10% or more. That's kind of a a higher amount of of what we call out of district enrollment. Um, so that's kind of an important component when we're looking at the enrollment forecast. So we do those kind of separately. We look at um projecting enrollment for students that live in the district, but then also um for the component of those that live outside the district, especially

037because that could be influenced by different policies um of particular schools that you know receive a lot of those those students from outside the district. And I know that's the case here. Um the other thing to point out is overall you have 542 students that reside um in the district boundary. Um they live in a particular attendance area but for any given reason they attend a different school. We call that intradist transfers. So that's kind of the middle column there. You see that 542. Um so that's an intradist transfer rate of about 17%. And then in this next slide, I'll kind of illustrate what I mean by this. So we call this a residents attendance matrix. And if we look at the first line as an example, but Creek, there are 238 students that live

038inside But Creek's attendance area. And then one column over, there's 183 of those students actually attend B Creek. And then all the numbers to the right starting with three at Central How, those are students that live in But Creek's attendance area but for whatever reason enroll at those different schools. So if we summed all the numbers from three all the way over to 9 at Community Roots Charter, that's a total of 55 students that transfer out of B Creek's attendance area. has a a capture rate of 77% or the inverse is a a transfer out rate of 23%. Now, if we look down the column for BU Creek, we have the same 183 students that live in the attendance area and attend the school, but then we have students that live in other attendance areas

039like Central. There's four of them that live in that attendance area but transfer into B Creek. So then if we look down the column, um we also see 35 students live outside the district boundary but enroll at B Creek. So that's a total of 121 students that transfer into But Creek, second to last um row. That's a transferin rate of about 40%. So, this is just kind of an interesting perspective that maybe um the district or the board didn't have on how kids are, you know, enrolling with at different schools but live in different attendance areas and also how many are enrolling from outside the district boundary. >> Hey, Alex. >> Yeah, >> I've got a couple questions on this. >> Great. >> Um, so if we go back one slide, can you do that

040for me? Mhm. >> I've been trying to dig at this and find out what our out of district transfers are like the students we're losing and it's and it's not on here I don't think. >> No, that's kind of the hard part because you know we're contracting with with you guys and we get your enrollment. Um, but it would be hard to get all the other or statewide data set of sorts to understand how many students are were or are living in Silverfall School District and choosing to enroll elsewhere. >> So, couple things on this. Like historically, we would net about a positive rate about 150 kids between what we lose from ours versus those coming in. >> Okay. I would be curious to know that number because for me it shows the health of

041like are we people leaving or people wanting to come here. >> I can actually answer [clears throat] that. >> Yes. >> The the transfer in rate is much higher than the transfer out. So we have it's a positive. >> We're still continuing that good trend. >> Yeah. And Heidi Everly can give you those figures. So then the other one about the intra district transfers, I feel like that would be interesting for you because we have such a unique setup here at Silverfall School District with so many different schools for our size of our students. >> Mhm. >> Did you do that 12.2% or no? No, the intro district 16%. >> Do you think that's pretty high >> for a school district or is that pretty pretty average? >> Um, let's see. I would say that

042that's pretty average. Um I see, you know, I'm thinking of districts I've worked with or work with annually like North Clakamus. Um and especially Yeah. Salem Kaiser. Uh yeah, that's that's pretty that's pretty standard, especially with the setup that you guys have. I mean, having a couple um you know, schools for Silverton and then having the the unincorporated area um and kids transferring around for different different reasons, that that's pretty average. >> So then I guess my last one looking at over all this and doing all the numbers is what Dr. Cotay down the table is mentioning this I I think from a scientific data wise frame of mind that birth rates are where you're going to have to focus. However, there's a sign our enrollment is not 36.83. We we dropped all the way

043down to 3600 this year. So, we lost an additional well, we're at 3605 or 368 right now, >> which has already passed your guys' projections. So, we have had a couple startup schools pop up, online charter schools, homeschooling, uh private school in in Mount Angel. You guys don't really c capture that data as a reason why people are maybe leaving the district, I'm assuming. Correct. Because it's pretty subjective. >> Yeah, it's definitely a hard thing to predict what choices will be made. Um, however, if I do, let's see, my next slide after this, we'll be talking about births, which I think if there's follow-up questions, it'll kind of get into that um, at the kindergarten level cuz, you know, that's kind of where the choice is typically made. Of course, you know, kids can join

044at any other grade, but a lot of times when you start at kindergarten, you'll probably work your way through most of of the grades. Um, so why don't I move on to that and if there's kind of further questions on that, we can circle back. Oh, I have one before births. And that's just a a I'll touch on methodology. Um, we can always come back to this too um at the end. I just want to make sure there's enough time to get through the forecast. But real quick on methodology, we kind of think about it in in two models. One is the cohort component method. That's thinking about the broader um components of population change. So birth rates, the population age structure, women of childbearing age, those things we talked about like residential development. Um

045and then there's at the same time working into this model is grade progression ratios, which is uh very fundamental to how a lot of districts would do their own um enrollment projections for a shorter term, maybe one to two years out. We're looking at how many students um went from kindergarten to first grade. And you look at that over many years. You look at that grade progression ratio. Maybe you're always gaining, you know, five students from kindergarten to first grade. That's a grade progression ratio of 1.5. Those numbers uh 1.05. Those numbers can be um used to to help, you know, form the basis of enrollment forecasts. So those are kind of the two two main methods. Um, so I could spend way too much time on this figure. It is, um, kind of fundamental

046to getting to kindergarten enrollment. Um, so this is looking at births that occurred in the district um, and then turned into kindergarten enrollment 5 to 6 years later. So I mentioned that we have a data sharing agreement with Oregon Health Authority. We get that birth data for births that occurred within the district. It's [snorts] broken down by month, so we can align it to kindergarten cohorts. Um, so for instance, if we looked at the far left, uh, births that happened September to December 2012 and then January to August 2013, 244 births that turned into 254 kindergarteners in the 2018-19 school year. Um and then right below that 254 number is the what we call a K to birth ratio or the ratio to births. And that you know just is simply um 254 divided by

047244 births 1.04. So a lot of districts including yours I've seen numbers um above one and that's when you have people moving into the district after they've had their child elsewhere. So as mentioned you guys are usually a net um gainer of students because people are moving to the district after having their kid. Um then we see though in 2020 and 2021 how that number goes below one to 888 and 87. um that for many districts was indicative of the kindergarters not showing up in being enrolled in kindergarten even though the births were there, right? The births already happened but then COVID occurred, kindergarters didn't show up and then for you guys um people maybe waited a little bit um because they could and then enrolled those um students as kindergarteners in 2022. So that's

048why we see it jump back up to a ratio of 1.09. Um, and then you guys stay a little bit above one um, for 2023 and 2024. And this is something that is different than a lot of districts I've worked with. I've seen this dip happen for the co years, especially 2020 and 2021. But then for many districts, I haven't seen the ratio return to prepandemic levels. And that was um presumably for you know it's hard to pin down quantitatively but that's likely because of more options whether it be private or charter school home school students aren't showing up at districts um even though the births were there so they're going elsewhere just hard to understand exactly where. Um so for you guys kind of fortunate like you have returned to that ratio that's above

049one so you're still a net gainer of students um due to inmigration. um it's just now a little bit lower than it was. So there are, you know, reasons people are choosing to enroll elsewhere. Um as you mentioned, one other thing to note on this though is you can kind of see how there were, you know, roughly an average of births around 240 or a little bit above 240 from 2012 through 2016 17. That number of births has gone down a little bit since then. Um the low point being 197 in 2020 to 2021 picked back up a little bit, but we've had 5 years now of being more in the 220 range rather than the 240 range. And looking at total population, if we think back and how the child population especially under age

0505 has been going down from 2010 to 2020 census and total population is still kind of growing or being steady. We think um you know for our birth projections that it's going to drop a little bit more to about you know 215 range um through the remainder of this forecast period out to 2028. So what that means is that even if you keep your ratio to births roughly the same above one in our forecast 1.01 to 1.04, 04. You're still going to have kindergarten classes that are a little bit smaller than you're used to for our forecast. So, I could pause there if there's any questions. All right, moving on then to grade progression ratios. As I mentioned, um these are looking at how many students um are typically gained or lost when you're moving

051from one grade to the next over time. So, um if you see numbers that are above one, it means that there were more first graders than there were kindergarteners the prior year. Like 2018 to 2019 in the first column, 1.05. That's a gain of five students um from the kindergarten class to the first grade class. And we look at that over time to to get an average to to help form the basis of the projections. And you can kind of see um you know we have just the 2018 to 19 year um in the first column lot of grades transitions are above one meaning they gain a few students um as they move through the the grades 201920 every number is below uh one which was you know expected in in hindsight because of co

052and then there's been a rebound since then especially in 21 to 22 a lot of kids came back to the district, so to speak. Um, and then they remain pretty steady in 2022 to 2023. And then 23 to 24, there's been some fluctuations per grade. So, what we typically do, especially now that we're um far enough away from the 2019 to 2020 year and the effects of COVID, we're typically looking at a three-year average to help us base the future uh grade progression ratios. So the last three columns are um our GPRs that form the basis of the projections and not a lot of surprises here I guess in comparison to other districts. You know you often see um kindergarten to first grade be the highest one of the highest um GPRs because um kids

053are joining the the district at first grade. Um, and then 8th to 9th as well is always usually a big draw, especially depending on the the high school and and the programs that are offered and and everything. Um, you see a lot of students joining at 9th grade. And then, yeah, the the ones that we see consistently a little bit below one. That's also um pretty typical for 10th through 11th and 11th to 12th. You guys actually have a little bit more retention um from 11th to 12th grade than I see in other districts. there's usually a little bit more attrition just um dropouts and and things like that causing that or different options too graduating early or taking part in in programs um getting ready for college. So on to the forecast. Like I

054mentioned, we did a low, middle, and high scenario for the district-wide. Um everything after this, we concentrate on the middle scenario. So here we have um 2024 enrollment that we're based on in October 3,683 um remaining pretty flat through the 10-year forecast period. Um and that's because of the consistency we've kind of seen in the number of births um the number of um how many births turn into kindergarteners and the stability of the the GPRs. We also then break down that middle scenario forecast into grade groups. Um only thing I could uh mention here is you know the the area we're going to grade group we're going to see you know some loss in the next few years um based on our projections is K to five and that's just relating back to having um

055expected smaller kindergarten classes than you've had um in the last 10 years. So, as those smaller birth cohorts become kindergarteners and then grades 1 through 5, that's going to um cause K through five enrollment to to drop a little bit in the next 10 years. Um, but then you also have some of those larger classes still moving their way through middle school and high school. So, we see, you know, kind of stability or a little bit of increase even in grades 9 through 12 for the first 5 years. And then as the smaller classes come through or the you know you stay a little flat then for for 9 through 12 in the 5 to 10 year range. Just one more perspective for that middle scenario. This is broken down by individual grade and just

056kind of gives you a sense you know based on the coloration. Darker colors are bigger cohorts bigger numbers. smaller numbers are, you know, the lighter shades of green. So, um, we expect, you know, can highlight maybe 2026 kindergarten class. If I flipped back to the birth cohort, you know, that's the low year from 2020. Um, so that's a small birth cohort. Even if you keep your K to birth ratio at about one, that's only turning into 204 kindergarteners. And even with grade progression ratios that are slightly above one, you know, you're gaining kids as you move through the grades, it's still kind of not enough to make that, you know, a large class. So, we're expecting that to be kind of a a lower one. And you see how they move through the grades and

057just cause enrollment to kind of be steady rather than going really up or down because you have some of those larger classes leaving, you know, the system um and being replaced by slightly smaller classes in future years. And then the the last slide I have for you is the the school level forecasts. So these are broken down um by school and then we included um the first five years of the forecast 2025 to 2029 and then the 10ear mark at 2034 and then you see on the far right column is the 10 years worth of change. Um so fairly you know balanced um for each of the schools like not not one of them is losing a lot more than other or vice versa. Um I guess Mark Twain could you know is the only

058one that's uh gaining a bit of enrollment at at that grade level. Um, and then you see that all summed up at the bottom for the change. And yeah, just a reminder that this is based on October. So, I know it was mentioned that you guys are, you know, right now looking like the 2024 school year ended a little bit lower than October, which is to be expected. Um, but hoping that, you know, over the summer you guys are getting registration up. It's going to be interesting. We'll check in for sure um when October 2025 enrollment becomes available so we can kind of compare our forecasts um by school and by individual grade to kind of see how they performed. And with that uh I'll open it up to questions. >> Um I have a

059question. You know when whenever they do surveys and statistical analysis they always have a margin of error, an acceptable margin of error. Is that like your low to the high, the middle being kind of your prediction? >> Yeah, with this type of work, you can't necessarily do um a specifically a statistical confidence uh uh interval, but I can say back on that slide that those low and high scenarios, we look at a few different things. Um I mean to to achieve those we're looking at changing different parameters like the birth forecasts, the K to birth ratios, number of women of childbearing age, grade progression ratios. Um and then we're looking at, you know, an analysis we've done of our accuracy for different districts over time. you know, typically um for a one-year forecast, we're we're

060really hoping for um error less than 1%. So, when we're coming up with a kindergarten forecast for the low scenario, we're thinking, you know, that usually can be more um volatile because of how births become kindergarters and there's more choice happening there. So, that might be more than 1% for kindergarten. Um but for other grades it's roughly, you know, 1% error. Um that gets all added up. Um so when you get to the 10-year mark, those low and highs are roughly 10% above and below the middle. Um so you could kind of think of it as a confidence interval of of plus or minus 10% at the 10ear mark, which of course, you know, we have the least confidence in because it's the farthest out. When we're looking at one year out, we're we're hoping

061to be um for districtwide especially below 1% air. >> Mr. Chair, >> I'm good. >> I don't have any additional questions. any any additional? >> no, I don't have the question. Just call that that's a great presentation. There's so much data to process and I'm a data nerd and I would just there's lots to look over and think about. So, >> filled in a lot of gaps, I think. >> Yeah. No, I loved it. That's great. >> The individual buildings and grades and things like this >> of information we didn't know. One question I would have is you do a lot of these and you you touched on it earlier as far as uh some are there what do I want to say? Would you say overall the just overall picture that you got from

062this like your the your slide there with are projected basically flat is [clears throat] that is that the most common here in western Oregon? Uh and I'm I'm going to restrict it to western Oregon because it's a different kettle of fish when we get east of the mountains. >> So So is is that the norm? Are we or are more districts more in the red area or more in the blue area? >> What's your take on that? >> Yeah. Yeah, that's a great question. Um well, and first, thank you for um listening and and interacting with the presentation. I appreciate that. It makes it more interesting for me. And there is, you know, a whole report that I pulled these figures from. So, if you guys take a look at it and you have questions,

063feel free to reach out. Um but that's a good question. and um working with a lot of districts um yeah in the region Wamut Valley east of the mount west of the mountains um Portland metro area I would say you guys are seeing your enrollment stay more stable in our projections than other districts >> um so you're fairing a little bit better in terms of retention retention of enrollment despite statewide decline in birth rates >> right Um >> and a lot of that has to do I think um you know you're drawing in enrollment from out of district um roughly 12% and as mentioned that that's higher than the number that are are leaving your district. Um, and just kind of some of the data points that I see that are are helping you guys

064stay more stable is the the kindergarten to birth ratio is a lot of those births are staying in the district. Um, or there's more showing up, like I said, transferring into the district. >> Um, that's kind of the one thing that I can pick out from these numbers right now that are different from a lot of the districts I've seen where >> um, births are down. It's kind of a a um like a double whammy, if you will, that you have not only a birthdown for most districts and and just statewide, but on top of it, co and and just created a um an environment where there's more choice happening in a lot of these districts, whether it's home school, private school. So, a lot of those districts aren't seeing as many students show up.

065um even you know there's lower births and the students aren't showing up as much in the the public school districts as they were precoid whereas you guys seem to be able to um retain them >> a little bit better. >> Okay. Thank you. >> I have one I have another question. Is there some data we could accumulate from the incoming kindergarteners or even the first graders and second graders that would help you precise those prediction like to where if we ask them well were you born in the district were you not born in a district? Is there simple questions we can ask them on the volunteer basis or something like that to answer that would help you kind of refine your prediction? I think the the if we think of the direction of like we

066know the births that are occurring in the district and how many end up um as kindergarteners. I think what your district staff are already seemingly tracking a bit is thinking about students that live in the district but are ending up not enrolling in Silver Falls. That's a thing that I would that a a district can do better than we can. Um, and I'm not sure, you know, a student or a family can answer that necessarily, but tracking that movement >> is definitely a data point that we would try to incorporate if we have and not all districts um necessarily are able to to keep track of that as well. Um, especially I know when it's moving out of state. I know if it's it's in the state, my understanding is, you know, there's a little

067bit better um tracking of of where they're going. Um, but that's something that I would continue to to keep an eye on. Um and one other thing is yeah just districts can keep uh track of their student residences um so that we can understand how many students are living in the district versus how many live outside the district and transfer in. So all those kind of things together but not a lot of questions come to mind for families specifically just you know kind of >> data tracking on the district side. >> Yeah I have a question. So um back to the inmigration topic in the line that we were actually above one. So we were we were getting more coming [clears throat] in than going out. What would what would our enrollment look like without

068that inmigration net? I mean would we be I mean it makes it sound we're we're a desirable district and people aren't people are have people aren't moving here with their kids. They're they're still at a district and they're moving their kids here. They're not moving physically here. Is that what I hear you say? Can >> you repeat that last qu last part please? >> So is is the inmigration from families moving to within the district boundaries with their kids or is it from people from out of district moving their kids you know transporting them daily into the district? >> It could be both. Yeah, that the the number having a a birth to Kay ratio above one is a mixture of literal in migration where people are moving physically to a new house inside the

069district, but it's also students that were born outside the district, don't live in the district currently, but enroll in Solar Falls. >> Yeah, I guess >> it's Yeah. >> Yeah. Yeah, I guess that's something probably for us to tease out a little bit more cuz it would to me that we want to be a community where where families can locate and have their kids. And it kind of might give us a false sense of security that we are it's like our enrollment staying the same. were going up a little bit because of those those people trans physically transporting their their kids here and not you know it's a common among people I've heard that it's it's hard to buy a house and raise a family here >> or so marketing plan for us to increase

070our population. >> Yeah. Well, Alex, you touched on this. I think you said there was uh like 449 that live outside the district, >> right? >> So 12% that we're getting on the positive. Was that accurate? >> That's the right number. And that's kind of the thing that the district, you know, staff can keep an eye on is, you know, next year if we look historically, I don't have the numbers in front of me. I we have historic numbers from 2018, you know, for what we looked at. And, you know, if you looking at the trends of that number, the 12% that live outside the district. And if that kept growing um because you're attracting more kids, that might be great. But at the same time, you'd have to be cognizant of like if that

071go went away suddenly because of different policies that would, you know, be a detriment to the enrollment versus you'd also want to, you know, think about students living in the district. Make sure that's being stable, too, >> right? >> I I find these numbers extremely helpful, Alex. Thank you. Um, my last question for you, just an odd one. Um, we have like we say 21,000 people in our district. I think close around that maybe 22 now. I don't know what the census is. The number that I have for you a question is we are capturing according to your chart 3,683 kids but that's not how many kids reside in our school district. My question like when I looked it up I think they said there was estimated on the census data like 24.5% of the

072population is of 5 to 17 years old. Does that sound about right to you about that? Like a quarter? >> Yeah, I just flipped back to this. So as of 2020 census 5 to 17 year olds there was 4, uh 57 uh okay >> residents in that age group. Yep. >> Okay. Because I'm just like it would be just, you know, as a health of the district, how many of those are we capturing? Why are we not capturing them? It's just a good thing for me as a board member to think about. >> Sure. Yeah. Yeah. >> All right. Thank you. That's the number I was looking for. >> Great. >> Okay. There's no further questions. Thank you for your time, Alex, and we appreciate the data. >> Most definitely. >> Yeah. Thank you for

073having me. >> Have a great rest of your meeting. >> Yeah. Thank you. >> Thanks, Alice. >> Um, Mr. Chair, >> yes. >> I have two real quick sight question for the finance department. >> Uh, and I apologize for my ignorance. Funding for a transfer student compared to in district student. Is there any difference? >> No, no difference. The only the only difference would be if they were uh weighted for a special category like special education or uh EL or any of those things, >> but it's consistent. Yeah. >> Okay. Second question is transport cost of intra district transfer. Do we defer that or are the parents on their own? So my kid, you know, I live on South Third here and I decide to send my kid to Silvercraft. >> Yeah, they responsibility. >>

074They transport their own kids. Yes. Although there's a couple bus stops where they can hop on to go other places. So we accommodate them a little bit, but they are basically in charge of that. >> Thank you. question. >> And all out of district transfers, they they come in. Yeah. They bring their own in. >> Yeah. There's there's zero transportation costs for the out of district kids. >> Are are they still doing the Cuz when we had moved out of Victor Point, went out to Abacqua. We were getting Kaylee, they had a bus pickup at Robert Frost to go up to Victor Point. Do those still operate? >> Cuz Scott Mills had one there, too. >> I would have to ask Heather right now because Heather just redid all the bus routes. So, I'm >>

075Oh, that's how it works. Oh, Kevin's here. Is it still good? Okay. Thanks, Kevin. [laughter] >> That was But you're right. There is an additional cost there, >> but it seemed like it would be because they made the parents drive the kids to that central location rather than have the bus go to their house. >> I don't know what's additional cost because the bus has to go that direction. >> Bus is going that way. >> These are buses that are going that way anyway. We just somebody letting them >> get on there. It's a meeting point. >> Okay. Okay. superintendent report. Kim, >> okay, here we go. I I kept this kind of short because we had that flow analytics presentation. So, uh this I'll be brief this evening. Um which I'm not usually. So,

076uh we're going to talk about our new principal, James Rise. Uh we're going to give you a quick professional development update and I'm going to talk a little bit about uh the structure of work sessions coming up. So, James Rise is back. This is so exciting. James used to work in the district. He was a assistant principal and an AD at the high school for I don't know like six or eight years and then he went to Cascade for a bit and uh we we have uh hired him back to run Central Hall and Proudam and he's a super high quality guy and we're really excited about him. >> Can I interrupt just for a second on that? You absolutely came. >> I had a board member from Cascade approach [clears throat] me and was

077very upset about this. >> Oh yeah, [laughter] >> I think they got a good catch. >> And I'm I'm a little worried about when I see Darren Drill. I'm not sure how that's going to go. [laughter] >> Um we did we did try to be kind to Cascade and we let James, you know, he has he is still working in their district trying to tie up some loose ends. So we didn't want to leave Cascade hanging. So he um will report to the district on the third 14th officially. So, um, he's kind of doing double duty right now, which is not easy, but he's he's, uh, handling it like a champ. Um, he, let's see, I I did all those. He he originally came to Silverton in 2014 as a teacher and a head baseball

078coach, so he's got some sports experience. Um, he played collegiate baseball in Texas and Cal or coached collegiate in in Texas and California. Um he has his undergrad from Western and a master's in education from Pacific and he does admin license work at Concordia. He's got kids in the district which is which is really cool for him. He's got middle school kids and um he's really excited about uh being able to be around his kids while they're in school. uh his wife and he like to travel a bit and they like the outdoors and so he's really looking forward to uh continuing to build on the great communities of Central Hatam and he's excited about fall. So we're really lucky to get him in the mix and uh I was really excited about this one.

079So happy to share that news with you. Uh professional development. So I've been doing my other job a little bit this summer. So this has been kind of uh this is a lot of curriculum director work. Um August 8th we did a full training for administrators on first aid, CPR, Narcan and uh life saving measures. Um all administrators took that um except me because I was dealing with an OD thing, but I am first aid and CPR trained already and Narcan trained. Uh so Marissa lined that up for administrators. is really good since you have several new building leaders in different buildings to make sure everyone is on board with that training. Uh you fly training for K2 staff for new curriculum uh for that support system for our language arts curriculum that will happen

080on August 26th. On August 27th uh 35 teachers will take the 95% ELA training. On August 27th we have sexual misconduct training uh by PACE. It's just a one-hour training. And then on September 24th, we will have K5 I Ready math training. And so we we have adopted curriculum in the district that we've never done any training on. I Ready is one of those. And that um in my opinion as a former curriculum director and well your current curriculum person um I think that's a great tragedy not to give teachers um you know training on products and tools that they're going to use. So, uh, we're trying to get some of those in. Um, and we I've been using a bit of the title, we're going to have a little bit of title one funding

081that's extra, and I use that to pay for some of that. Uh, grades 6 through 12, uh, we haven't totally mapped this out, but, uh, they're going to do some training on constructive meaning, um, or multi-tered systems of support on September 24th. And then when I went to Rotary today, I'm going to throw this in real quick because I was pretty excited about it. Uh there were a couple of people there talking about wise mind and this is a system that's used a little bit in Salem Kaiser and we used it at but creek last year and at the high school and it is um it's training for students on understanding your brain and how it works uh your lyic system uh part of your brain versus your frontal cortex and what happens when you're

082upset how your frontal cortex doesn't work very good which I would attest to from the swatting event when I came in here. Um anyway, you know, just teaching kids how to deal and how to manage their own emotions better and working through um strategies for kids for when you feel like that. So, that was really interesting discussion at Rotary. I am going to talk to um them a bit more about maybe doing some training for teachers um and administrators. I think that it's I think it's really essential. We didn't do a lot of this last year because we were kind of unsure about budgetary things and we were kind of just trying to gather ourselves and and heal a little bit. But it's the the teachers are asking for this training. So I'm really excited

083to be able to give you that update. >> Hey Kim, what is the constructing meaning? What is that? >> Constructing meaning is a it's a system for EL students that or for English language students that is really best practice for all teachers. And it really well Sarah probably could tell us. She Yeah, she right knows what it is. Um and it it just gives you better strategies to reach more students with higher engagement and better differentiation so that you can reach all the students in your classroom and give them the correct support they need to be successful. So, for instance, when I was a English teacher, if I had students that were struggling a little bit with an essay, sometimes I would give them an outline with sentence frames in it, and it would just

084be sentence starters. So, um, when they couldn't get started, I'd say, "Well, what about this?" And I would write out a sentence frame thing for them, or sometimes I had them pre-made. Um, it just gives them a little bit, you know, more support so that they can get moving and get going with, uh, what they're trying to accomplish. That's kind of the short version. I can send you some more information if you're interested. And Melissa Linder's actually trained in this, so that's really kind of a cool thing for the district. So, that one will will not cost a lot of money. Any other questions? Okay. So, um we're going to have uh we're going to have a little we want to do a little different format and I talked to Phil and Derek about this

085at our last um agenda setting sess session. I think that our work sessions um to get more building information for you all like you you guys are always just here but I think it's good for you to tour buildings and see buildings and see see students in action ste see administrators in action and so we're going to try a new format where we actually meet in a building um during the work session and we tour the building we talk about um the facilities assessments we've had for that building so you can kind you can kind of see what you need to see about the building and it's it's an educational journey and you know really inviting the communities for those schools in on those evenings to really talk about uh what needs to happen inside

086their school for improvement. So for instance tonight the air conditioning was out in the high school and they scrambled over here Jeff and Vance and who knows and got it back on for us but we have a 30year-old chiller in this building. And I want you to let it sink in for a second that this building would have been 100 degrees if you were sitting here had that not gone back on about four o'clock. So having the having the information and understanding some of the challenges we face because if the chiller had truly gone out all the way that is at least a $500,000 repair. >> It's $500,000 to a million dollars Jeff tells me to replace that air conditioning unit. And the air conditioning unit is a bit undized for the high school anyway

087because when they did the second phase of the bond, they didn't upgrade or increase the size of the unit. And so it really is kind of undersized for the building. So, it's those types of things and helping our helping our public understand some of the challenges we face budget-wise that are related to that facility and what they can do, you know, as parents and partners to help us uh make that building better and to take good care of it and just all of and and to see the great work that their kids and teachers are doing. >> Now, this was included in the analysis that we had last month of all the facilities, right? >> Yeah, correct. Yeah, that was in there. Yeah. And so, you know, I've I've had a 30-year-old house before. You

088know what hap you know what happens when your house turns 30? Like hot water tank starts to go out. >> Actually starts about 10. >> The element in the oven [laughter] doesn't work. I mean, it's that's kind of a thing. >> It's 125 [clears throat] years old. So, >> yeah. Right. Well, you get to replace everything. [laughter] >> Hey, Kim. I really love this idea and it's a blast from the past because I think the board used to do this quite a bit. I only have an operational question. We're supposed to record these. Is there are we going to be able to record them [cough] pretty? >> Yeah, we will. It I haven't talked to Daniel about this. Surprise, Daniel. Um Oh, Debbie did. Good job, Debbie. Um yeah, I think we can manage it.

089It's just it's a little complicated, but um we did this when Andy was superintendent when I worked in Dallas. And it was really cool because sometimes the schools would showcase different things and you know, sometimes they'd have things up on the walls for you all to look at. And I think it's just good for you to get into buildings and some of you are really busy. So if we meet in a building then you get to see that building and really >> good way to help us connect to >> Yep. the school communities. >> Yeah. And and one more thing um I wanted to tell you that Kinder Jump Start's been going on and they're hilarious. They're the they're so funny. Uh those kindergarten kids are and they're having the best time. And I went

090in yes or last week and um the teacher was singing a song to them and teaching them their colors uh during the song and they were all excited for apple snack afterwards. So um that OD grant that we got enabled us to give those kids a really great experience. They were able to go to the pool last Friday if they wanted to. They can go again this Friday if they want to. Um and that was for free for families. And so that was a very cool program uh that was grant funded from the Oregon Department of Education. So um it was a lot to pull it off in that short time period. >> It's very short. Um >> but it was it was a cool opportunity for kids and the high school kids have done

091a great job uh recovering a lot of credit during their summer experience. And so uh we'll have a full report on that once once they tabulate it all up. >> Questions? >> No, just a comment. Those types of things are just great for helping to level the field for those students and yeah and so that they uh not always or start out behind the eightball that way. Don't start out behind >> Yeah. Pe people are so kind in Silverton. So we had 34 kids sign up and we had you know we tried we tried to really market it to kids that hadn't um had any type of preschool or or you know that kind of experience. And we had a couple teachers that had kids that were signed up and they're like, "We could pull

092our kid out if you need extra room." And I I just thought that was really nice. Like we have really nice people that work here. And so but but all the kids got to go. So it was a great experience. >> I I have a Do we have an update on the construction projects that you show us last month? >> Yeah, that is right on track, right? Um the roof's on, the the siding's on. They're working on interior things now. Um, I probably will head up there tomorrow to take a peek at it or Thursday. And it looks it looks great. Jeff said it's right on track. Yeah, it should be done. Supposed to be done on the 22nd. Wow, that's next week, isn't it? [laughter] >> Yeah. >> All going quickly. >> Yeah, they're

093on the inside now. So, that's good. >> That's That's quite an accomplishment. Finish a building uh project uh on time in a public establishment. Whoever is pushing the button, congratulations. >> Yeah, thank you. Yeah, Jeff has done a very good job working with them and the and the contractor that has that contract um is really really professional. I'm really impressed. So, I would definitely use them again. >> I think it's okay. >> Tom, financial report. >> Uh Kim's last slide. I mentioned a budget boot camp. I actually refer to it as as budget camp. I was thinking like I'd have a folk guitar. We'd be around the campfire and it would be kind of more casual, but we can make it a little more of an intense boot camp. [laughter] >> Yeah, that is the

094ones. >> I'm reserving all my questions for that. >> That's right. [laughter] Um I don't really have too much of an update since uh last couple weeks ago. We continue to work on the end of year cleanup, which is a long process. Uh we're still closing the books, balancing the funds, and now starting to prepare for the u upcoming audit. Uh for the general fund though, there is a little bit of change. uh we have found about 60,000 in additional revenue that has been updated and added to the general fund for expenditures. Uh we are now showing about 130,000 less uh than we did two weeks ago. Uh that gives us a net of almost 200,000. So for the general fund uh I mentioned a couple weeks ago the projection was a fund balance of

095about 2.9 million. Uh it's now looking like about 3.1 million. uh or in terms of percentage an ending fund balance of just about 5.9% of the total general fund operating revenues and you might remember when we were kind of started to discuss reserves as a as a concept and and potential policy. OASPO recommended a ending fund balance kind of that range between four and 8% as just a generic recommendation. So the 5.9 now is kind of in the middle of that which feels a lot healthier probably than than a year ago and kind of much more on track. So that's that's really the the main update. I did want to mention because kind of keep it timely whenever questions come up. Mr. Cot at the last board meeting was asking about account 1920 and I

096actually didn't know that much about it. So we did a dig and it kind of gets confusing because the the verbiage which comes from Oregon Department of Education is donations from private sources. Um when the district receives large donations, somebody from the community makes a donation um for a new sports field or to pay for a a a teacher for example, those all go into a special fund which is for specific purposes. That fund also has um student accounts at each school uh you know athletic accounts, booster kind of accounts. Um so I'll cover that too when we go kind of through the the budget fund by fund. 1920 however um which has a total revenue of about 300 a month. It's a very small amount usually gets very small donations that are just districtwide.

097uh the district wants to put on a all staff breakfast and a local bank or insurance company wants to write a check to cover that. That's where we would deposit those funds. >> We just had that happen. >> Which we just had >> happen. >> And we get a little bit of money. I guess we get some small royalty checks from our district logo being used by another school. There's a way that schools can kind of borrow as a template your art logo and we get like $30 a month or something still coming in from that which is kind of fun. U so hopefully that answers your your question. That's how that's actually >> that's used. >> Yeah. One less for session. >> And just a reminder for for kind of the budget camp if

098there is something you're you're curious about and would like to see or like a like a trend, how has this changed or something like that, send those to to Debbie and I'll try to fold the slide. Okay. >> Uh to answer each of those. >> That's really my update. >> Okay. Thanks, Tom. >> Sure. >> Uh I do have a question on the financial report. What's that? >> I have a question real quick, Phil. Oh, >> that FEMA money, >> I don't see it as for an end year. Wasn't it like 300 >> thousand? We finally got Where did we put that? >> Yeah, it would have I I believe that the FEMA money had to go on to uh another year. Correct, Tom? >> Uh let me try to see >> because it was

099shown as a resource on a different year, Josh. Yeah, because I know we had budgeted for like two years ago, but then Endeavor got put here, but I know that we got it and I'm just wondering why it wouldn't be listed on here as like a an addition to the year and under that account, but >> No, because it just canceled out a negative. >> Well, I was going to say it wouldn't have been involved in that transfer business to zero out those past accounts. >> Oh, the 600,000. Yeah, maybe >> it was actualized before it actually was received. Yeah, >> correct. Yeah. Yeah. >> Okay. >> Yeah. I don't think it will show. I mean, it it was tech it's technically a revenue under another year, I believe. >> I'll have to get back

100to you. >> Yeah. Tom could check. We'll check for you. We can send an email. >> Yeah, just email them. It's fine. All right. That's the only one I have. >> Okay. Tony staffing. >> All right. Thank you everybody. Glad to be here with you this evening and talk a little bit about the activities we've been doing in human resources since last spring. It's always the busiest time of the year for us and not only are we kept on our toes u but we also uh are are engaged with a lot of employees individually whether it's through hiring transfers and then also people are doing their planning a lot of stuff with benefit questions and whatnot. So um we're pleased to offer you this update today. So, in the spring, Marissa Franklin, who's our personnel

101specialist, you've heard uh Kim mention Marissa and Marissa um took on the role of personnel specialist before there was a separate personnel specialist. So, this was back, you know, before I got here. Uh and then Marissa did part-time work in the HR area and then part-time in business. Uh, one of the reductions that we had a year ago was to move Marissa entirely to the HR area, but we don't have that other position. So, really our HR department right now is myself who and I also do policy work. Um, as and then Marissa who does the lion share of all the day-to-day processing work. So, that gives you a little context when you hear about the numbers that we're working with here. But in the springtime, Marissa and I went to each school uh to

102review the current and projected staffing. Uh the charge that we had at the time was to one always keep in mind student learning, but also an important charge that we've heard from the board before, which is also do whatever we can to avoid reverting to the same staffing practices that contributed to the financial challenges we had. We've already talked about the alligator chart, the difference between enrollment and staffing. So that was very much forefront in our mind. You have your staffing be such a high percentage of your overall budget. Uh and a way to look at it would be uh in st what we call staffing models. So in the previous uh administrations and often time just by culture it was often did what we call staffing by people which means when we think about

103uh going to a building and talking about what we look at next year you will hear the discussions are solely based on well I have this person doing this and I have this teacher doing that and this happening there and that is a model and I think a lot of people will think of it well that's a peoplefriendly model. I will actually say that's not a people friendly model because it it really it really thinks of people more as you know a reason to think about how I get my building set up when really the way you should be looking at staffing models is more what we call staffing by position which really gets back down to you analyze your building by needs. Where were your where are your enrollment trends going? you know, uh,

104what are your specialties that you have that you're going to need for subject matter expertise or whatnot? Because even at the elementary level and Kim and I had some conversations the last few days with principles about with enrollment number changes, what is the right type of person with an endorsement in a building particularly the K8's for instance. So, uh, what I want to do is really work on staffing by position or what we call a position control model which is half business department half HR department. So that was the philosophy that we went into when we were looking at our staffing. So when you do that kind of a staffing by position, a focus really becomes enrollment. And what that means with us is that we need to keep on top of and be ready

105to make adjustments to staffing prior to the year and if need be. I don't like doing it, but at the what we call the 10day mark, the 10-day enrollment piece. and my long career are doing this. I've had to over the career probably make about four maybe five of those switches at day 10. So if you do your work up front, you don't have to do a lot. Sometimes you need to, especially as resources get tight. So with that being said, we want to give you guys an update of what's been happening lately. So since June 1st, we've had 67 total jobs posted. And think of this in terms of a district that's just under 500 employees. Okay? So that's still a fair amount. Now it doesn't mean all that people uh resigned or terminated

106and left. There could be things as transfers, adjustments, and FTE and whatnot, but we did have 67 total postings because we still consider a posting. Of those postings, you see, we had three administrators. Kim's mentioned them. Uh we had 22 licensed, 18 classified employees, and 24 other employees. A lot of those are coaches. Um I can go into more details if you want on any of those but it's a pretty even spread. So for the license for instance two of those were counselors 20 of them were teachers on classified 10 of them were instructional assistant positions and another four were office positions. Uh the other big piece to the other number um is summer work because it was really late in the game as Kim mentioned that we got the the summer grant. So that

107was alone 18 people right there that we needed to get signed up and we needed that within about what two weeks time at best right so >> yeah phone interviews so that uh that's the number of postings we had if we start looking then at what we've done as in terms of filling all those positions 61 of them have been filled today so this is a little bit update even from what we had posted on Friday uh because we I got fresh numbers this morning um So within those the three administrators have all been filled, 24 licensed were filled, 11 classified, 23 other. So you can see the bulk of the positions we had posted have been filled. So where does that leave us? Well, that leaves us today is that we still have about

10811 active postings overall. Now you see those numbers might not add up totally because the posting number may have included some or the hiring number may have included some positions that were actually posted a little bit before June 1st. So the number don't use it as a math number to add up. It's [snorts] more like an overall picture of stalling. So you can see that we still have one uh teaching position to fill six classified and then four other which are a lot of extra duty type positions coaches and whatnot. We've also in the meantime started uh we've worked with the athletic director to establish what's called a coaching assistant position. Uh and that kind of ties into what Tomman mentioned where uh we do get interest from community groups, boosters and whatnot and trying

109to also support our athletic programs. But nonetheless, when you want to do that, you still have to have a protocol, especially in the area when you're talking about people, right? Because we need to think about pay equity is a big one. And then of course you need to make sure you have a a a consistent process about how you're vetting people and then making sure that people are getting all the work they need to get done training background checks and everything. So that has been implemented in the last like three and a half weeks now. So, a lot of been a lot's been happening in the area of terms of the workload we've done during the summer, which now leads us into uh really I get to bring you and present to you the real

110nuts and bolt side of you had that nice uh about 50 minute or so presentation on the enrollment projections. Well, in my office, I have to make that stuff the reality. >> So, I wanted to explain to you a little bit about how I go about doing that. And this is particularly again looking at it more from a model by um staffing by position which is not necessarily always again what's been done in the past. So some of this uh required some some education even for us here at the district. So if you look at the first step of this is you're monitoring enrollment. So you can see here that we looked at what was the what was the enrollment at our schools as of the beginning of this last school year and then what

111was the enrollment number as it is currently. There's another line that I had which is not on this chart because this chart is looking at static from today to this time last year but I also have the enrollment numbers at the time Marissa and I staffed the buildings in the spring. So a way to look at it would be the three numbers we have is we have the beginning of last year, the staffing time of last year, which would be toward the end of the year, and then where we're trending right now. And those are the two the the bookends are those important numbers. So you can see from these numbers how you can see Creek, for instance, is actually the one school that is up, moving from 282 to 309, but you can also

112see that there several of our buildings are down. Evergreen is down, Mark Twain is down, Scott Mills is down um fairly significantly relative to the overall number of enrollment. Um Silver Press I'm watching very very carefully and uh even Victor Point is a little bit down now >> when I worked with Heidi and looking these at these numbers because we still have a few weeks until the school year starts. So we are also considering what happens in these last few weeks. Well, I think if we did a a quick like Jeopardy question, you would say that the number one answer most people would come up, well, we we're likely to get more kindergarteners because often time the kindergarteners, if you're a new family coming in, you might not know to enroll your kids until the

113week before school starts, right? But we still use historical information. So, if two weeks ago, I was a little more panicked when Heidi told me we were looking at about 150 students down from where we would have been at the beginning of like the last year. Um, however, knowing that there's some of that adjustment, my historical experience tells me of those 150 students down that we would probably get about at least 50 of them coming in. So, which tells me when I'm doing staffing that I need to think, okay, I might be on the net overall staffed over by about three teachers if you start doing some math, right? And real basic math. Um, so I start right away start doing my process of looking at how does enrollment look at the schools compared to

114the staffing. So what we do when we do that is we do what we call staffing ratios. So what I looked at were the number of teachers that Marissa and I staffed at each building. So you can see for instance at central hall we staffed um six teachers and you know they still have at this point six teachers. So you'll see that really the numbers here with the exception of one building and this was as of last week uh pretty much were the same numbers. Now I'm going to give you recommendations tonight that will change that in the next few days. Um and when we do the ratios though it's important to think about what do you what do you consider when you're doing a class size ratio. Well, a common practice and even the

115state does this is that you generally look at the ratios in terms of what you would call your general uh grade level classroom setting. Okay? So, you're thinking the average third grade teacher, what's the number of students that they're averaging in their classes? So, that means you you take out of consideration some of what we call the very specialized programs. So not all of our special ed programs because our learning our LRC program for instance which just about all the elementarymentaries will have some some number of students in there they are primarily what they used to use the term mainstream I know some people still use it really in in in the world of equity you you don't talk about the word mainstreaming as much anymore but it basically means to what degree are those

116students still getting services in the primary classroom the LRC program the great majority of the day if not even all of the day they are receiving their instruction in that program. So I don't reduce those numbers from the enrollment overall net enrollment but I do reduce the numbers from our um structured learning program our basic skills program and our functional skills program um and we have three of those programs. So like B Creek for instance has the structured learning program that's 20 students. Mark Twain has the basic skills and Robert Frost has the functional skills. It's not a coincidence that the larger schools tend to have those programs. >> But to my understanding like you've excluded those SLP kids from the numbers, but some of those kids are getting mainlined into the classroom. >> Oh,

117they may they they indeed may get some degree of service in the classroom. So, but that means that that teacher is going to be putting a little more >> I mean that number for the ratio is not exactly accurate to >> so I mean some of those kids are going to take you know let's be honest some of them are just harder to manage as they're learning to get back into gen ed >> and any ratio any ratio is going to be based on assumption points >> and that's why I'm explaining to you the assumptions points you use going into this it is again the same uh assumption points that OD uses when They do their numbers. >> They do the same thing. >> Yeah. And and um in talking with Brandon, you know, my

118question was and you have to use some threshold. So my you know the threshold I was using in this iteration and we can always recalculate the numbers based on anything. It's a formula, right? Um was are they receiving 50% or more of their instruction in the setting? Um and it was those three programs that we said on the average they're not. Plus, if you were to include those numbers in the enrollment ratios, then it would also be reasonable to include those staff in those ratios. Right? So, when you see that when you see the number of teachers in there, that doesn't include that those programs also have staffing. So for instance um at the buildings you can see that uh they may have various uh number of ELD teachers >> and intervention teachers or teachers

119in the specialized program. So you here's the two adjustments that are made is that in the enrollment line. So when you see that 309 for B Creek before I do the ratio I reduced the 20 students who are in the SLP program. So when I did my math and that's really u measuring it at 20 students less it's not you know 309 it'd be closer to you know 89 right um and then but then the teachers too don't include that he has a few teachers that are doing the that specialized program and there's one intervention teacher at Bu Creek they had one of intervention and 6 time of English language development so I also don't calculate that in the enrollment. So the 11 number that you see there that does not include those ex those

120intervention teachers. Okay, which again you you're right Josh if we include those in the ratios then we have to go back and recalculate all those factors that go into it. So again it's it's it's a number based on a format >> will be hard because you don't always know which students are going to be able to be reintegrated >> and they fluctuate through time. >> By the end of the school year you will see that more of those students will will hopefully be getting uh services in the in the classroom. Okay. So when you do that ratio, what I did is I did the math on that and you can see those in the ratio column that so that's the adjusted ratio numbers and what I was looking at uh and when you look at

121the color coding there I'm looking at an average class size of about 25. We have anou with uh the union this year that looks at the K1 area being about the target being about 24 26 for our uh 23 about 28 for the other uh elementary grades and then goes up to 30 for self-contained 6 to 8 then you go on from there and high school level for instance it's more based on overall net number of students you have in the whole day so it's overall number of students you see uh across the different periods so I use again and it's an assumption, right? So the target I used in this analysis was about 25 students. Um and in looking at that, so that's why you see if 25 is my target, that's why you

122see that the closer you to 25, the closer you get to a dark green, the lighter green, the lighter the green color is means the smaller your class size is on average you're getting. The more you start getting toward the red, uh means that the more you're getting to a larger class size. So in doing that math, you can see that as of 84, so August 4th, you can see where B Creek had in that adjusted ratio about 26.3 students. You can see though that a lot of our schools had a lower ratio. Um, and those numbers, it's not coincidental that they line up with that very same enrollment report that we looked at. Um, and you can see, so for instance, what I have to do in my world then is start thinking that

123at some point those ratios become an input. They have an impact on staffing which means ultimately they're going to have an impact on dollars and cents because you know we get about $11,000 or so per student. So you do that math when I do this ratio though. Now in my world what I do is I start looking at where would be the appropriate areas to adjust if I need to adjust. Well one of them that I made right away was with Scots Mills because that school saw a significant drop 35 students. So when I go about I look at that okay would that number of students have dropped and even if I saw a reasonable those number of those students come back into the mix would it still be so low enough that so otherwise

124saying would would that number need to go up so so much that it wouldn't make sense to do a to do an adjustment so [clears throat] with that number it you know they would have to gain in the next within that period of time they would have to gain another about 20 to 25 students for it to make sense to not make the adjustment. So last week there was a 75 opening that was um uh at the middle grades level at the school that was a science teacher. I left that position vacant. Um and there therefore though the the principal had to reook at how they shuffle the grade levels. Okay. Again remember this isn't saying necessarily that this is a best instructional practice. It's one factor you look at it when you make these

125decisions. >> It's a right sizing. It's a right size. It's you're right sizing your staffing to match your enrollment and if you don't do that then you're out of balance which we were in the past. >> So here go ahead. Sorry. Go ahead. Go ahead. >> Go ahead. >> Okay. I'm older. [laughter] Go first. >> So my question though is student experience. Right. So this gives me an average. It doesn't give me an enrollment by class. Right. So, so when I look at this and and I'm assuming you're leading into you're going to ask us to make some kind of decision here is like okay so evergreen right so you're going to from three to two here in this and I understand the ratio I totally understand the business side of this does that mean

126that we're going to have a kindergarten to fourth grade teacher and a fifth grade through 8th grade teacher and they're going to have to manage all those different curriculums in the same class. I will I'm gonna explain that a little bit and that's what becomes part of the challenge. Yes. Of the of doing staffing particularly in our district. Yeah. Okay. So, >> but again, so not all of these not all of these things are being things that I would recommend because you can see in some cases it's like for instance evergreen. You're right. Well, you know, while a pure formula would say that 20.7 kids is very small. >> Okay. But if I dared moved it down to two teachers instead of three, well, you're right. How would you divvy up those two teachers amongst

127eight grade levels? Right? And there's only a few things you can do, right? There would be yes, you would either be teaching four grades each or you have to look at other ways of addressing the difference which could be, you know, you heard about transfers, right? Many districts what they do is they look at where their indistrict transfers are coming from and there are many districts where they'll actually tell the people who are coming in that say when you come in on an ind district transfer this year we can give you your your choice number one school but it's always it may be to make staffing work on average >> right size it district-wide that it may be in a year two or year three it may be that you have to get your second

128or third choice >> right another thing you have to look at too is and yes ultimately I think you know where ultimately the the you know and this is again don't don't please don't come after the messenger but it's just the way of the business >> ultimately yes there's a point where you go through all the iterations of what you may possibly do and then you realize from an economic standpoint yes there becomes a point where is it economically viable to keep a school open >> now remember I mentioned that's one part of the equation that's just one part of the equation. >> Now, you do know that that's a question that's been around here for many, many, many years. >> We know. >> And I think that I'm hoping >> that this group can

129actually put their their work where their mouth was during the campaign or previously and actually do a like this report that we got earlier. That's very precious for this kind of analysis. plus the report that we had last month on the status of the buildings >> and actually put some kind of a add committee here and do a real analysis and come out with some solution of variances where I mean everything's possible from taking a school that maybe is a little too small and make it bigger and consolidate to you know there's so many different variants that we can do that are not as drastic as closing things and everything and so on not all or nothing. But but that's good. I >> Yeah, there's a lot of range in between. Thank you. I appreciate

130you taking us through the process. >> But I see if you don't do this part of it up front, then you don't have a good place to start those discussions. >> I do I do you get a lot of different inroads right into the conversation where you want to have at least a starting point. >> I do have a specific question about Evergreen. They used to have quite a long waiting list to get into that school. Has that changed? Right now what we're seeing is a lot more of the waiting the what we would call the waiting list whether it's transfers again we're not I'm not seeing any way I mean I can't speak to a long term of the history delving into that depth of it but I'm not seeing a long waiting list

131in terms of people who are within the district wanting to get in and when we see from out of district the school where we're seeing the greatest um desire interest is Pratam >> where I think we're about almost 40% or higher higher It's in the report that you just >> by geography it's closer to Salem. >> You got a lot of Kaiser kids who want to >> and by history that building >> before it ever became part of this district. That's the way it was. >> Bu Creek's getting some action too on transfers. I mean, and Kevin's got folks that are trying to come back in. Um, and we talked to him about some staffing things today, too. So this this is a this is a very complicated thing that Tony's tackled and um I

132think it's you know he's trying to be transparent to you about the economic part of running a school district and how you have to consider um all of these things when you're talking about staffing because you could just leave this like it is and not attend to it and then you can see it would be out of whack. it would be alligator bill again >> and and it compounds through the years because as you've seen in some of these schools we're going to see a trend at least for a year or two of kinder enrollments down. So you watch that. So that's why when I do the ratios I one of the things I first look at then is okay what if I needed to take a teacher there. So that's why I look to

133see would their class size then still be at a reasonable ratio. So for instance, you look at, you know, when you look at um Evergreen for or not Evergreen, but Mark Twain for instance, and Mark Twain for me right now, I would call that a bubble school. Okay? Because if I removed one teacher there and because they are a bigger school with more teachers, a change of an individual number student doesn't impact the ratio as much. Where in Evergreen, you can see one student can make that ratio really crazy, right? Because you have fewer teachers to offset it with. So at Mark Twain for instance, if we lost a teacher, they would still be right in that technical statistical sweet spot. Okay. >> Um while you know, and then you can see others on the

134other hand where if I did the ones where you see in the pinks and the red, dark reds and all that, those are ones I wouldn't touch right now. I would definitely need at least to spend a little more time monitoring them before that. Right. So >> So that's how I do this math. And and one thing that isn't addressed in this either is uh the grade numbers because that has an impact. >> Yep. >> Because as we saw, we've seen all our data, we've got, you know, some movement in that as far as our grades and not only across the district, but in individual schools. Yes. >> And so that's another complication on top of this. >> Yes. And then what happens is when we do this number the the discussion just doesn't end

135there. So for instance with the Scots Mills point what we did is we started talking with the principal about what are those scenarios right if you know with these changes you know we asked so could you come up with the scenario of the grade spans that would work so exactly you know Daniel we don't get to the point where you got four grades in a classroom. Yeah. But I will say though, Scots Mills will have at their middle level because that's also where we saw the greatest decline in enrollment. They will have a few classes that begin to look like Pratam and Evergreen that have three grade levels. >> But but Phil, you're right in the sense that that there's some factors we think about. So, like for instance, in the last week, we've had

136Kim and I have had some back and forth conversations with Kevin about his staffing and looking at where the numbers go because I also have like for instance on my screen right now I have up this presentation but I also have the enrollment by grade levels that I have of every school which looks a lot like what the demographer gave us. >> Is that something that you could share with us by email? >> Yeah, we can give you an update enrollment. What we did is we would always give it to you at at all the I've been getting it about every other meeting. >> We get it. >> Enrollment. Yeah. You won't have an accurate enrollment until September. >> The first week of September. >> We get it. We get it from Heidi, but it

137it change it's changing daily right now. So like we wouldn't give it to you. >> Wrap my head around all this that you're >> So before I move somebody, I do talk with the principal about about what might your configurations look like. Sometimes Kim and I kind of brainstorm about them and whatnot. Um and then ultimately at some point I have to make a recommendation to the superintendent >> and the extreme case to the board. >> So here's my questions. I see enrollment like we'll say drop by I don't know 30 kids at Mark Twain and no changes to FTE. Um and so I'm like well they just dropped 30 and B Creek just went up like 27. I mean, how hard is instead of like say firing, why can't we just move somebody around

138to say, "Hey, let's go fill that gap because we're one big district because if I do in my head like 10 kids is a teacher close to it." >> How many >> 10? >> Oh, like moneywise. >> Yes. After insurance benefits. >> So, >> it's, you know, Yeah. Well, 10 would be $110,000 and a our average teacher probably with benefits is like 150. >> Okay? >> So, if you look at class size, okay, an average class size of if you go by this ratio of 25, you're talking about $270,000. Okay? But remember now, if on our numbers, your teacher is going to cost us between 150 to 170,000 depending on where they're at in the schedule and benefits. Um but then you remember every teacher behind every teacher is also um oftentimes a some percentage

139of classified staff >> and when you think about a classified staff member is about 100,000 and when you look on averages there's about three4s of a classified staff member to every licensed member you have building costs right utility costs and other costs that you go into that so it becomes very complicated. Well, so but my point would be like if B but Creek grew that much in one year, they're obviously bringing enough revenue to offset the cost of another teacher. >> Well, it would dep it would it would depend on whether you would only add it if you needed it, Josh. So, so say say you had just for examples, this isn't where it is in their enrollment, but say you had 10 extra kids come in and they were spread over eight grades, one

140in each grade plus a couple extras. Would you add a teacher at that point? >> No, you wouldn't because your ratio would still be between 24 and 27 depending on the class size. Now, if you had um you know 20 kids come into grade five at BU Creek, then you've got a problem. And so, like we have a we have a couple of um you know like you sometimes you'll see a a blip of higher enrollment in some of these K8 buildings. So, like for instance, Kevin has higher enrollment right now in his middle school because his fifth grade was really big last year. And so, we're talking about the potential of adding a middle school position to BU Creek possibly if we need to, but we're just watching for a little bit. So, I

141mean, it's like we we are it's not that we're not talking about B Creek and and it being up and we're ignoring that. We're not ignoring that, but the ratio is still within an acceptable range according to 309. Well, it's just it's just like I know it's it's like we had such a huge drop at some of these schools. Obviously, there's somebody within the district we could probably move that wouldn't even justify hiring. >> Yeah. Sometimes depending on what you what you actually need. So, for instance, if you needed a middle school teacher, you couldn't just move an elementary teacher there. It wouldn't be right to move a K5 teacher into a language arts class for eighth grade like that. >> Probably union contracts, too. >> And I've actually done that. It's one of the

142pieces that's on there is that we looked at Robert Frost. Robert Frost for a few years has had a teacher on special assignment. The teacher on special assignment happens to be um endorse and advanced math and that's an elementary level person advanced math. Well, it just so happens to be that when we did the the look at Scots Mills exactly for what they need in the staffing, we looked at how some of the grades are going have three grade levels. But I'm looking at so what do they need for a teacher? So that's why this is now getting to some of the um the recommend the recommended adjustments. You know what in working with the principal there what they needed with this new configuration is not to have a social studies endorsed teacher with this

143new configuration. What they need is somebody who could teach math andor science. So the adjustment I've made is the TOSA um at um Robert Frost would be reassigned. It's not a net reduction. It's a reassignment then to fill the need instructional need at Scots Mills. Now that does have a trickle effect then because it means I'm still net high one teacher than at Scots Mills. So what do I do with that one position? as of Friday, I would have said and and I need to do this because it's notice to you guys as well as notice [clears throat] to the union and to say that if it was on at Friday's point, I would have said because of the academic need to move the Robert Frost TOSA to Scots Mills and then yes, because I

144don't have another spot for secondary social studies, I would come to you at the second meeting in August and ask you for the okay for a reduction in force of one secondary social studies licensed educator. Okay. Now, in fairness, [clears throat] all the people that you've seen on these on this recommendation piece here, I've contacted them. Okay? There's no surprises to any of them. Now, granted, remember, my life is doing the people work. They're not always the most pleasant phone calls, right? Um but again before we do any of this work we're considering several of those factors. So that's why for instance Mark Twain for instance I mentioned one thing we need to do is we need to monitor Mark Twain in the next week or two especially the kindergarten level. And the reason why

145because if you go back and look at the chart is right. Mark Twain could lose a student a teacher and they would still be pretty good in the ratios. Mhm. >> But Mark Twain also has one grade level where they their their their grade level at um >> they have 75 kids in >> second third grade level is ridiculously off center. >> So she would be having to have right now an awful lot of classes that may be a one two three blend, a 234 blend, and a 345 five blend. See what I'm saying? To be able to account for all those numbers. So we need to watch that. We need a monitor. Okay. And that's why I'm not using as a suggestion for Kim that we today that we would reduce. So any of

146the recommendations I make made here, they've been through several calculations. Robert Frost for for instance with the removal of the tossa that tossa is not considered that tossa was not considered in this ratio here because the from a mathematical standpoint when you see Robert Frost here showing 14 teachers if I add the the tossa they're really at 15 the tossa could be reassigned and one more teacher could be reduced at Robert Frost today and they would still be at 24.8 8 students. >> So mathematically, technically, two teachers could be reduced at Robert Frost. But the word we're getting is that right now their kinder enrollments are statistically low as an anomaly. >> So we're I'm banking on that we're going to see at that school more than others. Yeah. >> A little bit more of

147an enrollment number. But the principal I've talked with the principal and she understands that we're watching these numbers. >> Yeah. >> Okay. So that's the math I go through. You are right, Dad. I know though that you know the the what's not on this list which I have on my list of scenarios are a lot of other things. >> Yeah. >> You know looking at looking at the transfer thing and we've not done that a lot here. Um we asked so part of our conversation with Kevin for instance was when he has in increased numbers you know where is the breakdown of where those numbers are coming from. A lot of them are coming maybe from Malala or Mount Angel or now we have some of our uh religious private schools in the area that

148where students are coming back from. But it's important for me to also ask, well, might some of those numbers be taking away numbers from a Pratam or a Mark Twain, right? Because then in some of those cases, we have to think about if or let's say the worst case in Evergreen. If there were evergreen students who were going to a few of these schools like Central and B Creek where there are a little bit of an increase in number of students, would it would I be able to save quote unquote a position at Evergreen by saying, "Well, maybe the B Creek a few of those families need to go back to their school of geographic enrollment." >> Yeah. >> Right. >> Yeah. >> Those are all considerations I have to make. And then Yes, of

149course. according to >> what they call the doomsday one is of course at some point >> according to this we're down 123 students right from enrollment of September 24 to August 7th to 25 so >> so for every school I see an increase in enrollment I have to go to the school that sees a decrease in enrollment and try to figure out why and where are they going >> and you're I mean you didn't get this [clears throat] information last year in this way because we just done a reduction in force but this is a common practice for a district to look at this and it's it's an important it's an important >> it's like a check and a balance to see if you're in if you're in in the right ratio area and just

150because we're showing you this that I mean we spent I mean he's he's spending half an hour explaining it to you but Tony and I have worked on this for you know hours and hours and hours trying to you know talk about it and figure it out and talk to principles I mean Tony's called lots of people and um you know really meeting and trying to meet building needs but not um in an irresponsible way like like previously >> because this is I mean this comes down to student experience and teachers experience right I mean this is the essential like the quality of teaching goes down if you go too much in the red >> right that's why and and the stress level on the teacher Yep. Yeah, we don't go up and probably exponentially

151correct with the color change. >> Yeah. And then the other factor I look at is even with the experience you mentioned the experience of the teacher. I also look at the at the micro level. So that teacher him or herself, how many years have they been experienced? So that was part of the factoring in Scots Mills. >> Yeah. >> That I used because of the level of experience, their grade level experience, where they've been teaching and whatnot. So for instance like the in the last point I'll make on this why this is something that's always in flux and it's going to be is I started my I'll end my presentation how I started this is going to be something that's going to be in flux. You know the there's a one week that I don't

152make change which is the five days actually before school because then I'm I'm I'm potentially playing with fire a little bit. But what I'll do then is then I'll wait till I get day one numbers, day three numbers, day five numbers. Okay. and then I have to decide if I make that first or second day 10 enro enrollment adjustment. But uh Bree over the weekend we found out that that 309 number may be closer to 316. So when I redid the the ratio on that it doesn't show here but that 26.3 then is closer to 20 27 >> right and Kim and I are in active conversations right now about we do that. One of the challenges becomes though does it become a full FTE a full-time teacher there? Yeah, >> principles I will do.

153I would be openly principles hate it when I go to them and say maybe a 6 would be an option. Now is it the best scenario in all cases? I've been a school level person. I know that. But again, part of my responsibility is right sizing the entire district. >> Okay. So, um so there are some things that we're already looking at with with B Creek. Is it the entire solution that I think some would want? No. But is it a solution? When I look at the overall district numbers, it is a solution. >> Well, our our district is particularly complicated. So, you know, in in other districts our size, there's maybe five or six buildings, not this level. And so, it it just it really does make it more difficult to figure out the

154staffing. Uh it it is a formula. It has to be a formula because if you don't approach it in a formulaic way, you will end up with the same problem you have previously and that will not happen on our watch. >> Because for instance, there are a lot of these schools where everybody would well not everybody but for instance um in the years past I guarantee you the central principal would come to you and say or would have come to administration and said well we're over 25 so I need a teacher. And my my analysis this is again just my analysis on my experience is that okay but you have to ask answer the question then before you say okay how is it impacting the rest of my district if I'm not thinking if I'm

155not willing if I'm not willing to consider where I might be heavily staffed that I should question myself if I'm just considering only where I'm lightly staffed. >> Yeah. Right. >> Well, and you have to make sure that you don't start kind of generating intra district transfer for advantageous ratio of teacher to student, right? And so you don't want to penalize some group over the other. I appreciate the effort and the calculation and the explanation. It sure as far as I'm concerned, it it's helpful. I I would suggest that once we have real numbers that some of this be shared with the through the principal through the parents clubs particular part particularly at Evergreen, Pratam, Scots Mills and Silverrest. Um in years past they've they've seen these type of numbers particularly to Evergreen and they

156[clears throat] went and rallied and they got more kids to come in. >> Y >> I would expect that to happen again. >> Yeah. And uh another thing I will do I'm planning on doing is we saw that uh demographic report this evening. Give me a month or two to get into the school year and get everybody settled. But what I will do then is also analysis like this. I'll do a more projective staffing analysis using some of that data because again what you do with people today in terms of staffing does have an impact tomorrow, right? Because you establish trends. You also you also establish expectations, right? And there so there are a lot of factors to consider, but what I'm giving you right now is the the the the numbers that I'm looking

157at when I make my calculations >> right now. Okay? Again, it's one set of that. Nothing that I've done here is not without first talking with Kim about the ramifications of that. >> That's why honestly you only see the only one I've really done was that Scots Mills one. That's because like I said, they would have to gain 25 to 30 more students for it to even make sense that I would wouldn't think about >> that's huge. >> No, this this is this is good and having this data and watching this because I've been mentioned uh if it was it wasn't followed if it was existed before and it certainly wasn't followed or we wouldn't have been in the situation. >> Yeah. But also we want to be sure we don't look at this just

158in a vacuum. And that's where we've talked about >> the different things as far as bubble of grades, credentials of teachers, all those pieces. We can't >> because bottom line is we want those kids well educated >> and we want to raise test scores, >> right? >> And so that's got to be in there. >> Yeah. One of the scenarios I do I've done many years more than actually reducing a teacher because of enrollment. I have made because of enrollment shifts across schools or grade levels. I've done a fair amount of reassignment of teachers once I know the enrollments. >> Yeah. >> Right. Because with an enrollment trend, I might see like for instance at a K8 school for instance, I may see there being a real strong bump in maybe the third through fourth

159grade level where I see a significant drop in uh the 68 level, which is partly what's happened there now. In which case when you're right sizing staff you're also right sizing again based on their skill set and and the competence and I don't mean this competence in the bad way it's actually what language in the law talks about right experience competence and lenture >> right um so so that's another piece it's not all about reducing a net number it's about making sure your people are at the right places for what you need >> yeah there's a science to this but there's also an art to it and it looks like you got a good grasp on it so It's both. >> I appreciate it. >> So, thank you. I know it's a lot, but I

160think this is a piece that should be done with the board every year. >> And that Yes, at some point this should be there should be a real a condensed way of letting the community see how these change through time. Yeah. >> Right. >> Well, even even being here and having it that that that's a step forward in that direction. >> So, thank you. >> Thank you. >> Yeah. >> Okay. Uh superintendent evaluation process. I'll turn the floor over to Derek on this one. >> Yeah, Dan, if you can bring up the PowerPoint, I'll grab the clicker. >> All right. So, uh, we have this as a discussion item tonight. My plan is to kind of, uh, unpack it a little bit and kind of work us through the process. Hopefully everyone had a chance

161to look at the documents that were sent out and there's kind of two different routes that we can go. U this presentation is built on the um superintendent evaluation that OSBA and KOSA has put together. That's the model that we used um last year. Obviously open to um tweaking that if there's any uh tweaks that need to be made or new board members have uh insight on how to move forward. Um, with that, we'll talk a little bit about, you know, the importance of why we do this. We'll talk about our role as board members. Um, I'll do kind of a high level timeline, and I've got a more detailed timeline, uh, about what this should look like, and then we'll discuss a couple of the evaluation tools that OSBA and KOSA put together. Uh,

162where we're at tonight is that pre-evaluation stage. We're just starting to have the conversation about what we'd like our process to look like. And then uh my goal for tonight is to hopefully get um kind of a head nod or some consensus about yep, we like what we've seen and and move forward, but we'll um actually take action at a later board meeting. So, this is uh something that's actually on the executive summary from OSBA and Kosen. I think it highlights the importance um of what we want to try and accomplish. And it basically says, as you can see there, that when we as a board work well with our superintendent, our students thrive. And I think that's a good standpoint for us to have is that we want that cohesiveness. We can have robust

163conversations, but at the end of the day, we really want the board and the superintendent to be working as a high functioning team. So our role uh one of I think our most important roles is to give our superintendent good clear direction um so that she feels like she has the confidence to move forward with kind of the the vision that we as a board have. Um when we start talking about the evaluation obviously we want her to know kind of what we're going to grade her on um so that the expectations are clear ahead of time so that she can make sure she's meeting those objectives. uh the bottom bullet point there um again it's one of our most important roles. We have one employee that we're responsible for. Uh so one making sure

164that we do give uh good guidance and that we are providing feedback on the back end as well. So this is not in the OSBA literature. Um I thought it was important we discussed it last year and I think it's important as well. Um, a couple things like when we start talking about the standards, some of them are a little bit more lofty. And so as we work through talking about the goals, I think we have to make sure one that they're achievable and the time that we allow for them. So, um, one of the things we've had some conversations about is a strategic plan, a vision that takes time to put together. So, if that becomes something that we would like to see, just making sure that it's, uh, within a reasonable time that

165she's able to accomplish that. Uh, as I mentioned here, we're at the pre-evaluation stage. Um, throughout the year, there will be check-in meetings. Kim does a great job of keeping us up to speed with uh, progress. Um, you know, in the literature, it talks about corly. I feel more like we're getting that uh, at every board meeting. Uh, she does a phenomenal job of that. March 15th, we start gathering um some of the evidence and artifact documents to show these were the goals. These were the standards and this is what Kim has to provide for that. Um the evaluation results and I'll talk more about this. We did last year a targeted survey um and I think that was beneficial to the board to get some outside feedback um outside of our direct um interactions

166with Kim. And so that's on there for us as a conversation piece. And then at the end of this, we as a board come together with one one voice and we'll put together a summary document uh and provide Kim with kind of like, you know, here's your your grade for the last uh year. So this is again in the uh KOSA and OSB literature. It's just the evaluation tool. Uh just a summary of it. I'll unpack the standards here uh momentarily, but we start with the standards. Uh generally the superintendent will come up with one to three goals. They're built um in tandem with the performance objectives and then like I mentioned the evidence performance feedback and the evaluation summary. Okay. So on the left there um are all the different um standards which there's

167eight. Um one of the things we talked about last year I think it applies this year. Um that's a lot to really kind of tackle in a year and so uh last year and I would suggest for consideration we place some prioritization on a couple standards. I think that really helps the superintendent kind of laser focus on hey we as a board think you'll hit all these eight but we really want you to focus on these you know one to three one to five just so it's a little bit more tangible um I think to digest. Um, and again, last year she did a great job um, hitting all these, but again, is if we as a board have specific ones we'd like her to see. Um, I think we can add some weight to

168that. I left this up here from last year, that bottom bullet point on the right, and we didn't, um, work this in, but there was conversation about having something that is specific to students. Um, I think it's important. Um so just as we kind of work through for consideration if there's somehow that we can work just the word student so that we're being student centered I think is important. Um so for something else to consider. >> Derek I got a question on the previous slide about would you went and gather information from others. Was that raw information shared with Kim? >> Yeah. So what that looked like um yes and no. So, um, we use that for information to inform the board. And so, we did a target feedback survey. Uh, we worked with, um,

169WSD and sent that to most of her direct reports. And so, we as a board were able to see, um, kind of some of those blind spots, right? If you think about our role, we have our interactions with Kim, but I think it's important like how's the communication working with Kim? Like that type of information. what what I what I'm think my previous life I uh we did did perception surveys and it was and it was it was meant for our use as the employee to to improve themselves and I I think that raw information is can be really valuable to whether whether the perceptions are valid or not at least they're there they're somebody's perception they need to be aware employee needs to be aware of that >> um I'm I'm open to exploring

170that you talk to Kim about that as well but I That's um valuable information that that could be shared. Okay. Any other questions so far? Okay. So, I'm going to kind of zip through the standards. I'm not going to hit every descriptor. I'll kind of hit a few highlights. Um visionary district leadership. Uh we've had some recent discussions about strategic plan, getting the vision. This is obviously a more lofty long-term goal. Um last year, uh Kim had a ton of fires that she had to address all simultaneously. >> Um so I think that was a little bit harder to really like zero in on of like what does the future look like as opposed to like putting out the fires right now. So I think this uh first bullet point um the district mission I

171think we keep coming back of like we want to have our entire district on the same page moving forward. So, I think this visionary district leadership standard I think is more important this year. And then also Kim has um you know, give me just a second. Um is not in that interimm position anymore. She's really in a solidified superintendent has um you know, the ability to kind of carry that out over multiple terms. >> Now, I would think that some of this kind of falls on us too, right? >> 100%. >> Yeah. you would have associated goals with this and we are we're actually going to talk to you at the next work session about the strategic plan. So Wam SD is coming in to present about that and that is directly related to this

172visionary goal. >> I I guess I just want to make sure that we're not approaching this where we put everything on you when in reality I think a lot of this is on us also. >> It's not it's not just on you, it's on teachers, it's on classified, it's on community. Like this is a huge like >> Yeah. um process. Yeah. True. Yeah. >> Uh so the second standard uh again looking at the workbook is the ethics and professional norms. Um I might highlight the middle and the last uh bullet points. Uh Kim obviously does a great job of this making ethical and legal decisions and recommendations. Um, and that can get tense when, you know, maybe the community doesn't agree with a certain policy or certain law, but it's law and we expect her

173to provide us legal, um, and ethical decision-m. And then, uh, the last bullet point, um, Josh really speaks this a lot, but modeling the way, and I think Kim does that, um, through her actions and modeling that ethical behavior. So, that's one of the standards as well. Inclusive district culture. we have a um really um like diverse community and this is I think can be challenging to make sure that you're accommodating and open to all the different viewpoints uh in the district and and Kim's done a great job of this. Um I think it's the middle bullet point where it talks about um opportunities, resources, necessary support the success and well-being of each student. I think Tony was talking a little bit of that of balancing out the district as best we can. Uh but

174that's again one of the standards and these are a couple of the descriptors um inside that standard. Uh again standard four kind of ties into what I just mentioned there. Um the middle sorry the second bullet point down I think this is one that we've heard staff talk about quite a bit over the last year is that professional development piece and in Kim's report earlier she really kind of highlighted some things are taking place right now. So that instructional leadership and improvement um I I see signs of that but that would be one of the descriptors um of the standard is that you know that specific um focus on trying to increase the uh teaching capacity and support our teachers so that they can best teach and educate our kiddos. Uh communication community relations uh

175see if there's anything specific I want to hit on this uh bottom bullet point. um this last year obviously with the questions around um state funding to begin with and then the federal grants. Uh Kim's been a really good advocate for our district at multiple levels um of advocating for students um you know she mentioned that she was at a Rotary meeting earlier so that being um one involved in the community advocating for our students again just some of the descriptors within the standard let's see standard six uh this was one that I think last year we placed some emphasis on as well the effect of organizational management we had a lot of issues issues. Um even earlier today with the hiring, we're still seeing that organizational leadership and management piece. Um I think this

176is going to continue to be a really important standard for us to um consider if we want to place emphasis on. Um again, just with the complexity of our district, multiple buildings, staffing things, right? So um you can see the various descriptors in there as well. effective financial management. Um I think we've seen uh good progress and pretty amazing progress actually in the last year from where we were at a year ago. Um but again, this is where the rubber meets the road. We've got to have a uh financially sound district so that we can do all the things that we want uh to be able to do. And then policy and governance. Uh see if there's anything specific I want to hit on. I don't think there's any specific thing I want to pull

177out on here. So, these are uh again all in the workbook. This is what we used last year um kind of of our uh process and standard. And what that looked like is uh we pushed this out to all the board members at the end of the year. We did a survey uh was pretty cost-effective with using WSD where we're able to provide our feedback and we sat down as a board and had conversations uh about the standards um as we worked worked through. Any questions thus far? >> Just a comment. I just remember how hard it was doing the evaluation. It seems like those categories bled over to one another. >> They do. they use a lot of the same repetitive language and I was like how do I I'm so if there was

178a way maybe to clean those categories up with the language so it's easier to evaluate but I don't know how you do that >> if um so first question is we kind of got a couple more slides and I'll wrap up if if I get rough head nods of like yes this seems how we want to move forward or if there's conversations about a different process to use um if there's specific descriptors that you would like to see added or changed and she can email me those directly and then when we come back together in September I can go through specifically kind of the language that we'd like to see. Obviously Kim gets a voice in that as well but maybe we can clean up some of the the language that we don't like. Uh

179again this is just touching on the goals which uh Kim will build and present generally one to three specific goals kind of based again on the standards. Um and again should be based on um strategic initiatives and then things that she directly um has input or influence over. I'll skip this is just a uh sample. It's in the documentation and this touches on the target feedback that was something you mentioned or both Daniel and Wall-E. Um I think I think this is useful was I found it useful for the board. Um and the thought is that we as board members probably have some blind spots. Um I think the next step could be providing some of that information back to Kim like while we mentioned um as well. What it did, I think, for last

180year's board is help to fill in some of those blind spots. Um, I think it can probably be odd if you're the one being um, graded by your subordinates. Um, and the way I think the board took that information was we're looking for kind of the middle. Kim talks about the middle a lot. So, I think, you know, if Kim had to take, you know, um adverse action against me on her employee and I didn't like that and then I give her a bad evaluation, I think we could probably tease that out, like, oh, Dererick was potentially upset about this. >> There's outliers, >> right? So, we're kind of teasing out those outliers. >> We can do that, but I think it's important to Kim to recognize those outliers are out there. >> Um, so

181I think for the three of us last year, I found that um >> to be beneficial. I I felt it was I felt it >> well largely because we had gotten feedback that they hadn't really been heard. So it was nice to actually get that feedback back and it was really positive feedback as well. Uh I apologize about this slide. It's super small but it is on board book. This is the detailed timeline >> uh that we would work through. The next kind of big piece for us um again would be at the September 8th meeting and that's where we would actually take action to finalize our process. Um historically this has fallen on the vice chair. Uh Erin passed it to me. Um and I took on that role last year. If other folks

182want to be involved in that, I'm I'm all ears and I will happily bring you into the fold as we work through this. >> Human resource for me. [laughter] >> You did a really good job. you did a great job. >> Fantastic. >> Uh Debbie had a huge play in that as well. So, um her and I worked quite well together. Um so, the next step for us is um would be at the September 8th board meeting. That gives us a little time to digest the standards, do some of maybe the word smithing piece, and then uh potenti you know get that back to me and I can incorporate that and then we'd go specifically over the standards, any tweaks and descriptors and then we would take action on it as a board. So to

183help the process, could you give me instructions on what you want me specifically to do between now and the September meeting? >> Yeah. So now >> so I can put it together and say for the >> for the the the benefit of the process and the timeline. >> So uh first next step is um it's a lot of material. Go through it again, digest it, get comfortable with it. Um, and if there aren't any substantial changes to the standards um, that you would like to see, then then I'll take no information is is fine. If there's a additional descriptor or a tweak in descriptor, >> reduction to descriptor >> or reduction, [laughter] email me that directly [clears throat] >> clarification of descriptors. Yeah, >> email that to me directly and I can incorporate that. >>

184Okay. >> And then I'll go back through our specifics at the next board meeting. So, >> okay. review the material. Um, any tweaks and then >> like Josh talked, reducing some of the bleeding of whatever the other Kim, what about you? What did How'd it go for you? >> Anything you want to change? >> No, I I thought it was a good pro uh good process. Um, it's an unusual process. It's not how superintendents are. I mean, that the survey part of it is a little unusual. Usually, it's just the board that does that. But, um, and I didn't actually see that survey last year. Um, I know I I heard it was very positive from a couple people, but I didn't actually see it. So, um, and I don't know that that's really important,

185I think, as long as you, you know, understand that my work is very complex and sometimes I have to tell people things they don't want to hear. >> And, um, being able to have those difficult conversations with employees and patrons and um, that's really an important part of my job. And if I couldn't do that, I would not be good at this. >> Uh so just as long as you realize that, you know, in [snorts] in those that I I will not always make everyone happy. [laughter] >> So >> did you uh were you fine with the way we >> got that information to you? I mean, we didn't give you the specifics of it, but we gave you the >> Yeah, you gave me the generalities of it. Yeah, I think that was good.

186Yeah, I thought it was fine. I had no problem with it at all. So, >> and Derek, I just recommend we go into executive session again for our discussion. The discussion board. Yeah. >> Yeah. When we because we have to decide that officially by September 8th, we take action on the actual process, right? >> Where is that? >> Yeah. So, it'll be uh September 8th. And that's just um >> taking action on um the process. >> The process just >> Yeah. But the actual like providing the summary feedback that we did on the back half that we did in executive session. >> Yeah. >> Um as far as the the timeline, so again, next board or September 8th board meeting, >> uh we take action on it and then uh November 10th, uh we'd be

187looking at kind of our first progress report. Um and then we can talk more at that session about if we want to continue the target feedback survey, if we want to expand it, right? Um but that's when we um discuss that further and then January would be the next um kind of progress report and then January 1st through 15th we actually work through the target feedback survey process and what that looked like last year is Debbie was able to contact with um WSD give them our standards they were able to push out a survey monkey which didn't cost us any additional money um and it was pretty quick getting that information I think it took them 3 to 4 days to get the information back to the board. >> It's pretty efficient. >> Um and

188then February is when we will do our evaluation. Um by that time we should have the target feedback survey if we choose to do that. And then we would do our own board evaluations. Then we would come together as a board and talk about our individual um kind of rankings. And then uh we speak with one voice. we kind of decide where we collectively land. Um, and then we put together a summary that goes back to Kim. >> Any questions, Phil or Josh or No, >> Tom, anything that I missed? >> No, you covered you do great job, Derek. >> Kim, anything to add? >> No, I I think your process was really thorough last year, Derek. I thought it was really great. the way the board evaluated me I had yeah I it was

189a good experience and um I think my goals [snorts] will be a little different this year you know with strategic planning I'll probably have a goal around that um I'm not entirely sure I still shouldn't have a financial goal [laughter] that might still need some attention so yeah I will work on you know getting some of those together too >> all right that's all I have >> all right thanks Derry Creed job thank you >> thank Okay, correct. We've got a uh in our packet, we've got a corrected uh calendar draft on the budget. There was a couple of couple of little foos that have been cleaned up and uh >> do we need to approve that? >> I don't believe so since it's corrected. I >> think it's fine. >> It was I I

190made some errors on it. >> I I saw >> Yeah, when I was putting I still have to reserve this room. I was going through the system and I realized I made a couple errors. I don't know if I just picked not an updated copy. So there were corrections. >> Okay. >> Yeah. >> The the two December the two September dates were already approved in the prior year. I had just >> Oh, so we're covered shifted. Yeah. Yeah. >> Okay. >> So, uh work sessions at school buildings. You've kind of already touched on this, Kim. >> I did. I touched on that during my superintendent report. Um, yeah, I just really think that uh this will be a good opportunity for us to meet at school buildings and uh check out what teachers and kids

191are up to and uh give you guys a tour and uh get to work on some of these long range facilities. >> Yeah, as I said before, I think it's a good practice to get us as a board out there in the community. Yeah. >> Whole community. >> Board goals. Uh this is going to seem like a common theme, but last year was a little different than our other years. Uh boards traditionally we have goals for the year just like we expect our superintendent to. We expect our other personnel, they turn in goals to whoever their supervisor is. And the board should also have some goals for the year. Uh traditionally these would be as always the three to four. You don't want to get crazy with how many uh but little bit of homework

192assignment. This will kind of work into our workshop. Uh because this strategic plan business that we're going to be talking about, board goals traditionally get incorporated in that. They're a piece [clears throat] of that obviously. And so uh and board goals generally hit you know the academics the finance the communication or c c community culture piece uh and communications back and forth and what I'd encourage you to do between now and then just to get I thought about putting a bunch of samples together for you and I thought you're big people you can take time to do this just about any school district you think of uh but there will be some that won't. But most schools, if you just go to their district site and put in board goals in your search, you'll find

193them to get some ideas of what's out there. Some some get a little what I'd consider overboard. some get a little too, you know, plain and easy and but board goals should be along the lines of things that we have influence over and and can not control but but influence and guide uh in that area. So between now and the workshop meeting uh maybe as individuals is uh you know jot down some I have some ideas on where we uh some ideas of goals and then as a board we need to come up with formulating those and I'm going to reserve a timeline as far as when we do that until I kind of see where this workshop on the strategic plan takes us and then we'll go from there. I just >> clear as

194>> I would like one just idea from you just so I can kind of wrap my head around what we're looking for. >> Uhuh. >> Can you shoot? >> Oh, sure. Uh that uh we would uh something along the lines of of watching out the uh for the uh the buildings, maintenance of the buildings and making sure our facilities are up to snuff. And so we'd have something that we could measure that we've worked towards that when we review it at the end of the year, you know, yeah, we did, you know, we authorized set money aside and authorized this this much or we've kept, you know, in efforts to uh as far as academics uh encourage uh increase in graduation rates or reading rates and things like this along those lines. And it'd be

195actually have to be a goal that we could actually affect like us like >> well influence >> influence correct. >> Yeah. And so >> all right uh membership on policy and finance committee. I'll take one pol committee at a time here. Uh first of all finance committee is a committee of the board. It's a subcommittee of the board, I should say. And we had uh last year we had three board members on it. Tom, Josh, and myself. Uh Tom obviously won't be on it this year. Uh and so basically looking for uh people that would want on or want off of that committee. And for this meeting, we meet approximately quarterly. Uh, >> I'm okay stepping down from that. [laughter] >> Is this a request or is it like you want to be polite and

196you don't want to hog it? >> Yeah. >> No, it's just it's like just a lot. >> Yeah, >> because I was also doing policy. >> You were on both. >> Yeah, Josh was on >> board meetings, work sessions. >> So, >> it just gets to be like quite a bit. >> Can you uh can you tell me the list of the different committees before I volunteer for one? Those are the two >> are the two policy >> and policy isn't isn't technically a board committee. It's superintendent committee and we've had two couple board reps on it. >> Okay. >> I'd be happy to be on that one. >> On which >> policy? I can do I'd be happy to either, but >> Okay. On [snorts] Well, >> I'll do policy. >> Uh on policy,

197we have uh Josh is on policy and Derek was Derek stepped down his work life. It just didn't work well for him anymore because of his jobs change. Uh Josh, were you wanting to stay on policy? >> I would like to unless Kim wants me off. [laughter] >> You asked really good questions and I think you should stay on one or the other, but I don't think you should do both because you have family. >> Stay on policy. >> That's a lot. >> I would volunteer on finance. >> Okay. Okay. So, Wall-E, you volunteer for policy. >> Okay. Finance. apply my my uh budget boot camp knowledge >> analytical mind. [laughter] >> It's super exciting. >> I am actually >> we had three by by rule technically board of chairs on finance. >> Well, if

198it's the rule, it's the rule. >> I can't get away with >> by Well, yeah. And so I and Daniel will do we have anyone else like to be on finance? >> We can have up to three. >> We could have up to three. We don't need to have three. We could have two. Now when >> Miski >> if I were to be on one, it would be policy. But >> well, we'll leave it at two right now and check back maybe when we've filled Tom's position and bring it up again. Is that fine with everybody? Okay. Uh once again, do we have anyone here in the audience that has public comment? No, you can't look. I'm looking at you. [laughter] >> Oh, come on. >> Uh do we have anyone online? >> Use the

199raised high hand feature. >> I can't even see the number if there's people online. >> No. >> Okay. Okay. Any future agenda item requests? Um I don't know if it's for work session or for agenda but I sure would like to dive more into this statistical analysis of enrollment and migration intrad district extrad district options. I I have a ton of question surprise surprise I have a ton of question on on the legality of cross enrollment and open enrollment with other districts. Are we allowed to recruit? Are we, you know, >> so I >> I have questions. Okay. So, I would like Okay. to dive further than that. >> Got the general idea. >> I can pull some of that information for you and then I also can uh pull some homeschool data and some

200other things for you. >> Yeah, we'll see what I'll see what I can come up with. >> I do want an update on something >> for clarification. Our hybrid program. >> How's that looking? >> Yeah, 46 kids in the hybrid. I believe last time I talked to Jen. Okay. So, but enrollment opened on the 16th. So, I haven't talked to her yet this week. So, I don't know if she has >> somebody had mentioned, you know, that like, oh yeah, they're not offering. I'm like, well, hold on. I'm not sure. I think it's only for high school. And I think they kind of had a cap, but >> it's middle and high school and we're we're capped. If we go over 60, then we are going to have to hire another teacher. So, we want

201to make sure that, you know, we're so we're still under the threshold. So >> I >> but we could take more students in that program. >> I I would love you know maybe monthly reports at the beginning here like how that's going because you said we're a pilot program in the state relatively. >> It's kind of an unusual program. Usually if if you have that um a hybr this is a hybrid where they can take some live instruction and they can do some uh credit by proficiency for like if they have work study or something outside the classroom and then they also can take some online courses. So yeah, it's kind of an unusual program. Um, each student has their own individualized education plan, which all students should kind of have that anyway, but this

202is very specific. And, you know, Jen's working with some um families that came back from homeschool. She's working with some uh treatment programs that are sending kids in and and it's just it's just a large it's a large in, you know, people that are out of the area. So, some are going to be mostly online and I mean, it's it's a whole variety of things. Yeah, >> it's super exciting. >> Yeah, it's really complicated to manage. I'm glad she's managing it. Yeah, >> it sounds like. Kim, how does how does that, >> you know, are are groups of the people choosing that or is that responsible for some of the enrollment declines we're seeing sometimes, you know, it it gets to be a a thing in a building, you know, where, you know, me and

203you know, a couple three families decide to go do something. You know, are they going hybrid? H how does >> how does that how does that in affect our enrollment at >> at the other buildings >> at at where where does the enrollment >> for that program show up on our enrollment chart? >> So that is a program underneath the high school. So I can I could pull it out and show you but it actually shows it's a program underneath the high school and middle school. So it it has middle school and high school kids in it >> and so it doesn't have its own separate [snorts] uh school ID number. >> Yeah. I'm just thinking about, you know, as I look at these numbers and how students are moving, here's another little piece of

204the puzzle, you know, of how kids flow. >> Yeah, we were pretty careful about um that piece of the puzzle, not to, you know, it's it's not meant for a student that's being successful in one of our brickandmortar buildings. It's meant It's meant for a student that needs a particular plan to to suit their >> uh individualized needs. It's really individualized and um I think about 13 of those kids are new to the district and were not in our district previously. So that's an add-on which is great. Okay. >> And then some were kids that you know might have gone to Sequoia might have you know we're already on an alternate path with a counselor. >> Um so it's it's it's an interesting program. I think it's going to be I mean >> Jen has

205one of the most effective alternative programs in the state. Yeah. Um her graduation rate is probably higher than any else. I'm I I should check because I'm sure it's the highest in the state. >> Wow. >> Um she gets kids to graduate and u they have a really cool thing at Sequoa. It's very cool. >> Yeah, that's neat. That's neat. It's just trying to figure out how trying to spot the trends before they come so we can beat there to meet the kid, you know, place people in the right positions and things like that. >> And Jen and Jen thinks that program will continue to grow. um as as more people learn about it. So, we haven't done a ton of marketing for it yet um because we're trying to get our feet under us

206first before we get too busy pushing it out because you want to make sure that it's >> uh run effectively and that, you know, the program works good for kids and that we have a system in place that doesn't let anybody fall through the cracks. So, >> sure. >> That's really good numbers for not promoting it. >> It is very It's That's due to Jen. She she Jim promoted it. >> [laughter] >> We did email, we did do uh Debbie did a letter mailer to people that had left the district for a variety of reasons. And so we and we got some of those people back. So, you know, I think I think some of our families need a more flexible uh option that gives them, you know, just some different choices and so we're

207trying to meet that. >> Yeah. >> Okay. Thanks. >> Yeah. You're welcome, Tom. >> I have one last question. I promise it's the last one. Who else aside me is following all this cell phone restriction? >> Oh, policies. [laughter] >> Good job. >> I I this is going to be fascinating. It >> is going to be fascinating. >> I think we we can definitely follow depending on which way it goes, right? >> Yeah. >> The other people suffer and we can just jump in. >> You know, we've already I mean, we already did some of that work in the high school last year. So, we we um we had a no cell phone policy during class instruction and that worked pretty good. We didn't restrict it um ne and Emily probably could tell you more

208about this. We didn't restrict it necessarily at lunch so much. So, um this is bellto bell folks. It is like opening bell and I said is it period to period bell like in between? And OD is like no Kim. Um, so it is like the start of the day to the end of the day and you know I think I think we're going to have we're going to meet about this with our admin team tomorrow and Tony did a bunch of research and Ely Hansen did a bunch of research and we have other people's policies and we will work on policy for it. We have to have the policy in place by October 31st and we have to have the system in place by January 1st. And so you know we have a little time.

209Um, we it's not going to be difficult to figure out what to do. Other districts are, you know, we're all working on it at the same time. I mean, if it was my choice, I would make a backpack policy. Your cell phone has to be in your backpack, have it put away. I would not spend money on a yonder pouch because we did that in Dallas and it was a pain in the patootie. It was really difficult to manage. >> No, kids have already found ways around that. Yeah. Well, and it it just >> kids I know in other districts, >> it was just really difficult. I think what we need to come up with is, you know, I took some feedback from a couple of parents over the summer who called and said, "Kim,

210did you think about this?" And I'm like, "Nope, didn't think about that." Um, sometimes our high school kids, so like juniors and seniors, they take courses outside of our building. So, they'll take a Sheameka course. And um, and at times, you have all done the two-factor authentication on your phone for all kinds of things. Well, when you're registering for a class, it sends you a code and you have to get in here and do your thing. And so, we had a student who wasn't able to register for a class because we had confiscated her phone and made a parent come get it and she missed the window to register for a class. >> So, we have to be really mindful about we don't want that to negatively impact kids. So, how do we, you know,

211what is the workaround for that? Are we really mindful about when those deadlines are and can we you know can we um make sure that we just have the right system in place so that so that it doesn't punish somebody unnecessarily. And then the other thing that OD um and the governor they don't want this to be like um punishment for students that would keep them out of class. So like we're not gonna we're not going to expel no suspension none of that. It's it's a learning process and I think you know we all have to learn how to manage social media and phones and all those different things and I think in the long run this will be really good for our kids like when I was here in the high school there's a

212drastic difference between this high school where the kids aren't on their phones they were making connections they were talk and Miss Rio could tell you about that talking to each other and the you know I didn't see kids like this at lunch like they're visiting like it it was a healthier environment And I think overall it will be healthier. There are exceptions for um students if they have a diabetic um the monitor so they can use their phone to monitor. So all those health plans that are in place where kids need to use their phone to access any of those apps or anything those are all exclusions that we will work through on 504 plans. Same way with an IEP. If we have a student that has an app on their phone that is part

213of their accommodation or something they need to access for their health uh on their IEP, that is also permissible. >> Don't forget about the smart watches. >> Yeah. No smart watch. >> My do my daughter that that that's a bigger problem. >> Yep. >> Yeah. Actually, that I know when I'm I'm stopped wearing my smartwatch because I'd be in a meeting and it would go off and I would read it and I'm like I got to stop doing that. So I actually stopped wearing it. So, because this I can close and just ignore. >> Um, but the watch I couldn't ignore. Of course, if there's a fire or something and your superintendent, that might be good. So, I mean, [laughter] it's a downside to everything, right? >> Yeah. Invented alarms. >> Yeah. Right. >> Tony,

214I think it >> So, we'll have more. We We should have more for you soon on that. Probably at the work session, we would probably have our admin recommendations. We're going to work on those tomorrow. >> Okay, we're adjourned. >> [music]