[1. CONVENE]
[00:00:05]
>> GOOD EVENING AND WELCOME TO OUR MARCH STUDY SESSION.
FOR ALL THESE, INSTEAD OF YOU JOINED US ONLINE.
WE APPRECIATE YOUR BEING HERE.
TONIGHT, OUR MEETING IS GOING TO BE MORE DIRECTED AT LEARNING INFORMATION AND WE'RE GOING TO HAVE A PRESENTATION BY MARK IN REGARDS TO BUDGET AND PLANNING, AND HOLLY IS ALSO HERE TO HELP US, SO THANK YOU BOTH.
I'M GOING TO TURN IT AT THIS POINT OVER TO YOU GUYS.
GREAT. THANK YOU. THIS IS OUR FIRST OF PROBABLY A COUPLE CONVERSATIONS ABOUT THE BUDGET.
[2. MATTERS FOR BOARD DISCUSSION]
IF YOU ALL HAVEN'T HAD AN OPPORTUNITY TO MEET HOLLY GRAHAM, I'M SURE YOU'VE HEARD HER NAME AND SHE IS THE KNOWER OF ALL THINGS FINANCIAL AND ACCOUNTING.THE AUDIT IS HAPPENING RIGHT NOW, SO SHE'S SPLIT BETWEEN BUDGET AND AUDIT, BUT WE'RE HOPEFULLY THE AUDITS WRAPPING UP HERE SHORTLY.
WE HAVE BEEN WORKING THROUGH THE BUDGET PROCESS AND WE'VE MADE SOME TWEAKS THIS YEAR THAT I BELIEVE WE HAVE SPOKEN ABOUT, BUT WE'LL GO THROUGH SOME OF THE KEY ELEMENTS, THE MAJOR CHANGES.
LET ME STEP BACK FOR JUST A SECOND.
THE BUDGET RESPONSIBILITY CENTERS OF WHICH YOU HAVE SEEN YOUR BUDGET EVERY MONTH, THE BOARD BUDGET, AND THAT IS A BUDGET RESPONSIBILITY CENTER, WHAT WE CALL A BRC.
EVERY OPERATIONAL UNIT WITHIN THE ORGANIZATION HAS A BUDGET OF RESPONSIBILITY CENTER OF CODE THAT HELPS US IDENTIFY WHICH EXPENDITURES ARE ASSOCIATED WITH WHICH OPERATION ARE PART OF THE ORGANIZATION.
WE HAVE HISTORICALLY BUDGETED ALL OF OUR STAFFING INTO TWO DIFFERENT BRC IS TOO BIG POTS OF MONEY, PRIMARILY THE BASIC ED STAFF.
ONE FOR CLASSIFIED AND ONE FOR CERTIFICATED.
THEY GO INTO THE REALLY LARGE, BASICALLY A GROUP OF JUST A BIG BUCKET OF PEOPLE.
THAT MAKES IT A LITTLE HARD TO MANAGE, A LITTLE UNWIELDY TO TRY TO RECONCILE AS WE GO THROUGHOUT THE YEAR, WHICH HAS ALWAYS BEEN ONE OF THE THINGS WE'VE WORKED ON EFFICIENT WAYS TO MANAGE.
THIS YEAR WE'VE ACTUALLY SPLIT THOSE BRCS INTO THE SAME UNITS THAT THE OPERATING BUDGETS OR THE M STOCK.
SO IF THE BOARD HAD STAFF, YOU'D HAVE YOUR M SOCK BUDGET WHICH YOU'RE LOOKING AT YOUR 1,100 BRC THAT YOU SEE EVERY MONTH ON A REGULAR BASIS.
YOU WOULD THEN HAVE ONE THAT STARTS WITH A 9,100 THAT HAD PERSONNEL, AND IT WOULD BE JUST THE PERSONNEL BASICALLY PERSONNEL ASSIGNED TO YOUR BRC.
SO IT MAKES IT SMALLER AND MORE MANAGEABLE, EASILY RECONCILED CHUNK.
YOU MAY NOT MEAN A WHOLE LOT ORGANIZATIONALLY INTERNALLY, THAT'S A BIG CHANGE AND WE HOPE TO HAVE A PRETTY SIGNIFICANT IMPROVEMENT.
WHAT IT DOES, IT CREATES A WHOLE LOT MORE BRCS, A WHOLE LOT MORE BUDGETS, AND IT CREATES A VIEW ONTO THE BUDGET AND THE OPERATIONS OF THE DISTRICT THAT MOST OF THE ADMINISTRATORS HAVE NOT HAD BEFORE BECAUSE THEY DID NOT LOOK AT THEIR STAFFING AND INDIVIDUAL SPOT IN THIS FASHION.
IT HELPS US TO BASICALLY MAKE SURE WE'RE ACCURATE, ACCOUNT FOR ANY CHANGES THAT HAPPENED THROUGHOUT THE BUDGET PROCESS OR THE END OF THE YEAR, AND IT HELPS ARTICULATE THE COST INCREASES OR THE CHANGES THAT ARE A RESULT OF PERSONNEL ACTIONS.
THAT'S ONE OF THE BROAD STROKE, ONE OF THE BIG CHANGES WE'RE MAKING.
WHAT WE'RE GOING TO TALK ABOUT TONIGHT IS THE PROCESS OF HOW WE GO ABOUT DEVELOPING THE BUDGET, THE TIMELINE THAT WE WORK THROUGH, AND THE PHILOSOPHY AROUND HOW WE MAKE THE DECISIONS AND HOW WE GO ABOUT DEVELOPING THE DISTRICT BUDGET.
QUESTIONS BEFORE WE GET STARTED OR HOPES.
BEFORE THE PEOPLE WHO WOULD SEE THE BUDGETS FOR EACH PROC, THEY WOULDN'T HAVE A CLEAR VISUAL ON WHAT THEIR PERSONNEL COSTS WERE? RIGHT. WE DID NOT HOLD THEM ACCOUNTABLE OR THEY WERE NOT RESPONSIBLE FOR MANAGING THE PERSONNEL COSTS.
A COUPLE OF DIFFERENT REASONS FOR THAT.
ONE BEING THAT THEY HAVE NO CONTROL OVER THE SENIORITY OF THE STAFF IN THEIR BUILDING.
[00:05:02]
TWENTY TEACHERS MAY COST A LOT MORE THAN YOUR 20 TEACHERS.SHIFTS BACK AND FORTH AND IT DIDN'T SEEM RIGHT TO HOLD THEM ACCOUNTABLE FOR MANAGING THAT PIECE, BUT IT ALSO CREATED THAN A LACK OF AWARENESS OF WHEN THE STATE SAYS, OKAY, WE'RE PASSING THROUGH THIS COST, WHAT DOES IT ACTUALLY LOOK LIKE IN TERMS OF IMPACT TO THE DISTRICT WIDE BUDGETS, NOT ONLY YOUR BUDGET, BUT THEN, DISTRICT WIDE AS WELL.
SO WHEN YOU'RE CREATING THE BUDGET FOR EACH PROC GOING FORWARD, ARE YOU USING WHAT THE AVERAGE PERSONNEL COSTS WOULD BE FOR THAT MANY BODIES OR ARE YOU USING WHAT THE ACTUAL IS BECAUSE YOU HAVE VERY SENIOR IN THIS PROC AND YOU HAVE JUNIOR OR NEWER TEACHERS OR WHATEVER AND IT'S OTHER ONE? GREAT QUESTION. THE WAY THE BUDGETING WORKS, OUR FIRST STEP IN BUDGETING IS TO BASICALLY TAKE CURRENT YEAR OPERATIONS AND ROLL IT FORWARD INTO NEXT YEAR.
SO WE TAKE THE CURRENT, MOVE IT OVER INTO NEXT YEAR, APPLYING WHATEVER INFORMATION WE KNOW.
WE KNOW THAT WHAT THE BARGAINED COST INCREASES ARE FOR EACH OF THE GROUPS.
WE KNOW, AS OF NOW, AS OF WHAT WE KNOW TODAY WITHOUT THE LEGISLATURE HAVING FINALIZE THE BUDGET.
PRECURSOR TO EVERYTHING THAT WE TALK ABOUT TONIGHT.
THIS IS DRAFT, IT'S BUDGET, IT'S PRELIMINARY UNTIL WE ACTUALLY GET THE RULES FROM THE STATE THAT WE CAN ACTUALLY APPLY THEM AND KNOW THE FINAL INFORMATION.
WE TAKE THIS YEAR MOVING INTO NEXT YEAR, APPLY WHATEVER CHANGES WE KNOW.
WE KNOW THAT PEGGY IS MOVING UP A YEAR AND SENIORITY, SO SHE BUMPS UP A SPOT ON THE SENIORITY SCHEDULE AND WE APPLY THE NEGOTIATED CONTRACT COST TO THE OTHER PEOPLE IN THE BARGAINING UNIT.
LITTLE BIT OF INFORMATION THAT WE THINK WE KNOW AT THIS POINT.
THAT GIVES US THEN THE STARTING POINT FOR THE CONVERSATION.
IF WE DO WHAT WE'RE DOING NOW, WHAT'S IT COST US NEXT YEAR? THEN WHEN WE'RE ABLE TO FINALIZE THE REVENUE FORECASTS, WE CAN LOOK AT, OKAY, WHAT'S OUR EITHER SURPLUS OR DEFICIT? ARE WE SUBTRACTING ARE WE ADDING BASED ON WHAT WE'RE DOING? ALLOWS US THEN TO HAVE A CLEAN, CLEAR STARTING POINT WITH THE CONVERSATIONS AROUND, ARE WE ADDING, ARE WE SUBTRACTING, ARE WE MAKING CHANGES IN THE PROCESS?
>> I HAVE OTHER QUESTIONS BUT IT'S EARLY YET. SO I'LL HOLD THEM.
>> AS PART OF THAT MARK, JUST TO HELP US PUT IT AND WRAP OUR HEADS AROUND IT.
WHAT PERSONNEL COSTS WOULD GO UNDER THE BOARDS?
>> THAT WAS A HYPOTHETICAL IF YOU HAD [OVERLAPPING]
IT MAKES SENSE, BUT I JUST WANTED TO.
>> I WAS USING YOU AS A BAD EXAMPLE.
>> THAT'S OKAY. WE CAN'T BE A BAD EXAMPLE.
>> BUT THAT'S WHY I'M ON THIS SIDE NOT ACTUALLY FORMALLY TEACHING.
ONCE WE DO THAT, SO THE WHEREIN I WILL SKIP TO GET INTO THE TIMELINE.
THE PLAN WE'VE GOT TONIGHT IS MY VERY ARTICULATE INTRODUCTION THAT I JUST GAVE YOU, AND THEN WE'RE GOING TO GO THROUGH THE BUDGET TIMELINE.
WE'VE DEVELOPED A MORE COMPREHENSIVE, MORE DETAILED TIMELINE THAT WALK STEP-BY-STEP THROUGH THE BUDGET PROCESS FROM THE VERY BEGINNING, CLEAR INTO NEXT YEAR WHEN WE'RE ACTUALLY MONITORING AND REPORTING ON THE BUDGET WORK THAT WE DO THIS YEAR.
WE'RE GOING TO WALK THROUGH STEP-BY-STEP AND THEN STOP FOR SOME EXAMPLES OF THINGS THAT WE'VE ALREADY COMPLETED ALONG THE WAY.
WE'RE THEN GOING TO ACTUALLY SPEND A COUPLE OF MINUTES GOING THROUGH THE BOARD'S BUDGET.
BECAUSE ONE OF THE EXERCISES THAT WE'RE GOING THROUGH RIGHT NOW IS WE ARE MEETING WITH EVERY BRC, BUDGET RESPONSIBILITY CENTER, AND WE'RE GOING THROUGH THEIR CURRENT BUDGET.
WE'RE GOING THROUGH THEIR PROCESS OF WHAT STAFF DO YOU HAVE IN THERE NOW, IS THIS CORRECT? MAKING ANY ADJUSTMENTS THAT THEY KNOW ABOUT IN TERMS OF WHAT IS IN THERE FOR THIS YEAR, WHAT WE THINK IS IN THERE FOR THIS YEAR VERSUS WHAT'S SUPPOSED TO BE PER THEIR UNDERSTANDING, TO MAKE SURE WE HAVE THAT CLEAN STARTING POINTS.
WE HAD A BUNCH OF THOSE TODAY, A BUNCH YESTERDAY, LAST WEEK WAS FULL.
SO WE'RE GOING THROUGH THAT PROCESS RIGHT NOW.
WE'RE GOING TO DO THAT WITH YOU-ALL, WHICH WILL BE A LITTLE MORE STREAMLINED BECAUSE YOU DO NOT HAVE ANY PERSONNEL IN YOUR BRC.
THEN WE'RE GOING TO GO INTO AN ACTUAL EXAMPLE LED BY OUR FOLKS AT TEACHING AND LEARNING OF THE STRUGGLE OF DEVELOPING A BUDGET AND THE MESSINESS THAT GOES INTO THE PROCESS.
THEN WE'LL COME BACK, WALK THROUGH THE REST OF THE TIMELINE BECAUSE THAT BASICALLY CATCHES UP TO CURRENT.
[00:10:03]
THEN WE'RE GOING TO WALK THROUGH THE REST OF THE TIMELINE AND WE'LL TAKE CARE OF ANY UNADDRESSED QUESTIONS AT THE END IF WE KNOW THE ANSWERS.BUT FEEL FREE TO STUDY SESSION.
INFORMAL FIRE AWAY, ASK YOUR QUESTIONS.
>> ONE THING THAT I'VE BEEN TALKING ABOUT AND TODAY I MET WITH THE ADMIN TEAM TO REALLY TALK ABOUT WHAT ARE OUR VALUES AND MAKING SURE THAT OUR BUDGET REFLECTS THE VALUES OF THE ORGANIZATION.
WHICH ARE KEY, FOCUSES ON TEACHING AND LEARNING.
I LOVE THIS QUOTE, "A BUDGET, AND IT'S MORE THAN JUST A SERIES OF NUMBERS ON A PAGE.
IT IS THE EMBODIMENT OF OUR VALUES." TALKING ABOUT HOW WE CHOOSE TO PRIORITIZE OUR MONEY AND OUR DOLLARS SHOULD DIRECTLY RESULT IN WHAT WE'RE HOPING TO ACCOMPLISH ON BEHALF OF STUDENTS AND FAMILIES AND STAFF.
THESE ARE THE STRUGGLES AND THE CONVERSATIONS WE'RE HAVING AND THEY'RE HARD CONVERSATIONS.
EVERY WEEK AS AN EXECUTIVE TEAM, WE'RE PUTTING UP EVERYTHING WE SPEND AND WE CONTINUALLY ARE LOOKING AT DATA.
ARE THE CURRENT FUNDING STREAMS RESULTING IN BETTER OUTCOMES FOR KIDS.
THEN MAKING THOSE DECISIONS ABOUT JUST BECAUSE WE'VE ALWAYS DONE IT THIS WAY AND WE SPENT THE MONEY THIS WAY.
IS IT STILL MEETING THE MARK? IS THERE A BETTER WAY TO DO IT? THIS IS HARD WORK.
IT'S THINGS THAT PEOPLE LOVE AND THEY'RE REALLY INVESTED IN.
WE AS A TEAM ARE REALLY HOLDING ONE ANOTHER ACCOUNTABLE TO ENGAGE IN THOSE HARD CONVERSATIONS, AND THEN AS MARK AND HOLLY ARE DOING, THEY'RE GOING OUT AND HAVING SIMILAR CONVERSATIONS WITH EVERY LEADER OR ANYONE WHO HAS A BUDGET THAT THEY ARE RESPONSIBLE FOR.
>> PERFECT. FOR THOSE OF YOU WHO'VE BEEN AROUND FOR A FEW YEARS WE'LL KNOW THAT WE'VE STRUGGLED FOR THE LAST SEVERAL YEARS TRYING TO BUILD A SYSTEM THAT ACTUALLY DOES EXACTLY THAT, THAT REFLECTS THE BOARD VALUES AND THE BOARD GOALS, AND TO MAKE SURE WE CAN TIE THE TWO TOGETHER.
IT SOUNDS A LOT EASIER THAN IT ACTUALLY IS IN PRACTICE IN TERMS OF CREATING DIRECT CONNECTIONS, DIRECT LINKS TO THE WHICH BOARD GIRL IS SUPPORTED BY THE INSURANCE PREMIUMS. YOU CAN DO IT, BUT IT'S NOT [OVERLAPPING]
>> THANK YOU. THE OTHER THING THAT YOU'RE HEARING QUITE A BIT ABOUT IS THE BUDGET SITUATION STATEWIDE, THEIR DOOM AND GLOOM STORIES ALL OVER THE NEWS.
YOU'RE HEARING ABOUT A LOT OF DISTRICTS THAT ARE CONSOLIDATING.
THEY'RE MAKING HUGE REDUCTIONS.
A SPOILER, WE'RE NOT IN THAT POSITION YET, AND WE DON'T INTEND TO BE.
AS LONG AS WE STICK WITH OUR CONSERVATIVE VALUES AND OUR HISTORICAL CAUTION, WE SHOULD BE ABLE TO WEATHER THE STORM THAT THEY'RE FORECASTING TO BE A FEW YEARS AS THINGS SORT THEMSELVES OUT.
BUT IT'S BECAUSE WE WERE SMART WITH OUR DECISION MAKING THROUGH THE PROCESS OF THE PANDEMIC, AND WHEN THE FEDERAL MONEY CAME IN TO HELP BAIL OUT, WE DIDN'T COMMIT THOSE FUNDS TO ONGOING LONG-TERM COSTS LIKE PERSONNEL, LIKE A LOT OF FOLKS DID, AND THOSE ARE THE FOLKS YOU'RE HEARING REALLY STRUGGLED WITH THE ESTER CLIFF FOR THEM THAT THEY ARE DEALING WITH RIGHT NOW IS THAT MONEY GOES AWAY.
WE'RE IN BETTER SHAPE THAN MOST.
THAT DOESN'T MEAN WE DON'T NEED TO BE RESPONSIBLE AND CONSERVATIVE AND MAKE GOOD DECISIONS.
AS WE'VE BEEN TALKING A LOT ABOUT, IT'S THAT SEASON WHERE EVERYBODY'S, HEY, WE'D LIKE TO ADD THESE THINGS AND THEY'RE ALL SUPER THINGS AND THEY WOULD DO REALLY GREAT WORK.
THE CONVERSATION IS, WHAT ARE WE GIVING UP TO FUND THESE OTHER THINGS.
IT'S THAT DATA ANALYSIS PIECES ARE THE THINGS THAT WE'RE DOING EFFECTIVE.
ARE THEY MORE EFFECTIVE THAN THE THINGS WE WANT TO REPLACE THEM WITH? IT'S THAT EBB AND FLOW THAT POLL THAT'S THE CONVERSATION THAT WE ALL HAVE IN OUR PERSONAL BUDGETS.
DO AT MY HOUSE. DO YOU WANT THE WASHING MACHINE OR THE TIRES? YOU NEED THEM BOTH BUT YOU CAN'T AFFORD THEM BOTH.
THAT'S THE CONVERSATIONS THAT WE'RE HAVING RIGHT NOW.
I SAID, WE'RE GOING TO GO THROUGH TIMELINE.
HE'S GOING TO WALK YOU THROUGH THE FIRST PHASE OF THE BUDGET TIMELINE.
IT'S A LOT MORE DETAIL THAN WE'VE SHARED IN THE PAST.
BUT WE REALLY LIKE IT BECAUSE IT HITS A LOT OF THE HIGH POINTS THAT
[00:15:03]
WE'VE SHARED THIS WITH ALL OF OUR ADMINISTRATORS SO THEY KNOW THE PROCESS AND WHAT'S COMING AND IT'LL CONTINUE TO GET UPDATED AS WE GO.IN FACT, WE HAD MEETINGS WITH SOME FOLKS LAST WEEK AND THEY SAID, MAN, THAT'S TOO FAST, WE NEED MORE TIME.
WE TWEAKED IT A LITTLE BIT, GOT THEM ANOTHER WEEK BECAUSE WE'RE GIVERS LIKE THAT.
I KNOW I SAID IT ONCE, BUT YOU'LL PROBABLY HEAR A FEW MORE TIMES THROUGHOUT THE PROCESS.
THIS IS ALL DRAFT INFORMATION BASED ON THE INFORMATION THAT WE THINK WE KNOW AT THIS TIME, AND IT IS ALL SUBJECT TO CHANGE AND PROBABLY ALMOST ALL OF IT WILL CHANGE AT SOME POINT AS WE GO THROUGH THE BUDGETING PROCESS.
>> I'M GOING TO TALK ABOUT THE FIRST PHASE OF THE TIMELINE.
LIKE MARK SAID, THIS IS COMPREHENSIVE.
I PUT EVERY LITTLE THING THAT HAS TO HAPPEN WENT ON THIS SPREADSHEET, AND THIS IS ABOUT MAYBE A QUARTER OF IT, SO THERE'S A LOT MORE TO COME.
I'LL HIT ON SOME OF THE HIGHLIGHTS.
THIS IS ALL STUFF THAT HAS TO HAPPEN BEFORE WE TALKED TO ANYBODY, GO OUT TO THE DEPARTMENTS.
ONE OF THE REALLY BIG ASKS ON HERE, WAS HR HAD TO ROLL ALL OF LAST YEAR'S STAFF FORWARD, WHICH IS A VERY LARGE TASK.
THAT'S ONE OF THE THINGS THAT HAPPENED.
THERE'S A LOT OF SPREADSHEETS THAT MARK AND I DO FOR ENROLLMENT FORECAST AND THAT SORT OF THING.
>> ONE OF THE REAL KEYS, THE ROLLING OF THE HR BUDGET IS A BIG TASK.
THAT'S A REAL HEAVY LIFT FOR A DEPARTMENT THAT IS ACTUALLY OPERATING CURRENT YEAR, TAKING CARE OF STAFF.
MAKING ALL THE CHANGES AND DOING ALL THE WORK AS NECESSARY.
THEY ARE ONE OF THE GROUPS AND SAID, HEY, THAT YOU REALLY JAMMING US UP IN TERMS OF TIME, AND THAT WE CAN'T DO A WHOLE LOT WITHOUT THAT INFORMATION.
WE'RE WAITING FOR THEM AND IT'S A BIT OF A STRUGGLE JUST IN TERMS OF WE ARE AFTER THEM BECAUSE WE NEEDED TO GET GOING AND THEY'RE DOING THE BEST AS THEY CAN, BUT THEY'VE GOT THEIR OTHER WORK TO DO TOO, SO WE'VE ACTUALLY LET THEM KNOW THE DATE WE NEED THAT FOR NEXT YEAR ALREADY SO THEY CAN GET AN EARLIER START AND GET THAT MOVING A LITTLE QUICKLY.
WE'RE A LITTLE MORE QUICKLY. FEEL A LITTLE LESS STRESS ON THEIR END.
>> COULD WE PUT IT IN THE AGENDA ON BOARD DOCS MAYBE JUST PUT DRAFT WATERMARK ON EVERYTHING.
>> WE'LL LABEL EVERY PAGE WITH DRAFT.
>> I WAS JUST GOING TO SAY BECAUSE PEGGY ASKED IF THIS WILL BE AVAILABLE FOR EVERYONE, SO I JUST WANTED TO, NO THAT'S GOOD.
>> ANY QUESTIONS ON THE PHASE 1?
>> BRING YOUR ATTENTION TO THE LINE THAT SAYS ENROLLMENT FORECAST, COMPLETE STAFFING MODELS, AND BUDGET TEMPLATE WORK.
ONCE WE GET THE INFORMATION FOR HR, THAT'S PHASE 1 FOR US IN TERMS OF ACTUAL GETTING THE INFORMATION OUT.
OUR FIRST TASK IS TO PROJECT NEXT YEAR'S ENROLLMENT.
THIS IS THE ENROLLMENT FORECAST MODEL THAT WE USE TO FIGURE OUT NEXT YEAR'S ENROLLMENT.
YOU CAN SEE WE'VE GOT ALL THE HISTORICAL INFORMATION BACK FIVE YEARS, THE CURRENT MONTH ROLL UP AS OF WHEN WE DO THE ENROLLMENT.
THEN WE HAVE TO FORECAST THE ANNUAL AVERAGE FTE BASED ON HISTORICAL TRENDS.
BECAUSE IN DECEMBER WE DON'T HAVE THE FULL YEAR'S WORTH OF ENROLLMENT.
WE HAVE TO FORECAST WHERE WE'RE GOING TO END THIS YEAR WITH OUR ANNUAL AVERAGE ENROLLMENT TO FILL THAT INTO COMPLETE THE TREND TO DO THE REST OF THE MODELING.
THEN EACH OF THE BLUE COLUMNS REPRESENTS A DIFFERENT FORECAST MODEL.
WE TAKE THE HISTORICAL INFORMATION AND WE DO EVERYTHING FROM ANNUAL AVERAGE FTE ROLL UP TO CURRENT MONTH ROLL UP, STRAIGHT COHORT, FIVE-YEAR AVERAGE, WEIGHTED COHORT PROJECTION, WHICH PUTS MORE EMPHASIS ON THE MORE RECENT YEARS.
[00:20:02]
WE DO THEN THE SAME THING FOR THREE YEARS.THEN THE NORTHWEST ESD PROJECTION ON THE FAR-RIGHT TAKES THE LOW NUMBER FROM EACH OF THE PROJECTIONS TO CREATE A WORST-CASE SCENARIO DOOM AND GLOOM FORECAST.
WE'VE NOT HAD TO USE THAT ONE YET, BUT THAT'S GOOD.
THEN THE REST OF THE BOTTOM THEN WE'VE HAD OVER THE COURSE OF TIME DIFFERENT ADJUSTMENTS THAT WE'VE MADE EITHER IF WE'RE TRYING TO BE MORE CONSERVATIVE OR LESS CONSERVATIVE, WE'VE HAD WHERE WE'VE REDUCED BY A PERCENT.
WE'VE HAD WHERE WE REDUCED BY 25 OR ROUGHLY A CLASSROOM WORTH.
WE HAVE HAD A SITUATION WHERE WE ADDED, AND YOU SEE PLUS 25 FOR ONE MORE TEACHER IN YEARS THAT WE WERE BEING PARTICULARLY OPTIMISTIC ABOUT OUR STAFFING.
WE USE THIS TO DO THE SCIENCE END OF ENROLLMENT FORECASTING AND THEN WE USE THE ROUNDING TOOLS AT THE BOTTOM TO ACCOMMODATE FOR A LITTLE BIT OF AN ART.
WHETHER WE THINK THAT WE'RE GROWING, WHICH WE ACTUALLY THINK WE'RE GOING TO GROW A LITTLE BIT NEXT YEAR, BUT WE DON'T WANT TO GET TOO FAR AHEAD OF OURSELVES AND BUDGET FOR A LOT OF GROWTH AND NOT HAVE IT COME IN, BECAUSE THAT'S WHEN YOU GET IN TROUBLE.
AS A REMINDER FOR THOSE THAT MAY NOT BE AWARE, THE STATE APPORTIONMENT COMES IN.
NEXT YEAR'S ACTUAL REVENUE COMES IN BASED ON OUR BUDGET FOR THE FIRST HALF OF THE YEAR.
ONCE WE HIT THE GO THROUGH DECEMBER, THEN THE STATE ACTUALLY RECALCULATES WHAT OUR ACTUAL ANNUAL AVERAGE ENROLLMENT IS AND THEN ADJUST OUR APPORTIONMENT ACCORDINGLY.
IN GOOD STATE FASHION, IF WE ARE LOW IN OUR ENROLLMENT PROJECTION, WHICH MEANS WE'RE GOING TO GET A LITTLE MORE REVENUE, SO WE HAVE MORE KIDS THAN WHAT WE ACTUALLY BUDGET FOR US SO WE'RE GENERATING A LITTLE MORE REVENUE THAN WHAT WE PLANNED ON, THEY SPREAD THAT OUT EVENLY THROUGH THE REST OF THE YEAR.
IF WE MISS THE WRONG WAY, SO IF WE BUDGET A WHOLE BUNCH OF EXTRA STUDENTS THAT DON'T SHOW UP A COUPLE OF YEARS AGO WHEN WE HAD A GLOBAL PANDEMIC, AND WE MISS SO WHERE THE STATE OVERPAID US FOR THE FIRST HALF OF THE YEAR, THEY TAKE IT ALL BACK AT ONCE.
THERE HAVE BEEN CIRCUMSTANCES WITH DISTRICTS THAT WERE A LITTLE AGGRESSIVE IN THEIR ENROLLMENT FORECAST THAT RECEIVED NO APPORTIONMENT IN JANUARY, AND I'VE ACTUALLY SEEN IT AS BAD AS JANUARY AND PART OF FEBRUARY.
THIS IS A VERY IMPORTANT NUMBER IN TERMS OF OPERATIONALLY MAKING SURE WE'RE SOMEWHERE PRETTY CLOSE.
WE DON'T WANT TO BE SUPER CONSERVATIVE WITH ESD VERSION AND MISS BY 400 BECAUSE THEN WE'RE NOT STAFFING APPROPRIATELY AND WE HAVE REALLY LARGE CLASS SIZES ARE SCRAMBLING AT THE BEGINNING OF NEXT YEAR.
BUT WE NEED TO MAKE SURE WE'RE NOT MISSING THE OTHER DIRECTION AS WELL, BECAUSE THAT CAUSES A LOT OF PROBLEMS BECAUSE NOW YOU'VE ALREADY STAFFED AND YOU CAN'T REALLY MAKE A WHOLE LOT OF CHANGES, SO YOU'RE STUCK FOR THE YEAR.
ANY QUESTIONS ON THE MODEL? I KNOW THAT'S A LOT OF NUMBERS AND A LOT OF STUFF, BUT IT'S OVER THE YEARS HAS PROVEN TO BE FAIRLY ACCURATE.
>> I THINK THE ONE OTHER THING, MARK AND MAYBE YOU WANT TO COMMENT ON, IS THAT YOU TALK ABOUT THE STAFFING.
WE HAVE TO DECIDE BASED ON THOSE PROJECTIONS, WHO WE'RE GOING TO CONTINUE TO HIRE? WHO WERE GOING TO HIRE, IF WE'RE GOING TO LAY OUT ANYBODY OFF BY MAY 15TH? WHO KNOWS WHAT'S GOING TO HAPPEN IN THE 23, 24 SCHOOL YEAR BASED ON WHAT'S HAPPENING MAY 15? BUT IF WE TELL TEACHERS THEY HAVE A JOB REGARDLESS OF WHETHER OR NOT WE HAVE STUDENTS AND SO IT IS TRYING TO FIND THAT NUMBER BECAUSE YOU DON'T WANT TO BE SCRAMBLING IN SEPTEMBER GOING, WE HAVE THREE CLASSROOMS MORE WE NEED TO FIND TEACHERS FOR BECAUSE THE NUMBER OF TEACHERS OUT THERE MAY NOT BE READILY AVAILABLE VERSUS YOU DON'T WANT TO HAVE THREE CLASSROOMS OF TEACHERS THAT HAVE NO ONE TO TEACH.
>> THAT'S A GREAT SEGUE FOR THE SLIDE AFTER THIS NEXT ONE THAT WE TURNED THE ENROLLMENT INTO STAFFING.
THE ENROLLMENT FORECAST WHICH WE JUST DID, IT TURNS INTO THE BUDGETED ENROLLMENT.
YOU CAN SEE THE ONLY THING WE'VE DONE REALLY DIFFERENT HERE IS WE'VE CREATED AVERAGES INSTEAD OF SPECIFIC FTE THAT MAKES IT INDICATE MORE OF A BUDGET NUMBER AND WE BROKEN OUT REMOTE AND UNNECESSARY ENROLLMENT AS WELL BECAUSE THAT'S BUDGETED SEPARATELY.
FROM HERE, THEN WE TRANSITION INTO STAFFING AND COMING UP WITH
[00:25:02]
THE STAFF ALLOCATION WHICH GETS TO DR. ERICKSON'S POINT.ONE THING THAT I'LL SAY ABOUT THAT AND WE'LL SEE IT WHEN WE GO BACK INTO THE TIMELINE.
IN ORDER TO GO THROUGH A RIFF IN WHICH WE ARE NOT FORECASTING A MAJOR RIFF AT THIS POINT THIS YEAR, JUST TO SAY, IT'S A VERY DISRUPTIVE PROCESS TO THE ORGANIZATION.
WE'VE BEEN THROUGH IT A LOT OF TIMES AND IT'S NOT EVER A GOOD DEAL.
IT'S NOT SOMETHING THAT WE ENTER LIGHTLY ON ANY LEVEL.
PRIOR TO DOING THAT, THERE IS A PROCESS CALLED A MINIMUM EDUCATIONAL PROGRAM, WHICH I DON'T KNOW IF YOU EVER WENT THROUGH THAT.
I KNOW KEVIN HAS, IT'S A RESOLUTION BASICALLY COMES TO THE BOARD THAT HAS TO BE APPROVED PRIOR TO MAKING THE RIFF.
IF WE WERE IN THAT SITUATION, OTHER DISTRICTS THAT ARE IN THAT PROCESS, WE'LL BE GOING THROUGH THIS.
THEY WILL BRING A RESOLUTION TO THE BOARD PRIOR TO MAY 15 TO GO THROUGH THAT PROCESS, START THAT PROCESS.
>> LOOKING AT THE PROJECTIONS THAT YOU HAD FOR KINDERGARTEN.
IF YOU COMPARE LIKE KINDERGARTEN TO SECOND, THIRD GRADE WITH THE PANDEMIC HAPPENING, THERE WERE A LOT OF PARENTS WHO SAID MY KIDS AREN'T GOING TO START KINDERGARTEN THIS YEAR.
I'M GOING TO HOLD THEM FOR ANOTHER YEAR.
THEN WE HAD AN INFLATED KINDERGARTEN YEARS AND WE HAD LOW FIRST, SECOND, THIRD.
THESE PROJECTIONS LOOK LIKE THAT WE'RE PROJECTING THAT THAT CONTINUES, BUT THAT WOULDN'T CONTINUE.
>> WELL, THE KINDERGARTEN NUMBERS AREN'T GOOD.
I WON'T SAY THEY LUCKY, THEY AREN'T GOOD BECAUSE OF THE TRANSITIONAL KINDERGARTEN.
WE'VE GOT 90 PLUS KIDS IN TRANSITIONAL KINDERGARTEN PROGRAM.
>> THAT KINDERGARTEN NUMBER IS NOT JUST OUR FIVE-YEAR-OLDS, BUT THE TRANSITIONAL KINDERGARTEN FOUR-YEAR-OLD CLASS AS WELL. THANK YOU.
>> I'M ASSUMING IF I UNDERSTAND RIGHT, THAT'S WHY THAT NUMBER DOESN'T YOU WOULD THINK OKAY, IF KINDERGARTENERS GO TO FIRST GRADE.
>> IF YOU COULD GO BACK TO THE LAST SLIDE.
IN THERE I SEE YOU HAVE NOTES.
I WAS ALSO WONDERING ABOUT IF YOU GUYS TAKE A LOOK AT ECONOMIC INDICATORS, LIKE PEOPLE MOVING INTO THE AREA VERSUS MOVING OUT.
TO ME, IT SEEMS LIKE YOU WOULD PUT YOUR ASSUMPTIONS, WHICH IS WHAT I THINK SHE WAS ALLUDING TO IS, WHAT IS GOING INTO THAT NUMBER THAT YOU'RE LISTING UP THERE.
WOULD HELP I THINK ME AS A BOARD MEMBER.
>> I GUESS WE DON'T REALLY DO MUCH.
THE MODEL HAS PROVEN OVER TIME IT'S BEEN REMARKABLY ACCURATE, SURPRISINGLY ACCURATE.
I HAVEN'T REALLY MESSED WITH IT IN TERMS OF DOING ANYTHING OTHER THAN HISTORICAL TREND.
AT SOME POINT WILL BE WRONG OR WE CAN EVEN NEXT YEAR SPENT SOME TIME ON BIRTH RATES AND ECONOMIC TRENDS, HOUSING STATS, ALL THAT STUFF.
BUT WE HAVEN'T DONE IT TO THIS POINT BECAUSE WE'VE BEEN PRETTY ACCURATE AS WE'VE GONE.
BUT IT CERTAINLY SOMETHING TO LOOK AT IT AS A REALLY GOOD AND A MORE SOPHISTICATED OPERATIONS IN LARGER DISTRICTS AND WHATNOT THAT DO A LOT MORE OF THAT THAN WHAT WE HAVE.
THIS EASY TO READ, LOVELY PIECE OF EXCELNESS IS ONE OF MY FAVORITES.
ACTUALLY, IT LOOKS KIND OF IMPOSING, BUT IT ISN'T.
IF YOU LOOK AT OUR PREVIOUS ENROLLMENT RIGHT HERE, BREAKS IT DOWN BY GRADE LEVEL.
WHICH IS GREAT FOR A TOTAL ACROSS THE WHOLE DISTRICT, BUT WE'VE GOT DIFFERENT SCHOOLS.
WHAT WE HAVE TO DO IS TURN THOSE KINDERGARTEN NUMBERS INTO KINDERGARTENERS AT CASCADIA AND KINDERGARTENERS AT CENTRAL.
WHAT THIS BEAUTY IS DOING IS BASICALLY
[00:30:13]
TAKING OUR [INAUDIBLE]. [LAUGHTER]>>BASED ON ATTENDANCE [INAUDIBLE] NOT BASED ON [INAUDIBLE] KIDS GOING TO [INAUDIBLE] THAT NEIGHBORHOOD GO TO THE [INAUDIBLE] THAT'S WHERE WE HAVE JUST [INAUDIBLE] IT HASN'T SHOWN A HUGE SHIFT YET. 2008 I THINK IT WERE TAKEN [INAUDIBLE] WAS PEAK ENROLLMENT SINCE THEN WE HAVE ACTUALLY DECLINED [INAUDIBLE] FOR WHILE [INAUDIBLE] THEN COVID CAME [INAUDIBLE] > WHOLE COMMUNITY, EVEN THOUGH THE COMMUNITY IS GROWING CRAZY RIGHT THERE [INAUDIBLE] IT HAS TURNED INTO MORE ENROLLMENT IN SCHOOL. I THINK THAT'S HOW THEY UNDERSTAND [INAUDIBLE]
>>WE CAN FIND REPORTS LOOKING JUST LIKE THIS FROM PREVIOUS YEARS OR NOT?
>>THIS ISN'T A REPORT, THIS IS A FORECAST.
>>BE [INAUDIBLE] SPI FOR ENROLLMENTS OVER YEARS.
>>THEY DIDN'T KNOW WE HAVE SEEN THAT.
>> [INAUDIBLE] THEY DIDN'T MANAGE TO GET A COPY OF THAT.
>>SOMEBODY CAN TELL THAT [INAUDIBLE]
[00:35:04]
>> TO ASSUME THAT YOU'RE PLUGGING NUMBERS INTO. THOSE ARE NEVER CURRENT NUMBERS. THEY CHANGE.
>>WELL, YES, IT'S THE BEST GUESS OF WHAT WE THINK WE ARE GOING TO USE TO BUILD OUR [INAUDIBLE].
>> THAT IS WHAT IS SUBMITTED TO SBI, RIGHT?
>>THIS RIGHT HERE IS THE SOURCE OF INFORMATION RIGHT HERE. THIS IS THE [INAUDIBLE]
>> ALL WE'RE DOING HERE IS WE'RE TAKING HISTORICAL THE NUMBER OF KIDS THAT HAVE THE PERCENTAGE OF KIDS IN THAT TOTAL NUMBER THAT HAS HISTORICALLY DONE IN EACH OF THESE SCHOOLS.
NO, I GET THAT [OVERLAPPING] WE'RE TAKING THAT NUMBER AND HERE WE'RE SLICING IT UP INTO TEACHING VILLAGE BASED ON THEIR NORMAL RESPOND.
THEN WE TAKE OUR TARGET CLASS SIZES AND BASICALLY FIGURE OUT HOW MANY CLASSES WE NEED BASED ON THE NUMBER OF STUDENTS, ROUND THAT TO COME UP WITH THE NUMBER OF CLASSROOMS, BASING A CLASSROOM TEACHER, THAT IN EACH OF THE BUILDINGS AND THE GRADE 3.
WE DID MEET UP GRADE 3, 4, 5 BECAUSE GRADE 3 HAS ENHANCED CLASS SIZE FUNDING THROUGH THE STATE BUT WE HAVE TO DEMONSTRATE.
WHEN WE GIVE THE PRINCIPALS THEIR ALLOCATION, YOU CAN'T CHANGE THESE TEACHERS WITHOUT HAVING A CONVERSATION, UNLESS THE ENROLLMENT HAS CHANGED, YOU HAVE TO KEEP THOSE NUMBERS IN ORDER TO SUPPORT THE ENHANCED FUNDING.
SAME THING FOR FIVE, WE APPLY THAT FORMULA FOR PLANNING TIME TO COME UP WITH A TOTAL NUMBER OF STAFF AND FTE FOR THE BUILDING.
THIS IS OUR BASIC AS IT SOUNDS.
THAT'S HOW WE COME UP WITH A MODEL TO SAY HOW MANY TEACHERS WE NEED FOR NEXT YEAR FOR BASIC AND CLASSROOMS.
>> SINCE THE NUMBER WE HAVE PROBABLY [OVERLAPPING] [INAUDIBLE] ON ELEMENTARY IS IT AT THIS POINT THAT YOU SAY OKAY, WE'RE GOING TO HAVE A THREE, FOUR SPLIT CLASS HERE?
>> WHAT WE'VE DONE IS, IF YOU LOOK AT THIS ONE,
[00:40:02]
THIS IS LIKE WE DID WITH THE ENROLLMENT, WE TAKE THE BIG SPREADSHEET THEN WE BOIL IT DOWN TO JUST THE FACTS.WE TAKE OUR PERCENTAGES HERE AND WE CREATED SOME ROUNDING TO BREAK THEM INTO LOGICAL CHUNKS.
[LAUGHTER] YOU'RE TALKING TO THE BUDGET GUY, WE DON'T ROUND UP.
WE TRY TO ROUND TO LOGICAL CHUNKS.
THE PLANNING AT THE ELEMENTARY IS A LITTLE DIFFERENT.
IT'S JUST A FORMULAIC BASED ON THE CONTRACT, THE CLASSROOMS AT THE ELEMENTARY, WE ALWAYS ROUND TO A FULL BECAUSE YOU DON'T HAVE A LOT OF SPLITS OR PARTIALS AT ELEMENTARY.
BUT IF YOU LOOK AT THE ENROLLMENT IT GENERALLY COMES IN THOSE SAME CHUNKS, IT'S UNUSUAL TO HAVE A PARTIAL 0.75 FOURTH GRADER, IT HAPPENS, BUT IT'S A LITTLE MORE UNUSUAL THAN AT HIGH SCHOOL OR MIDDLE SCHOOL.
AT THE MIDDLE SCHOOLS, EACH CLASS PERIOD IS 0.167, WE ROUND INTO CLASS PERIOD SIZE CHUNKS, SAME THING AT THE HIGH SCHOOL, WE ROUND INTO CLASS-PERIOD SIZED CHUNKS.
TRY TO PUT IT IN A FORMAT THAT ACTUALLY MAKES SENSE IN TERMS OF PRINCIPALS BUILDING THEIR SCHEDULES.
THIS IS THE PIECE THAT THE PRINCIPALS ARE REALLY INTERESTED IN.
THEY TAKE THIS WITH THEIR ENROLLMENT AND THEN THEY BUILD THEIR SCHEDULES TO SAY, OKAY, HOW DO I DIVIDE THEM UP? DO I NEED A FOUR OR FIVE SPLIT? OR CAN I FIT EVERYBODY INTO CLASSES? WHAT DOES THAT DO TO CLASS SIZE? THEN THEY COME AND BEG FOR JOHN TO NOT HAVE TO HAVE A FOUR OR FIVE SPLIT AND ADD SOME FTE, AND THEN WE'RE HAVING THAT CONVERSATION, WHAT ARE THE TRADE-OFFS? WHERE ARE THE BALANCES?
DOES THAT HAVE ANYTHING TO DO WITH THE CLASS SIZE THEN AS FAR AS STUDENTS? IS THAT SOME INFORMATION YOU USE TO DECIDE CLASS SIZE?
>> WELL, WE HAVE THE TARGET CLASS SIZE, AND REMEMBER THIS IS WHERE IT GETS A LITTLE TRICKY, BECAUSE THIS IS ALL JUST FORMULA DRIVEN AND IT'S ALL DAY SOME PROJECTION.
IT DOESN'T TAKE A WHOLE LOT AT A BUILDING TO SAY, OKAY, WE CAN HIT THE NUMBER DEAD ON, BUT WE MESS KINDERGARTNERS AND FIRST GRADERS, OR WE MESS FIFTH GRADERS AND THIRD GRADERS, SO THE BREAKDOWN DOESN'T NECESSARILY COME PERFECTLY FORMATTED LIKE WE FORECAST, THAT'S WHEN THEY HAVE TO START SHIFTING AND BALANCING CLASSES AND MAKING THE DECISION.
DO WE WANT TO HAVE TWO REALLY LARGE FIFTH-GRADE CLASSES AND THREE SMALL FOURTH GRADES BECAUSE WE DON'T WANT TO HAVE A SPLIT OR THEY START HAVING THOSE CONVERSATIONS AT THE BUILDING.
>> THE CHALLENGE THAT YOU'LL SEE AS YOU WATCH THIS OVER THE YEARS IS TO MAKE NUMBERS EASY SO I CAN DO THEM IN MY HEAD.
IF YOU'RE SHOOTING FOR A CLASS SIZE OF 60 OR EXCUSE ME, A CLASS SIZE OF 20, AND YOU HAVE 60 KIDS SHOW UP, THAT'S GREAT, YOU HAVE THREE CLASSES.
WHAT DO YOU DO WHEN YOU HAVE 45 KIDS SHOW UP? DO YOU PUT 22 AND 23 OR DO YOU DO TWO 20S AND THEN YOU'VE GOT FIVE LEFTOVERS BECAUSE THEY DON'T ALWAYS SHOW UP IN THE RIGHT SIZE PACKAGES AT THE RIGHT SCHOOLS, AT THE RIGHT GRADES, AND SO THE FIRST PART OF SCHOOL IS ALWAYS THE TRICKY PART.
>> MAKE IT HARDER AND HAVE 50 SHOW UP.
WHAT'S THE TARGET CLASS SIZE FOR KINDERGARTEN THROUGH THIRD? IS IT 18?
>> WHAT IS IT FOURTH THROUGH FIFTH?
>> FORMULA WISE IT IS, ON OUR ALLOCATION MODEL.
>> WE'VE TALKED DIFFERENT LANGUAGES BECAUSE I'M LOOKING AT CONTRACTUAL CLASS SIZE LIMITS WHILE HE'S LOOKING AT FUNDING FROM THE STATE.
>> WHAT ARE YOU LOOKING CONTRACTUAL CLASS SIZE LIMIT?
>> TWENTY KINDERGARTEN, I'M LOOKING AT KELLY BECAUSE SHE AND I USUALLY HAVE THESE CONVERSATIONS, 21 AT FIRST GRADE.
[OVERLAPPING] 23 AT SECOND [OVERLAPPING].
>> I THINK IT'S 25 AND 27 OR THE OTHER NUMBERS.
WHEN YOU GET IN THE FOURTH AND FIFTH YOU'RE UP AT 27, WHEN YOU'RE AT THIRD, I THINK YOU'RE 25, AND THEN I THINK FIRST AND SECOND, ARE 23S.[OVERLAPPING].
>> IF YOU GO THAT HIGH IN THE KINDERGARTEN THROUGH THIRD, WE WON'T GET THE FUNDING FROM THE STATE EXTRA.
[00:45:02]
>> AND I WAS JUST GOING TO MENTION WHEN YOU'RE TALKING ABOUT CLASS SIZES, HAVING BEEN A PRINCIPAL OF A SMALL SCHOOL AND A PRINCIPAL OF A MUCH LARGER SCHOOL, CUSTER AND CASCADIA.
YOU TEND TO FIND THOSE CREATIVE COMBINATION CLASSROOMS, THOSE SPLITS MORE AT A SMALLER SCHOOL BECAUSE YOU DON'T HAVE AS MANY SECTIONS TO SPREAD STUDENTS OUT THROUGH.
WHEREAS WHEN YOU HAVE THE LARGER SCHOOLS, YOU CAN ABSORB SOME OF THOSE ODD NUMBERS A LITTLE BIT EASIER.
SO YOU WILL SEE OUR CUSTER AND CENTRAL TEND TO BE THE ONES THAT HAVE MORE COMBINATION CLASSROOMS.
>> WE DON'T EVER ASK, SUGGEST, COGGLE, REQUEST ANYBODY TO MOVE TO A DIFFERENT SCHOOL, LIKE SAY IF SKYLINE WAS A LITTLE LOW AND EAGLE RIDGE WAS A LITTLE HIGH, DO WE OR WE DO? [OVERLAPPING] WITHIN CENTERS, IF YOU WANT.
>> NO, WE DON'T FORCE, WE GIVE PEOPLE OPTIONS.
>> SO THOSE ARE THE PRELIMINARY BEHIND THE SCENES ACTION STEPS THAT GET US TO THE POINT WHERE WE START HAVING THE CONVERSATIONS WITH THE BUILDINGS AND THE DEPARTMENTS.
>> SO I'M GOING TO TALK ABOUT THE STAFF TEMPLATES.
AFTER THE HR DEPARTMENT DOES ALL THEIR ROLL FORWARD AND COME UP WITH WHAT NEXT YEAR IS GOING TO COST US.
WE PREPARED THESE SPREADSHEETS.
THE FAR LEFT COLUMN IS OUR CURRENT STAFFING FOR 22, 23.
THIS IS AN EXAMPLE OF A BUILDING SKYLINE.
SO WE HAVE HOURS, FTE, AND THE CONTRACTUAL SALARY FOR EACH EMPLOYEE.
THEN HR ROLLED THAT FORWARD AND THE NUMBERS IN THE BUDGET STAFFING, THAT'S THE MIDDLE COLUMN.
THAT'S BASED ON THE CONTRACTUAL OBLIGATIONS WE HAVE THAT MARK TALKED ABOUT FOR UNION CONTRACTS AND WHAT WE KNOW AT THIS POINT.
THEN THE THIRD COLUMN IS THE CHANGE.
SO WE CAN SEE JUST THE CHANGE BETWEEN THE TWO YEARS AND THE POINT WE'RE TRYING TO DRIVE HOME WITH OUR LEADERS IS HOW MUCH IT ACTUALLY COST TO RUN A SCHOOL, BECAUSE THEY HAVEN'T REALLY HAD THAT CONNECTION IN THE PAST.
SO THIS SCHOOL, IT'S 2.8 MILLION DOLARS IS WHAT WE'RE SPENDING ON SALARIES THIS YEAR, NEXT YEAR WITH THE INCREASES THAT WE'RE ALREADY OBLIGATED TO ITS 2.8 MILLION.
IS THAT RIGHT? NO, THIS IS AN EXAMPLE OF THIS.
AND SO THE INCREASE IS 27,000 [OVERLAPPING] IT DOESN'T HAVE THE BOOK. YEAH, THERE'S SOMETHING WRONG WITH THIS ONE. BAD EXAMPLE.
BUT [LAUGHTER] ANYWAY, THE POINT WE'RE TRYING TO DRIVE HOME, LIKE I SAID, IS HOW MUCH IT ACTUALLY COST IN THE PAST.
WE REALLY HAVEN'T COMMUNICATED THAT OUT.
SO THE OTHER THING THAT'S ON THIS SPREADSHEET THAT'S USEFUL TO KNOW IS THOSE BLUE LINES THAT SHOWS THE STAFF ALLOCATION FROM MARK'S PREVIOUS SLIDES.
WHEN WE SIT DOWN WITH THE PRINCIPLE, WE CAN SHOW THEM WHAT THEIR ALLOCATION IS AND WHAT THEY CURRENTLY HAVE, AND WHAT THE VARIANCE IS.
IN PROVIDING ALL THIS INFORMATION, THEY REALLY HAVE WHAT TOOLS THEY NEED TO PLAN FOR NEXT YEAR FOR THEIR STAFFING.
>> IF I MAY ASK A QUESTION REAL QUICK.
SO HOW DO YOU GO ABOUT FORECASTING, FOR INSTANCE, YOUR FULL-TIME EMPLOYEES VERSUS YOUR TEMP EMPLOYEES?
>> FORECASTING WISE, WE DON'T.
THAT'S WHERE IT TRANSITIONS OVER TO HR.
THIS IS WHERE THE COMMENT WHEN JOHNSON WE SPEAK DIFFERENT LANGUAGES THAT BECOMES REALLY APPARENT WHEN WE'RE TALKING ABOUT STAFFING.
SO ON OUR SIDE OF THE HOUSE, WE'RE TALKING ABOUT FTE POSITIONS.
MAKING SURE WE HAVE A SLOT FOR EVERYBODY.
WHO THEY ARE ISN'T REALLY AS IMPORTANT TO US AT THIS POINT IN TIME IN TERMS OF WE'RE BUDGETING CAPACITY FOR IT.
SO IF TRINA AND KELLY, ARE GOING TO JOB SHARE, WE BUDGETED ONE SPOT.
IF HR STAFFS HAS 2.5S, THAT'S A STAFFING CONSIDERATION VERSUS
[00:50:01]
WE BUDGETED THE CAPACITY FROM ONE. DOES THAT MAKE SENSE?>> SO WE'RE NOT INTO THE PIECES OF FOLKS.
>> WHERE DOES THAT GET? BECAUSE SOMEBODY WITH MORE SENIORITY VERSUS THE NEW TEACHER.
WHOSE DEPARTMENT? WHERE DOES THAT LANGUAGE COME IN WHEN YOU'RE TRYING TO BUDGET?
>> FOR BUDGET AND FOR THIS PURPOSE, IT DOESN'T.
YOU'LL NOTICE ON HERE YOU'VE GOT TEACHER THAT'S AT THIS YEAR, 60 TO NINE, WHICH IS BARELY NOT TO THE MIDDLE, THERE AT THE BEGINNING STAGES OF THE SALARY SCHEDULE.
AND YOU'VE GOT A WHOLE LOT THAT ARE UP AT THAT TOP.
AND THAT'S WHERE WE'RE NOT HOLDING THE BUILDING ACCOUNTABLE FOR HAVING A SENIOR STAFF.
IF YOU'VE GOT A HIGHLY EDUCATED, HIGHLY EXPERIENCED STAFF, THEY'RE GOING TO COST MORE.
SO WE'RE ALLOCATING FTE TO THE BUILDING BASED ON THEIR ENROLLMENT, BASED ON WHAT WE THINK THEIR NEED IS, NOT DOLLARS.
>> YOU TELL THEM, YOU GET 27 AND JOHN SAYS, OKAY, I GET 27 AND FILLS IN WHO THOSE 27 ARE WITH THEIR SALARIES.
THEN HE GIVES IT BACK TO YOU AND YOU SAY, OKAY, THOSE 27 WITH THOSE SALARIES NEXT YEAR, FOUR OF THEM ARE GOING TO BUMP UP ON THE LADDER AND SO THEY'LL GO UP TO THAT.
>> CLOSE. WHAT WE SAY IS YOU GET TWO, THREE, TEACHERS AND THE POINT TWO THREE PLANET [INAUDIBLE].
SO WE SAY THESE ARE YOUR SLOTS.
THIS IS HOW MANY SLOTS YOU HAVE NEXT YEAR.
SO WE TOLD YOU, YOU HAD 22 THIS YEAR, YOU HAD 24.
SO NEXT YEAR WE'RE SAYING YOU GET 25.5, YOU'VE GOT 22.5 PROJECTED IN THE NEXT YEAR SO YOU GET TO HIRE THREE.
SO FROM OUR STANDPOINT, WE'VE CREATED THREE BLANKS WHICH IS THREE SPOTS.
THE BUILDING THAT WORKS WITH HR TO FIGURE OUT WHO THOSE PEOPLE ARE. AND WHAT WE'VE DONE.
WE WERE STARTING FROM SCRATCH EXACTLY LIKE YOU SAID IT.
SINCE WE'RE STARTING WITH A BUNCH OF PEOPLE THEY'RE ALREADY IN THESE POSITIONS, WHAT'S HAPPENING IS WE'RE TAKING THOSE SAME PEOPLE AND WE'RE JUST MOVING INTO NEXT YEAR.
SO THEY'RE GETTING A STEP INCREASE AND THEN WE GET THE CONTRACTUALLY OBLIGATED, NEGOTIATED COLA AND THEY'RE HERE AND THEN WE'RE HAVING A CONVERSATION ABOUT WHAT DO WE KNOW IS CHANGING, WHO IS RETIRING? WHO IS MOVING ON? OVER ON THE SIDE HERE WHICH YOU'RE NOT SEEING, WHICH YOU WONT BECAUSE WE'RE NOT GOING TO SHARE PUBLICLY ARE THE NAMES OF THE PEOPLE IN THOSE SPOTS.
SO THE BUILDING, THE NAMES ARE SUPERCRITICAL TO HR, THE NAMES ARE SUPERCRITICAL FOR US IT'S THE SPACES, MAKE SURE WE HAVE A CHAIR FOR EVERYBODY [INAUDIBLE] AS WE MAKE THOSE ADJUSTMENTS AND ONCE YOU ARE EITHER BRINGING PEOPLE IN OR PEOPLE ARE MOVING OUT.
THAT'S WHEN THOSE THOSE CONVERSATIONS COME.
>> SO IN OTHER WORDS, THE SPOTS THAT YOU KNOW ARE ALREADY OCCUPIED, YOU HAVE A PRETTY GOOD IDEA HOW MUCH THEY'RE GOING TO COST YOU.
BUT THE ONES THAT HAVEN'T BEEN FILLED, YOU DON'T KNOW WHO THEY'RE GOING TO END UP HIRING TO FILL THEM.
SO DO YOU PLAN FOR SPENDING TOP DOLLAR THERE SO THAT YOU'RE PLANNING CONSERVATIVELY? [OVERLAPPING]
>> NO. DEPENDING ON IF WE HAVE PAPERWORK, WE ABSOLUTELY KNOW.
WE CAN PLUG IN AN AVERAGE COST, OR A LOT OF TIMES, MOST OF THE TIME WILL ACTUALLY LEAVE THE PREVIOUS PERSON IN, JUST AS A PLACEHOLDER.
SO IT'S A SLOT HOLDER AND THEN WHEN THEY LEAVE, THE NAME CHANGES AND THE COST ADJUSTED ACCORDINGLY.
BUT FOR BUDGET PURPOSES, WE KNOW THEY'VE GOT TO SPOT THERE.
>> SO IN ESSENCE, WITH THE STAFFING, WE'RE BUDGETING BY POSITION AS OPPOSED TO BUDGETING BY DOLLARS?
>> EXACTLY. WELL, BOTH DOLLARS AND POSITION.
SO WE ACTUALLY, ME MOSTLY TOYED WITH THE IDEA OF ACTUALLY CREATING A NUMBERING SYSTEM THAT EVERY POSITION IN THE DISTRICT HAD A NUMBER.
POSITION 782 IS THE PE TEACHER AT XYZ ELEMENTARY SCHOOL.
SO IT MADE IT REALLY EASY TO SAY THAT WE HAVE 800 POSITIONS.
[00:55:02]
WE NEED SOME OR NOT.BUT I WAS CONVINCED THAT THAT WOULD BE TWO-WHEEL THE CUMBERSOME, SO WERE NOT ON THAT.
>>YOU SMILE REALLY BIG WHEN YOU'RE TALKING ABOUT IT. [LAUGHTER]
>> YOU MENTIONED EARLIER LIKE IF PEOPLE JOBS SHARED AND JOB SHARES LIKE WELL, MAYBE YOU COULD SPLIT THE SALARY IN A HALF, BUT YOU CAN'T SPLIT BENEFITS IN HALF.
SO DOES THIS HAVE ANY FACTOR FOR JOB SHARE OR IS THAT SOMETHING THAT THE BRC JUST HAS TO FIND THAT SOMEWHERE TOO?
>> THAT'S ONE OF THE REASONS FOR BRINGING MORE OF COSTS TO THE FOCUS OF PEOPLE'S CONVERSATIONS.
[OVERLAPPING] BECAUSE IT WASN'T TOO LONG AGO.
HOW LONG WAS IT WHEN THEY DID THAT? FOUR YEARS AGO WHEN THEY DID THE SAB THE SCHOOL EMPLOYEES BENEFIT BOARD.
BEFORE THAT BENEFITS WERE PRORATED. SO IT DIDN'T MATTER.
SO IF YOU COULD HAVE SMALL FTE OF PEOPLE AND THEY DID THAT SMALL BENEFIT FTE.
SO ONCE YOU HIT THE THRESHOLD TO QUALIFY FOR BENEFITS, WHICH IS A PRETTY LOW THRESHOLD, YOU'RE ALL IN FOR 12,000 DOLLARS WORTH OF MEDICAL A YEAR.
SO IT'S POTENTIALLY IMPACTFUL AT THIS POINT.
>> SO MARK, DO YOU BUILD IN A PERCENTAGE OF SAY [INAUDIBLE] I'M MISSING THE WORD I'M TRYING TO COME UP WITH, BUT A CONTINGENCY.
I MEAN, THERE'S SOME CONTINGENCY TO ALL THIS.
IS THERE A PERCENTAGE THAT YOU SET ASIDE FOR CONTINGENCY?
>> TO THE BEST OF MY RECOLLECTION, I DO NOT KNOW.
YES, WE DO. I DON'T WANT TO ADMIT THAT IN PUBLIC.
>> UNFAIR QUESTION. [LAUGHTER].
>> THERE'S ALWAYS A CONTINGENCY, TO A PLAN.
>> ABSOLUTELY. WE ABSOLUTELY BUILD IN A LITTLE BIT OF CASH.
IN LEAN TIMES, NOT MUCH CASH, BUT YOU GOT TO HAVE A LITTLE BIT JUST IN CASE TO ABSORB.
BECAUSE WE'RE BUILDING THIS BUDGET PRIOR TO LEGISLATION FINALIZING.
IF THEY DO SOMETHING DIFFERENT LIKE LAST YEAR WHEN THEY CAME OUT WITH JUST A HUGE CALL THAT NOBODY SAW COMING.
YOU GOT TO HAVE A LITTLE BIT OF ABILITY TO ABSORB AN UNFORESEEN CHANGE SO WE DO HAVE A LITTLE BIT. VERY LITTLE.
>> ARE THESE SALARIES, DO THEY INCLUDE BUDGET BENEFITS?
>> NO, THESE ARE JUST SORRY CASH.
>> THE OTHER THING THAT I DIDN'T MENTION ABOUT THIS IS THIS IS JUST BASIC ED.
THIS ISN'T ANY SPARED OR GRANT-FUNDED POSITIONS OR ANYTHING.
THIS IS JUST OUR FOUNDATIONAL BASIC ED.
>> WHICH AGAIN IS ONE OF THOSE WE TALKED EARLIER ABOUT.
CREATING CLARITY AND BETTER TRANSPARENCY INTO WHAT IS REALLY HAPPENING.
BY BREAKING IT DOWN INTO JUST THE BASIC ED FOUNDATION, AS HOLLY SAID.
NOW, THE SUPPLEMENTAL SERVICES, THE SUPPLEMENTAL FUNDING THAT IS ADDED ON TOP OF THAT LAYER ON TOP BECOMES VERY EASY TO IDENTIFY.
IT DOESN'T GET IN PEOPLE'S MINDS.
IF YOU'RE RUNNING THE BUILDING, YOU'VE GOT PEOPLE, AND THEY'RE DOING WORK AND YOU KNOW WHAT THEY'RE DOING.
BUT YOU'RE NOT NECESSARILY THINKING ABOUT THE BASIC ED PEOPLE VERSUS THE LAB PEOPLE VERSUS TITLED PEOPLE.
NOW IT'S REALLY EASY AND CLEAR TO IDENTIFY THESE ARE SUPPLEMENTAL SERVICES THAT ARE BEING LAYERED ON TOP OF THE BASIC ED FOUNDATION.
>> EVERYBODY'S FAVORITES, THE M SOCKS.
>> THIS IS THE BOARD BUDGET, SO THIS MIGHT LOOK FAMILIAR.
I HAD PRINTED OUT SOME COPIES OF THIS FOR YOU ALL AND I FORGOT THEM.
I THINK WE'LL EMAIL THIS TO YOU.
THE TASK THAT WE NEED YOU ALL TO THINK ABOUT AND SET AS YOUR BUDGET FOR NEXT YEAR.
THE $172,600 IT WAS SAID A FEW YEARS BACK.
WE JUST KEEP ROLLING THE SAME AMOUNT FORWARD EVERY YEAR.
IF YOU WANTED TO CHANGE THAT, DO SOMETHING DIFFERENT TO ALLOCATE IT DIFFERENTLY, THAT WOULD BE A DECISION THAT YOU GUYS CAN MAKE.
>> WELL, THAT'S ACTUALLY WHAT I HAD QUESTIONS ABOUT BECAUSE I WAS LOOKING BACK AT IT JUST TO TRY AND UNDERSTAND IT A LITTLE BIT BETTER.
IN 2021 IT LOOKED LIKE THE BUDGET WAS 84,000 AND THEN IT JUMPED UP TO 172,000.
[01:00:02]
THE MEMBERSHIP FEES AND ALL THAT OTHER STUFF WAS WHAT WAS CLUMPED IN THERE.BUT WAS THAT JUST COMING FROM SOMEWHERE ELSE BEFORE OR BECAUSE, LIKE WITH THE MEMBERSHIP FEES, IT LOOKED LIKE THEY WENT FROM SOMETHING LIKE 8,000 UP TO 20,000.
IT WAS A HORRENDOUS JUMP AND I DON'T RECALL EVER SEEING ANYTHING AND LOOKING THROUGH STUFF, THE BOARD TALKED ABOUT THAT.
>> IN THE ACCOUNTING MANUAL IT TELLS WHAT THINGS THE BOARD SHOULD PAY FOR VERSUS WHAT THINGS THE SUPERINTENDENT BUDGETS SHOULD PAY FOR.
MARK AND I SAT DOWN A COUPLE OF YEARS AGO AND JUST REALLOCATED SOME THINGS WHICH SHOULD BE IN THE BOARD BUDGET.
I'M THINKING THAT THE 84,000 MAYBE WAS AFTER OUR LEVEE FAILURE BECAUSE EVERYTHING GOT CUT.
IT MIGHT HAVE GONE DOWN AND THEN WE MIGHT HAVE REALLOCATED SOME THINGS SO THAT COULD EXPLAIN IT, BUT I'D HAVE TO LOOK BACK AND SEE FOR SURE.
>> WELL, THEN THE OTHER THING WAS I WAS TRYING TO COMPARE IT TO WHAT SAID IN THE BUDGET WAS SET ASIDE AND IT DIDN'T MATCH WAS IT SAID, 138,000 THERE, BUT THEN IT SAYS 172,000 A YEAR OR SO AND THE F196 DIDN'T MATCH EITHER.
I THOUGHT THERE'S PROBABLY SOME EXPLANATION FOR THAT, BUT I DON'T KNOW, I FIGURED YOU COULD [OVERLAPPING]
>> THIS IS DONE BY BRC, WHICH IS THE BUDGET RESPONSIBILITY CENTER, AND THE F196 IS PRESENTED BY ACTIVITY CODES, SO IT'S A LITTLE DIFFERENT, IT'S JUST A DIFFERENT PRESENTATION.
I'M TRYING TO WORD IT CORRECTLY SO IT DOESN'T CREATE MORE CONFUSION.
THE STATE ACCOUNT CODE STRUCTURE IS DIFFERENT AND MORE SIMPLE THAN WHAT THE DISTRICT ACCOUNT CODE STRUCTURE IS.
THEY HAVE PROGRAMS, ACTIVITY CODES, AND OBJECT CODES.
WE BREAK IT DOWN, WE DEFINE IT DIFFERENTLY THAN WHAT THEY DO.
THEIR CODES ARE EMBEDDED IN OURS.
BUT OURS ARE MORE DETAILED AND SPECIFIC AND WE CAN WALK YOU THROUGH WHAT THAT ACTUALLY LOOKS LIKE.
I DON'T NECESSARILY WANT TO SPEND, [INAUDIBLE] 100%, AND YOU RAISED A COUPLE OF GOOD QUESTIONS IN MY MIND ANYWAY THAT YOU TOUCHED ON.
IN TERMS OF BUDGETS, DEPARTMENT BUDGETS, BUILDING BUDGETS, THEY START FROM WHERE THEY STARTED THIS YEAR.
EVERYBODY STARTS WITH WHERE THEY'RE AT.
IN TERMS OF THIS YEAR, WE ROLL IT FORWARD.
THEY CAN ADJUST THE LINE ITEMS WHERE THEY GO, BUT THEY CANNOT INCREASE THEM.
THEIR BUDGET THAT THEY SUBMIT HAS TO BE NO GREATER THAN WHAT LAST YEAR'S BUDGET WAS.
WE HAVE A PROCESS THEN WHAT WE CALL EITHER ABOVE BASELINE OR AN ENHANCEMENT REQUEST THAT THEY SAY, HEY, FUEL COSTS ARE GOING UP.
I NEED MORE FUEL MONEY IN MY BUDGET.
THEY SUBMIT THAT AS AN ABOVE BASELINE REQUEST THAT WE THEN REVIEW AND DETERMINE WHETHER OR NOT THAT GETS ADDED TO THE BUDGET OR NOT.
THAT IS A COMPREHENSIVE, EVERYBODY'S BUDGETS GET EVALUATED TOGETHER.
IT'S NOT YOU TURNED YOURS IN FIRST YOURS GOT APPROVED AND BY THE TIME I GET MY END, WE'RE OUT OF MONEY.
SORRY. IT'S WE COMPILE THEM ALL.
THEY'VE GOT A DEADLINE TO GET THOSE REQUESTS IN, WE EVALUATE THEM AS A WHOLE, ALL AGAINST EACH OTHER, AND HAVE THOSE CONVERSATIONS ABOUT WHAT GETS IN, WHAT GETS REMOVED, WHERE WE'RE MAKING THE ADJUSTMENTS.
THE OTHER THING THAT THE BUILDINGS ARE ALLOWED CARRYOVER OF THEIR BUDGET.
IF THEY DON'T SPEND ALL OF THEIR BUDGET THIS YEAR, WE DO NOT PENALIZE THEM BY TAKING IT AWAY BECAUSE WE DON'T WANT PEOPLE JUST SPENDING MONEY AT THE END OF THE YEAR THAT THEY DIDN'T SPEND ON STUFF THAT ISN'T GOOD FOR KIDS.
THEY'RE CAPPED AT 10% UNLESS THEY MAKE A REQUEST, THEY CAN EMAIL IN AND SAY, HEY, WE HAD A SPEAKER PLAN.
THEY DIDN'T SHOW UP, SO WE'RE SAVING THE MONEY FOR NEXT YEAR OR WE'RE SAVING UP FOR THIS PROJECT.
WE'RE CARRYING OVER IT A LITTLE BIT BEYOND AND THEY GET TO DO THAT.
NO PROBLEM. DEPARTMENTS ARE DIFFERENT.
TEACHING, LEARNING, OR BUSINESS OFFICE, IF WE DON'T SPEND OUR MONEY, WE DON'T GET TO KEEP IT.
BUT WE DON'T AUTOMATICALLY GET REDUCED.
IF YOU ONLY SPEND 80% OF YOUR BUDGET THIS YEAR, WE DON'T SAY, WE'RE TAKING 20 BACK.
THAT BUDGET CAPACITY STAYS IN PLACE.
YOU'RE NOT, AGAIN, PENALIZED FOR NOT SPENDING YOUR MONEY.
YOU'RE NOT OUT JUST BUYING STUFF TO KEEP YOUR BUDGET CAPACITY.
[01:05:04]
>> WE HAVE THE LINE ITEM ON THERE FOR ELECTION COSTS AND WE DIDN'T HAVE AN ELECTION THIS YEAR, SO WE'RE NOT GOING TO JUST MAKE UP AN ELECTION TO SPEND $60,000.
>> BUT IF FOR SEVERAL YEARS RUNNING, YOU'RE CONSISTENTLY UNDERSPENDING, THEN THERE MUST BE AN ADJUSTMENT SOMEWHERE.
IT GOES TO THAT CONVERSATION OF WHAT ARE YOU GOING TO TRADE FOR THE THINGS WE WANT.
IF YOU'RE UNDERSPENDING YOUR BUDGET BY $30,000 EVERY YEAR AND TRINA HAS GOT A GREAT IDEA TO IMPROVE INSTRUCTION THAT COSTS $30,000.
WELL, GUESS WHAT? WE'RE PROBABLY MAKING THAT TRADE.
[LAUGHTER] PEGGY'S FROWNING, SEE, THE BUDGET IS VERY PERSONAL.
[LAUGHTER] AT THIS POINT, WE ARE GOING TO TRANSITION RIGHT AFTER CHRISTIE SHARES SOME INFORMATION.
WE ARE ACTUALLY THOUGHT IT WOULD BE GOOD FOR YOU TO EXPERIENCE.
WE'VE BEEN TALKING ABOUT THE EARLY LEARNING TASK FORCE, AND SO WE WANT TO ACTUALLY HAVE YOU LISTEN TO SOME UPDATES ON HOW THE EARLY LEARNING TASK FORCE AS THEY'RE MAKING DECISIONS AND RECOMMENDATIONS THE WHOLE WAY TRINA AND KELLY ARE LEADING WITH THAT IDEA OF WHAT BUDGET IMPLICATIONS WILL THIS HAVE? THEY'RE GOING TO WALK YOU THROUGH A REAL-LIFE EXAMPLE OF A GROUP WHO'S ACTUALLY DOING THIS WORK RIGHT NOW.
IF WE'RE GOING TO ADD THIS OR CHANGE THIS, WHAT DO WE NEED TO BE THINKING ABOUT IN TERMS OF THE BUDGET? THIS IS A BIG CHANGE FROM WHAT WE WERE JUST TALKING ABOUT BECAUSE WE'RE TALKING ABOUT NOW THE FUN PART OF TALKING ABOUT TEACHING AND LEARNING AND WHAT THAT LOOKS LIKE.
I ALSO [LAUGHTER] LIKE THE FUN PART OF FIGURING OUT THE DOLLARS THAT GO WITH IT.
BUT FIRST, WE'RE JUST REALLY TALKING ABOUT THE PROCESS THAT LEADS US TO DETERMINING WHAT SOME OF THOSE THEN ASKS ARE FOR ENHANCEMENTS OR CHANGES TO HOW WE'RE SPENDING MONEY.
KELLY AND I, ALONG WITH ASHLEY HILL, HAVE BEEN RUNNING THIS TASK FORCE WITH EARLY LEARNING, AND WE HAVE ON THE DISTRICT WEBSITE, I THINK WE MIGHT HAVE SHOWN YOU THIS LAST TIME.
BUT OUR TASK FORCE PAGE THAT HAS THE PURPOSE OF OUR TASK FORCE, WHICH IS TO DEVELOP A THREE TO FIVE-YEAR PLAN FOR EARLY LEARNING IN THE SCHOOL DISTRICT AND SO I'M GOING TO TELL YOU, WE'RE GOING TO SHARE WITH YOU A LITTLE BIT ABOUT HOW WE'RE DOING THAT, WHAT THE TASK FORCE MEETINGS LOOK LIKE, AND HOW THAT'S TURNING INTO A RECOMMENDATION THAT WILL GO TO CHRISTI AT THE END OF APRIL FOR CONSIDERATION AND THEN WE'RE ALSO GOING TO SHOW YOU HOW SOME OF THE THINGS THAT ARE IN THE EARLY RECOMMENDATIONS NEED SOME INTENTION NOW, BECAUSE OF BUDGET SEASON THAT WE'RE BRINGING THOSE, SOME OF THOSE THINGS FORWARD EARLY FOR DISCUSSION THAT HAVE BUDGET IMPLICATIONS.
WHEN WE DO A TASK FORCE AND A CALL-OUT, WE DO TALK ABOUT BUDGET IMPLICATIONS, AND HERE WERE THE IMPLICATIONS THAT WE ANTICIPATED WHEN WE STARTED THE TASK FORCE, PROFESSIONAL DEVELOPMENT COSTS IN THE FUTURE.
MATERIALS, EQUIPMENT, OR CURRICULUM, POTENTIAL RELOCATION COSTS WHEN WE'RE TALKING ABOUT EARLY LEARNING, AND POTENTIAL IMPLICATIONS IF WE WERE TO HAVE A CHANGE OF CAMPUS, KNOWING THAT PART OF WHAT WE WILL BE TALKING ABOUT IS INCLUSION IN NEIGHBORHOODS SCHOOLS FOR OUR EARLY LEARNING PROGRAMS. THOSE WERE SOME OF THE THINGS WE ANTICIPATED.
GOING BACK TO OUR PRESENTATION.
WE'LL TELL YOU A LITTLE BIT ABOUT THE PROCESS ITSELF AND THEN END WITH SOME BUDGET IMPLICATIONS THAT WE'RE STARTING TO SEE AND ANTICIPATING.
>> THANKS. WHAT I WOULD SAY IS, WE ARE VERY FORTUNATE.
WE HAVE 17 MEMBERS ON OUR TASK FORCE THAT REPRESENT JUST INCREDIBLE EXPERTISE IN SO MANY AREAS, SO AT THIS POINT, WE HAVE HAD FIVE MEETINGS AND WE HAVE THREE MEETINGS STILL REMAINING.
WE TYPICALLY MEET ON THURSDAYS FROM 4:00-5:30 PM, AND OUR NEXT MEETING IS TOMORROW AND WE WERE REALLY FORTUNATE THAT BASED ON YOUR LAST CONVERSATION HERE, WE ALSO ADDED OUR STUDENT BOARD MEMBER WHO IS JAZZY.
WE LOOK FORWARD TO SEEING JAZZY HOPEFULLY TOMORROW AT OUR MEETING.
OUR ACCOMPLISHMENTS THUS FAR IS WE HAVE BEEN CLOSELY EXAMINING OUR P3 FRAMEWORK, THAT REALLY HAS BEEN THE FOUNDATION OF OUR WORK.
WE ARE ALSO LOOKING AT OUR CURRENT STATE,
[01:10:02]
IN [INAUDIBLE] AND SO THAT'S BEEN VERY INFORMATIVE, AND WHEN WE TALK ABOUT THE P3 FRAMEWORKS, THERE ARE WHAT'S CALLED A BUCKET WITHIN THE P3 FRAMEWORK, AND THERE ARE EIGHT BUCKETS, AND YOU'LL SEE A VISUAL OF WHAT THOSE BUCKETS LOOK LIKE.BUT ESSENTIALLY, THEY'RE CATEGORIES, AND WITHIN EACH ONE OF THE CATEGORIES IN THERE, MY FRIEND TRINA HAS IT.
THERE ARE THOSE EIGHT BUCKETS OR CATEGORIES, AND AT THIS POINT IN THE PROCESS, WE HAVE ADDRESSED FIVE OF THOSE, SO WE STILL HAVE THREE OF THOSE CATEGORIES REMAINING OR BUCKETS FOR OUR FINAL MEETINGS, AND WE ARE CONTINUING TO GENERATE BIG IDEAS.
WE ARE ALSO REALLY IN THE PROCESS OF FORMING RECOMMENDATIONS, AND SO WHAT YOU'LL SEE TONIGHT IS SOME OF THOSE ANTICIPATED RECOMMENDATIONS THAT DO HAVE SOME BUDGET IMPLICATIONS THAT WE ARE GOING TO BE SHARING.
ONCE AGAIN, THREE MEETINGS WE STILL HAVE REMAINING AND WE ARE LOOKING FORWARD TO BEING ABLE TO PRESENT TO CHRISTI AT THE END OF APRIL.
>> AS KELLY MENTIONED, WE USE THE NATIONAL P3 FRAMEWORK FOR ORGANIZING OUR WORK, AND WHEN YOU DO SEE THE RECOMMENDATIONS COME FORWARD, THERE'LL BE OUTLINED IN THIS WAY.
KELLY WAS SAYING, "WE'VE LOOKED AT LEARNING ENVIRONMENT, AND WE HAVE RECOMMENDATIONS SPECIFIC TO THE LEARNING ENVIRONMENT OR THE CLASSROOM.
SOME OF THOSE HAVE TO DO WITH THE OUTDOOR LEARNING ENVIRONMENT.
WE'VE LOOKED AT INSTRUCTIONAL TOOLS, DATA WHICH MIGHT HAVE SOME EARLY IMPLICATIONS FOR OUR ASSESSMENT TOOLS THAT WE USE IN KINDERGARTEN.
ENGAGED FAMILIES WAS A REALLY WAS, I WANT TO SAY FUN, BUT THAT'S NOT THE RIGHT WORD, BUT AN ENERGIZED WORK SESSION WHEN WE HAD IT ON FAMILY ENGAGEMENT.
AND BASICALLY THE OUTCOME FROM THAT IS WE NEED A TASKFORCE JUST ON FAMILY ENGAGEMENT BECAUSE THERE WAS SO MUCH TO UNPACK AND WE GOT REALLY EXCITED ABOUT A LOT OF THINGS, AND THEN ALL OF A SUDDEN THE EARLY LEARNING RECOMMENDATION.
IT COULD JUST INCLUDE FAMILY ENGAGEMENT BECAUSE THAT WAS SUCH A BIG BUCKET, AND SO YOU'LL SEE RECOMMENDATIONS AROUND THESE DIFFERENT PIECES AND THROUGHOUT ALL OF IT.
WHAT WE'RE TRYING TO THINK OF WHEN WE THINK OF PRENATAL TO THIRD GRADE, WE'RE THINKING OF ALIGNMENT, NOT JUST WITHIN EACH AGE AND STAGE ACROSS TWO, SO WE'RE REALLY THINKING ABOUT HOW ARE WE SUPPORTING OUR STUDENTS THROUGHOUT OUR SYSTEM AND COMMUNITY FROM THE TIME THEY'RE BORN TO THE TIME THEY'RE IN THIRD GRADE.
WHAT'S HAPPENING SAY IN OUR SYSTEM? WE LOOK AT WHAT'S HAPPENING IN PRESCHOOL AND TK AND KINDERGARTEN UP THROUGH THIRD GRADE, EACH OF THOSE AGES AND STAGES DISCRETELY.
BUT THEN HOW ARE WE MAKING SURE IT'S BUILDING? BECAUSE WE DO KNOW THAT THERE'S SOME TIMES DATA LOOKING AT THIRD-GRADE OUTCOMES OF STUDENTS WHO HAVE HAD HIGH-QUALITY EARLY LEARNING, AND WE HAVE SEEN, I THINK WE TALKED ABOUT THIS LAST TIME.
WE'VE SEEN WHERE THE DATA DOESN'T SHOW THOSE GAINS FROM EARLY LEARNING.
BUT WHAT WE'RE REALLY, WHEN YOU UNPACK IT, WHAT WE'RE SEEING IS THE DATA DOESN'T SHOW THE SUSTAINED GROWTH, THE SUSTAINED GAINS FROM EARLY LEARNING, REALLY GREAT OUTCOMES INITIALLY FROM THE EARLY LEARNING.
BUT IF THE SYSTEM DOESN'T SUPPORT THAT UP THROUGH THE THIRD GRADE, WE'RE NOT SEEING THE BENEFIT OF THAT EARLY INVESTMENT, SO WE WANT TO MAKE SURE THAT WE'RE REALLY CONSIDERING THAT.
>> WELL, I ALSO WONDER IF IT'S LIKE MAYBE A SNEAK PEEK BECAUSE WE MAYBE HAD A SNEAK PEEK OF CHRISTIE'S AND TREE PLAN TODAY AND IT WAS REALLY INTERESTING TALKING ABOUT THE DATA WHEN YOU SHOWED, IS IT OKAY TO MENTION THAT WHEN WE TALK ABOUT THIRD GRADE PROFICIENCY AND HOW THAT DIRECTLY TIES TO GRADUATION RATES AND WHEN WE'RE LOOKING AT OUR STUDENTS AS THEY'RE ENTERING KINDERGARTEN AND ARE DEEMED KINDERGARTEN READY BASED ON OUR TS GOLD WHILE KIDS ASSESSMENT.
LOOKING AT THE CORRELATION IS ALSO INTERESTING AND I BELIEVE WAS IT 36% OF OUR STUDENTS MET TO ALL SIX OUT OF SIX AREAS AND GOING WHERE DETERMINED ARE DEEMED KINDERGARTEN READY.
IF WE LOOKED AT THE CORRESPONDING DATA, THAT WOULD SHOW THAT THAT PERCENT WOULD BE WHAT IS PROFICIENT ON OUR SBA SCORES WAS CORRECT.
>> THE STATES FINDING THAT THERE'S A DIRECT CORRELATION BETWEEN HOW CHILDREN ENTER KINDERGARTEN AND HOW THEY TEST IN THIRD GRADE, WITHOUT DOING ANYTHING ELSE.
THE FIRST NINE WEEKS OF KINDERGARTEN, THROUGH OBSERVATION, WE'RE ABLE TO SAY THIS PERCENT OF STUDENTS DEMONSTRATED K READINESS IN SIX OUT OF SIX AREAS.
THEN YOU CAN SAY ABOUT 67-71% OF THOSE STUDENTS WILL PASS THEIR GRADE.
THE THIRD GRADE S-BACK AND THE THIRD GRADE S-BACK IS DIRECTLY CORRELATED TO GRADUATION RESULTS.
[01:15:03]
ONLY HAVING 36% OF OUR STUDENTS COMING IN WITH THAT IS SIGNIFICANTLY LOW, SO THE TASK FOR US IS, "HOW ARE WE REALLY ENGAGING FAMILIES AND PROVIDERS IN THOSE FIRST FIVE YEARS?" NOW, WHAT ARE WE DOING TO CHANGE THAT OUTCOME BECAUSE WE WILL NOT BE OKAY IF BY THIRD GRADE WE SAY, "OH, WE SHOULDN'T BE SURPRISED IF WE KNEW NOTHING DIFFERENT THAN ONLY ABOUT 30% OF OUR STUDENTS PASS THE S BACK IN THIRD GRADE WHEN THEY HIT," SO WE HAVE SOME WORK TO DO.>> IN THE TASK FORCE EACH TIME WE MEET, WE TAKE ONE OF THE BUCKETS AND WE LOOK AT THE GOALS AND THE INDICATORS WITHIN THE P3 FRAMEWORK.
WE'RE USING AN INQUIRY APPROACH, SO WE CALL DIFFERENT RESOURCES FOR THE COMMITTEE MEMBERS TO SPEND TIME ENGAGED IN.
THEY DO WORK IN-BETWEEN THE MEETINGS AS WELL AS AT THE MEETINGS AND THEN FROM THAT WE HAVE CONVERSATIONS WHERE WE'RE LOOKING AT.
HERE'S JUST AN EXAMPLE OF SOME OF THE RESOURCES WE WOULD USE ON THIS CONTINUITY.
HERE'S SOME DIFFERENT RESOURCES THAT ARE AVAILABLE THAT LINK TO THE OUTCOMES IN THAT BUCKET AND THEN WE'RE LOOKING AT WHAT DO WE CURRENTLY HAVE AND WHAT DO WE NEED AND THOSE ARE COMING FROM THE CONVERSATIONS AMONG THE TASKFORCE MEMBERS AFTER THEY HAVE DONE THE INQUIRY INTO THE KEY ARTIFACTS, ARTICLES, AND BEST PRACTICE DOCUMENTS THAT WE'RE SHARING WITH THEM.
ALL, AGAIN, DIRECTLY CORRELATING BACK TO THE NATIONAL P3 FRAMEWORK, SO FROM HERE, IT'S BEEN REALLY FUN TO WE TAKE ALL OF THE INFORMATION FROM THE ONE MEETING, WE BRING IT BACK AT THE NEXT MEETING AND START WITH LOOKING AT WHAT WE CAME UP WITH COLLECTIVELY, AND THEN ADD TO THAT WHAT'S MISSING.
WHAT DO WE NEED CLARIFICATION ON BEFORE WE JUMP INTO THE NEXT BUCKET AND THAT'S STARTING TO FORM THIS PART OF THE RECOMMENDATION THAT WILL INCLUDE THE GOLAN STRATEGY, THE BIG IDEAS AROUND THAT AREA, AND THEN SOME OF THE RECOMMENDATIONS FROM IT.
HERE IS A STATEMENT. THERE'S A LOT IN THIS STATEMENT, BUT THIS IS EMBODYING THE BIG IDEAS AND OUTCOMES THAT WE'RE STARTING TO SEE AS EARLY RECOMMENDATIONS.
DO YOU WANT TO READ THAT, KELLY?
>> I WOULD BE HAPPY TO, [LAUGHTER] PAY CLOSE ATTENTION TO THOSE WORDS THAT TURN A DIFFERENT COLOR BECAUSE THEY'RE GOING TO BE ON ANOTHER SLIDE.
THE BIG IDEA STATEMENT, INCLUSIVE EARLY LEARNING PROGRAMS LOCATED IN NEIGHBORHOODS SCHOOLS WITH DEVELOPMENTALLY APPROPRIATE LEARNING ENVIRONMENTS THAT REFLECT CHILD DEVELOPMENT AND PLAY-BASED LEARNING.
WHERE LEARNING IS SUPPORTED THROUGH STUDENT-CENTERED OBSERVATIONAL ASSESSMENT AND WHERE FAMILIES ARE HONORED AS THEIR CHILD'S FIRST TEACHER AND VALUED PARTNERS WITH CONTINUITY WITHIN AND ACROSS AGE AND GRADE LEVELS, P3 THROUGH ALIGNMENT, PROFESSIONAL LEARNING AND PARTNERSHIPS.
>> THAT'S OUR RUN-ON SENTENCE [LAUGHTER] THAT SHOWS A BIG GOAL OR OUTCOME THAT WE WANT TO ACCOMPLISH AND IF WE BREAK IT DOWN, THE EARLY RECOMMENDATION STARTS TO INCLUDE THESE THINGS WHICH YOU'LL SEE AS KELLY MENTIONED, THE CHANGING COLORS THEN BECOME THESE NINE DIFFERENT AREAS.
THE ONES THAT ARE IN BOLD ARE BECAUSE, WE SHARED THIS IN EXECUTIVE TEAM LAST WEEK, WANTING TO HIGHLIGHT SOME OF THE THINGS THAT NEED EARLY CONSIDERATION AS WE'RE LOOKING AT BUDGET AND CAN'T WAIT UNTIL THE RECOMMENDATION COMES TO CHRISTI AND THEN YOU ALL IN LATE APRIL, EARLY MAY AFTER THE BUDGET SEASON HAS GONE.
THERE'S SOME EARLY THINGS THAT ARE EITHER NO COST, LOW-COST OR LARGE COST AND WANTING TO PUT THOSE OUT THERE NOW SO THAT WE'RE ANTICIPATING THOSE AND NOT SURPRISED AFTER WE'VE, SAY, SET A BUDGET AND THEN IT DOESN'T REFLECT THOSE PIECES.
THIS ISN'T A FINAL PART OF THE RECOMMENDATION, BUT WHEN WE START TO LOOK AT POTENTIAL ACTION ITEMS IN THESE DIFFERENT AREAS, WE BROKE DOWN WHAT ARE SOME PIECES OF EACH OF THESE PIECES HERE THAT ARE BOLD? FOR EXAMPLE, WHEN WE'RE LOOKING AT INCLUSIVE EARLY LEARNING PROGRAMS, OUR FOUR-YEAR-OLDS GOING INTO TRANSITIONAL KINDERGARTEN OR JUMPSTART RATHER THAN DEVELOPMENTAL PRESCHOOL IS A PART OF OUR INCLUSIVE EFFORTS.
THAT'S THE PART THAT WE'RE ALREADY DOING NOW.
WE STARTED THAT THIS YEAR THROUGH THE INCLUSIVE TRANSITIONAL K OR ITK GRANT
[01:20:03]
THAT ASHLEY IS SUPPORTING AT NORTH BELL AS WELL AS IN OUR JUMPSTARTS AT CASCADIA AND CUSTER, WHERE WE HAVE A LOT OF OUR STUDENTS WHO WOULD HAVE BEEN IN A SELF-CONTAINED DEVELOPMENTAL PRESCHOOL PROGRAM ARE IN OUR JUMPSTART CLASSROOMS INSTEAD.THEY'RE INCORPORATED INTO THAT GENERAL ED SETTING WITH A HIGH LEVEL OF SUPPORT.
THERE'S SOME OTHER THINGS THAT WE'VE ALREADY STARTED ON, BUT WE DEFINITELY, WHEN WE'RE LOOKING AT OUR VISION FOR WHAT WE WANT FOR EARLY LEARNING, WE WANT TO MAKE SURE EVEN THOUGH WE'RE STARTING ON THAT, THAT IT'S IN THERE BECAUSE THAT'S A HIGH-VALUE OUTCOME FOR US THAT WE WANT TO MAKE SURE CONTINUES.
I'M GOING TO JUMP TO THE SLIDE THAT SHOWS BUDGET IMPLICATIONS SINCE WE'RE SUPPOSED TO BE HERE FOR BUDGET.
WE LOVE TALKING ABOUT THIS STUFF.
HERE IS THE ITEMS FROM THOSE PREVIOUS SLIDES AND WHAT WE DID IS WE JUST TOOK IN THE BLUE.
THINKING OF, WHEN YOU GO ON TO SEE YOU FIND YOUR RESTAURANT AND IT HAS THE DOLLAR SIGNS OF THE $1- $4 SIGNS.
[LAUGHTER] WELL, WE MADE OUR OWN LITTLE DOLLAR SIGN WHERE $1 SIGN IS REALLY NOT VERY BIG COSTS WHERE YOU'LL SEE A COUPLE OF THINGS WITH TWO OR THREE AND THEN THIS ONE HERE WITH FOUR.
THEN WE START TO THINK OF THESE RECOMMENDATIONS THAT ARE COMING OUT EARLY THAT WE MIGHT NEED TO CONSIDER AS WE'RE LOOKING AT BUDGET.
WHICH OF THEM ARE LARGER COSTS THAT WE REALLY NEED TO BE TALKING ABOUT EARLY AND PERHAPS PUTTING A PLACEHOLDER IN THE BUDGET.
I DON'T WANT TO SAY THAT WE'RE PREDETERMINING THAT THE RECOMMENDATION DOESN'T COME BACK FOR FURTHER REFINEMENT, BUT IF THE RECOMMENDATION DOES GO FORWARD, WE WANT TO HAVE EARMARKED SOME DOLLARS FOR SEEING THOSE INITIATIVES THROUGH.
HERE, IF WE'RE MOVING TK'S INTO THEIR NEIGHBORHOOD SCHOOLS, WE HAVE MOVING COSTS RELATED TO THAT.
WE DON'T HAVE A LOT OF OTHER COSTS BECAUSE IN OUR JUMPSTART CLASSROOMS, WE HAVE ALL OF THE MATERIALS AND THINGS THAT WE NEED, BUT THERE WOULD BE SOME SMALL COSTS RELATED TO TEACHERS PACKING UP, MOVING, THAT TYPE OF THING.
THAT'S THAT'S THE IDEA OF THE $1 SIGN IS VERY SMALL.
BUT IF WE'RE LOOKING AT, SAY, WE HAD ADDITIONAL FUNDS IN THE FUTURE.
IF WE'RE LOOKING AT OUR DEVELOPMENTAL PRESCHOOLS BEING INCLUSIVE, RIGHT NOW, THEY'RE ONE OF OUR MAIN PROGRAMS THAT WE DO NOT HAVE STUDENTS WITHOUT IEPS IN OUR DEVELOPMENTAL PRESCHOOL.
THERE'S SOME MODELS OUT THERE WHERE YOU CAN USE TITLE DOLLARS TO BLEND THOSE AND HAVE PEER MODELS IN THERE TOO, SO YOU WOULD HAVE, SAY, 50/50 OF STUDENTS WITH AND WITHOUT IEPS.
BUT THOSE ARE BIG TICKET ITEMS BECAUSE WE DON'T WANT TO BE IN A SPOT WHERE WE'RE CHARGING TUITION FOR THOSE NON-DISABLED PEERS, BUT WE DO WANT TO BE IN A SPOT WHERE WE HAVE MORE PRESCHOOL SLOTS AND WE HAVE INCLUSIVE CLASSROOM SETTINGS.
I JUST PUT THAT ONE ON THERE FOR DREAMING.
THEN YOU CAN SEE ONE OF THE EARLY RECOMMENDATIONS IS STANDARDIZED CLASSROOM FURNITURE AND MATERIALS FOR THE TK AND K CLASSROOMS. WE HAVE THAT FOR TK AND THAT'S BEEN FUNDED THIS YEAR THROUGH THE GRANT THAT I MENTIONED, THE ITK GRANT.
THE RECOMMENDATION COMING OUT OF THE TASK FORCES, WE WOULD LIKE THAT FOR ALL KINDERGARTEN CLASSROOMS AND THEN ROLL THINKING INTO THE FUTURE, ROLLING INTO WHAT WOULD FIRST GRADE LOOK LIKE AND WE'RE THINKING OF THINGS LIKE PLAY-BASED MATERIALS, CARPETS, FURNITURE, A STANDARD SETUP OF MATERIALS FOR KINDERGARTEN CLASSROOMS AND WE BELIEVE WE HAVE FUNDS IN THIS YEAR'S BUDGET STILL THAT WE COULD SUPPORT THAT WITH.
THAT'S NOT A PLACE HOLDER FOR NEXT YEAR, BUT IT WOULD BE SOMETHING USING THE REMAINDER OF THE TRANSITIONAL KINDERGARTEN GRANT AND SOME OTHER FUNDS THAT WE HAVE THAT HAVE NOT BEEN EXPANDED YET THIS YEAR.
THEN ONE OF THE PIECES THAT WE ALWAYS NEED SUPPORT FOR HIS PROFESSIONAL DEVELOPMENT AND THAT CAN BE IN THE FORM OF TEACHER COLLABORATION.
TEACHERS GOING TO LEARNING EVENTS OR JOB COACHES COMING INTO THE CLASSROOM SIDE-BY-SIDE.
WHETHER THAT'S A TOSSA OR A SPECIALIST, WHETHER THAT'S ON A CONSULTANT BASIS, WHETHER THAT'S SOME TEACHER LEADERSHIP WITHIN THE SCHOOL OR THE DISTRICT, BUT REALLY WANTING TO HAVE A REALLY HIGH LEVEL OF SUPPORT FOR OUR TK AND K TEACHERS, SO THAT WHEN WE'RE LOOKING AT THE PRIORITIES OF
[01:25:02]
PLAY-BASED LEARNING AND THE ENVIRONMENT AS THE THIRD TEACHER, THAT WE'RE NOT JUST SAYING THOSE THINGS TO TEACHERS, GIVING THEM THE EQUIPMENT AND THEN SAYING GOOD LUCK, BUT WE'RE RIGHT THERE SIDE-BY-SIDE.I'M TALKING ABOUT THE WHY AND THE HOW IN SUPPORTING TEACHERS IN THAT, DEPENDING ON HOW THAT'S DONE.
IT COULD BE A LARGER COST IF THERE'S SUPPORT STAFF INVOLVED IN THAT AND THEN THERE'S, WHAT'S AT THE BOTTOM THERE? ADJUSTING OUR ASSESSMENTS TO BE ADDING ADDITIONAL CHECKPOINTS WITHIN THE TEACHING STRATEGY SCHOOL.
THIS THE ASSESSMENT THAT KELLY MENTIONED AND CHRISTI TALKED TO YOU ABOUT, CURRENTLY WE DO AT ONE TIME IN THE FALL IN OUR TRANSITIONAL KINDERGARTENS AND OUR KINDERGARTEN CLASSES AND THAT'S WHAT THE STATE REQUIRES.
DISTRICTS HAVE FOUND GREAT VALUE IN DOING, AGAIN AS AN ADDITIONAL CHECKPOINTS, SO WE REALLY CAN'T BE LOOKING AT GROWTH AND SETTING GOALS FROM IT.
BUT AGAIN, THERE'S VERY LITTLE COST TO SOMETHING LIKE THAT, EXCEPT FOR POTENTIAL EXTRA TIME FOR TEACHERS FOR THE OBSERVATION HAPPENS DURING THE CLASS.
YOU'RE DOING IT THROUGH OBSERVATION, BUT THE DATA COLLECTION AND DATA EXAMINATION AND USE IS WHERE THERE COULD BE SOME ADDITIONAL RESPONSIBILITIES THAT FEEL LIKE TIME COULD BE ADDED AT TIMES.
WHAT QUESTIONS DO YOU HAVE FOR US?
>> I DON'T HAVE A QUESTION AS MUCH AS A COMMENT THAT THIS PRESENTATION AND GOING THROUGH IT DOES, I THINK REALLY DOES TIE IN, THESE ARE OUR VALUES AND THIS IS HOW IT TURNS INTO MONEY SO THIS IS FANTASTIC. THANK YOU.
>> I GUESS [NOISE] MY QUESTION WAS MORE AS FAR AS FUNDING GOES IS SINCE THIS IS PRE-K IS SUPPORTED BY THE STATE OR IS THIS GOING TO BE LOCAL LEVY DOLLARS THAT WE'RE TALKING ABOUT HAVING TO RAISE TO SUPPORT THIS BECAUSE WE JUST PASSED.
THAT WAS THE OTHER QUESTION IS WHAT'S THE RESOLUTION? THE MEASURE THAT JUST PASSED ON THE COUNTY FOR EARLY CHILDHOOD DEVELOPMENT, IS ANY OF THAT FUNDING COMING IN THIS DIRECTION OR IS THAT COMPLETELY NOT JUST FOR DAYCARE CENTERS FOR THAT IS THROUGH THE HEALTH DEPARTMENT SO JUST CURIOUS.
>> YEAH. THAT'S SEPARATE FUNDING THAT'S FOR PRIVATE CHILDCARE CENTERS AND LICENSED FACILITIES.
THESE FUNDS ARE ACTUALLY ALL ALLOWABLE SO WHEN THEY'RE LOOKING AT BUDGETS, WE'RE TALKING ABOUT DEVELOPMENTAL PRESCHOOL IS UNDER OUR PURVIEW SO LIKE TRINA HAS THAT SECOND BULLET UNDER INCLUSIVE EARLY LEARNING PROGRAMS, TITLE $1 ARE ALLOWABLE TO SPEND IN THAT WAY SO SHE SAID, IT MAY NOT BE SOMETHING THAT HAPPENS NEXT YEAR, BUT REMEMBER, THIS IS A THREE TO FIVE-YEAR GOAL.
IS THAT SOMETHING THAT WE WANT TO EARMARK AND HAVE A CONVERSATION ABOUT? THE OTHER PIECE ON THIS ONE IS THERE OTHER FUNDING STREAMS. PERHAPS E-CAP DOLLAR FOR EXAMPLE WE DO NOT CURRENTLY HAVE E-CAP.
E CAP WOULD BE THE STATE-FUNDED PRESCHOOL OPPORTUNITY COUNCIL AS A GUARANTEE, DO WE WANT TO BRAID FUNDS WITH THEM IF THAT'S NOT ALLOWABLE, IS THAT SOMETHING THAT WE APPLY FOR SO WE HAVE IT? I THINK IT'S KNOWING WHAT THE DOLLARS ARE THAT WE COULD ACTUALLY BRAID.
THAT WOULD BE ONE BUT IN TERMS OF KINDERGARTEN, THAT'S ALL FUNDING THAT WE WOULD GET AND IT'S JUST KNOWING HOW YOU CAN SPEND THE FUNDS FOR EXAMPLE IF WE WERE TO ADD A CAREER PATHWAY OF EARLY CHILDHOOD EDUCATION AS AN OPTION THROUGH CAREER AND TECHNICAL EDUCATION.
SOME OF THOSE CTE DOLLARS THEN COULD COME DOWN AND HELP SUPPORT THIS SO I THINK IT'S ALL OF US WORKING TOGETHER TO KNOW WHAT'S ALLOWABLE, WHAT ARE THE DIFFERENT FUNDING STREAMS, AND THEN BEING ABLE TO BRAID THOSE FUNDS.
>> OKAY. I GUESS PART OF MY CONCERN IS THE DESCRIPTION OF THIS AS PRENATAL THROUGH THIRD GRADE.
>> YEAH, I CAN TALK ABOUT THAT.
THERE ARE A LOT OF AGENCIES WHO DO THAT WORK.
RIGHT NOW, WE'RE NOT PARTNERING WELL WITH THEM.
IF WE'RE NOT PARTNERING WHEN WE'RE NOT AT THE TABLE, THEN WE'RE NOT ACTUALLY LOOKING HOW ARE WE MAKING SURE WE SUPPORT.
RIGHT NOW IN THE FRC, WE HAVE SOMETHING CALLED A PLANE LEARNER TODDLER TIME.
THAT'S A FREE PROGRAM WE ALREADY HAVE THE STAFF, ACTUALLY, RACHEL BOLDEN WHO'S ON THIS IS BY PROFESSION A SOCIAL WORKER.
SHE'S BEEN SUPPORTING OUR EARLY LEARNING PROGRAMS. SHE'S HIGHLY TRAINED IN THAT, SO SHE'S ABLE TO OFFER THAT FREE PARENT EDUCATION PROGRAM AND IT'S LIKE TWO AND THREE-YEAR-OLDS.
THE HEALTH DEPARTMENT HAS A NURSE-FAMILY PARTNERSHIP PROGRAM AND SO WE MAKE SURE THAT WHEN WE'RE HAVING AN EARLY LEARNING CONVERSATION THAT WE'RE PARTNERING WITH THEM.
JUST BECAUSE IT SAYS PRENATAL THROUGH GRADE FIVE,
[01:30:04]
THAT DOESN'T MEAN WE'RE GOING TO OWN ALL OF IT IT MEANS WE'RE GOING TO BE ONE STAKEHOLDER WHO'S AT THE TABLE WITH ALL THOSE OTHER AGENCIES ASKING HOW ARE WE CREATING A SEAMLESS SYSTEM OF SUPPORT.WE MAY NOT DO THE WORK, BUT WE KNOW ABOUT THE WORK AND WE KNOW WHAT'S HAPPENING AND SO WHEN THERE'S A HANDOFF OF A FAMILY, WE'VE ALREADY BEEN INVOLVED IN HAVING THOSE RELATIONSHIPS IT DOESN'T MEAN WE OWN IT WE MIGHT PARTNER WITH IT.
>> ONE OTHER PIECE I WOULD ADD THAT IS WHEN WE TALK ABOUT OUR DEVELOPMENTAL PRESCHOOL AND ITS STUDENTS, ONLY WITH IEPS, WE GET STATE FUNDING FOR STUDENTS WHO ARE THREE AND FOUR-YEAR-OLD TO BE IN PRESCHOOL WHEN THEY HAVE IEPS.
AS PART OF THAT IS WHY WE CALL IT DEVELOPMENTAL PRESCHOOL.
WHEN WE LOOK TO BLEND THAT PROGRAM WITH STUDENTS WITHOUT IEPS, THEN WHEN WE HAVE TO LOOK AT USING OUR BASIC EDUCATION DOLLARS TO MATCH THAT OR TITLE $1, IT'S ALLOWABLE.
THAT'S WHY CURRENTLY DEVELOPMENTAL PRESCHOOLS ARE ONLY STUDENTS WITH IEPS BECAUSE THAT'S THE STATE FUNDING WE GET FOR THAT AND THEN THE OTHER DECISION AROUND THAT, IF WE WERE TO WANT TO DO A DIFFERENT MODEL THOSE ARE THE DECISIONS THAT MARK'S TALKING ABOUT.
WELL, IF WE DO DECIDE THAT THAT'S A PRIORITY TO HAVE ADDITIONAL PRESCHOOL SLOTS FOR STUDENTS WITHOUT IEPS, THEN WHAT ARE WE GOING TO NOT DO? OR IS THERE A NEW FUNDING STREAM COMING IN THAT CAN SUPPORT THAT, THOSE ARE THOSE LOCAL DECISIONS WE HAVE TO MAKE BUT THE PART THAT IS SPECIAL EDUCATION FOR THREE AND FOUR-YEAR-OLDS IS STATE-FUNDED.
>> I WOULD ALSO ADD THAT ALL OF OUR STUDENTS ARE CURRENTLY IN TRANSITIONAL KINDERGARTEN, WHICH WE CALL JUMPSTART HERE IN FERN DELL.
WE ALSO RECEIVED STATE DOLLARS FOR THOSE STUDENTS.
>> I WOULD ADD THAT I SHARED EARLIER THAT DATA OF THE 36 PERCENT, IF WE DON'T START PARTNERING WITH AGENCIES AND GETTING TO THE TABLE, WE'RE NOT GOING TO HAVE ANY INFLUENCE ON CHANGING THOSE AND THAT THOSE SCORES DIRECTLY RESULT IN OUR GRADUATION RATES.
BY PARTNERING AND GETTING INVOLVED IN MAKING SURE THAT WE'RE WORKING TOGETHER FOR EXAMPLE IF WE'RE RUNNING PROFESSIONAL LEARNING FOR 40 KINDERGARTEN TEACHERS, IT DOESN'T COST US ANY MORE TO SAY TO ALL OUR COMMUNITY PROVIDERS, WOULD YOU LIKE TO COME JOIN THIS PROFESSIONAL LEARNING WITH US? IT COSTS US NOTHING TO DO THAT BECAUSE WE'RE ALREADY RUNNING IT, BUT IT ENHANCES THEIR PROFESSIONAL LEARNING.
I THINK IT'S THOSE THINGS AND SO IT'S NOT NECESSARILY SOME OF THOSE WOULD HAVE $0.
PARTNERING IS A $0, BUT IT IS AN EFFORT SO IT MAY NOT BE MONETARY, BUT IT'S JUST MAKING SURE THAT WE'RE SITTING AT THE TABLE.
IF WE DO A CURRICULUM ADOPTION, ARE WE MAKING SURE THAT WE'RE WORKING WITH THE COMMUNITY PROVIDERS TO MAKE SURE THAT THE CURRICULUM WE'RE USING WITH KIDS IS SUPPORTED WITH CURRICULUM THEY'RE USING? IT'S THOSE KINDS OF TRADE-OFFS IN RELATIONSHIPS.
>> ESSENTIALLY MORE OF A COLLABORATION IN COORDINATING SO THE HAND-OFF IS SMOOTHER AND EVERYBODY IS WORKING TOWARDS THE SAME GOAL OR DIRECTION.
WHAT YOU JUST DESCRIBED SOUNDS LIKE REALLY NOT MUCH MONEY ATTACHED TO IT AT ALL BUT WHAT I'M HEARING OVER HERE IS THIS COULD COST AS MUCH.
>> I WOULD ADD, WHEN WE GO BACK AND THINK ABOUT THE BUCKETS THAT WE'RE LOOKING AT.
THE ONE WE'RE TALKING ABOUT NOW IS THIS CROSS-SECTOR WORK AND CONTINUITIES AND PATHWAYS SO THESE TWO BUCKETS REALLY HAVE TO DO WITH OUR PARTNERSHIPS AND HOW WE'RE THINKING OF THAT CONTINUITY FROM REALLY EARLY CHILDHOOD, FROM BIRTH INTO OUR PROGRAM.
THE OTHER BUCKETS MIGHT BE MORE REFLECTIVE WHEN WE'RE TALKING ABOUT INSTRUCTIONAL TOOLS, THERE'S MORE DOLLAR-COST MATERIAL ITEMS TO CONSIDER SIMILAR WITH LEARNING ENVIRONMENT.
SOME OF THESE DIFFERENT BUCKETS REPRESENT WHEN WE'RE LOOKING AT IT THROUGH A BUDGET LENS.
THERE'S SOME OF THESE, YOU CAN DO IT LOW TO NO COST EXCEPT FOR THE HUMAN TIME OF BUILDING THOSE RELATIONSHIPS AND HAVING THOSE PARTNERSHIPS FOR EXAMPLE.
BUT LIKE WE SAID EARLIER, WHAT WE'RE HOPING THIS WOULD HELP YOU SEE IS THE KINDS OF DECISIONS OUR TEAMS ARE MAKING ALL THE TIME AS THEY'RE LOOKING AT INITIATIVES, LOOKING AT OUR VALUES, HOW ARE WE MAKING SURE THAT WE CONSISTENTLY ARE THINKING THROUGH A BUDGET LENS AND LIKE KELLY AND TRINA SAID, THEY ALREADY BROUGHT THIS FORWARD TO THE EXECUTIVE TEAM TO SAY, HEY,
[01:35:02]
WE WANT TO SIGNAL THESE THINGS, SO WE'RE ABLE TO START LOOKING AT THAT NOW.IF THOSE RECOMMENDATIONS DO COME THROUGH, THEY'RE NOT A SURPRISE AFTER THE FACT AND THEY BECOME ABOVE BASELINES THAT WE'RE INCORPORATING THEM IN NOW AND ASKING, IS THIS SOMETHING THAT WE WANT TO THINK OF NOW? IS THIS SOMETHING, HEY, THIS MIGHT BE TWO OR THREE YEARS AWAY AND WE'RE GOING TO PLAN FOR IT, SO THOSE KINDS OF CONVERSATIONS ARE HAPPENING NOW IN PREPARATION OF.
>> IN THE RECOMMENDATION WE'LL ALSO BE PRIORITIZING WITHIN IT, SO ONE THING THAT HAS COME UP CONSISTENTLY IN OUR TIMES TOGETHER WITH THE TASKFORCE IS THIS IDEA OF ACCESSIBLE EARLY LEARNING PLAYGROUNDS.
WELL, WE KNOW THAT'S AN ENORMOUS INVESTMENT ACROSS OUR SCHOOLS AND SO THERE MIGHT BE LIKE A WISH-LIST OR IN THE FUTURE BECAUSE REALLY SOMETHING LIKE THAT IS TYPICALLY INCLUDED IN A BOND MEASURE.
IT'S NOT SOMETHING THAT WE HAVE ENOUGH MONEY IN OUR GENERAL FUNDS TO AFFORD, SO THERE'LL BE SOME THINGS LIKE THAT TOO, THAT ARE COMING UP AS REALLY IMPORTANT AND WE WANT TO PUT FORTH A REALLY REALISTIC PLAN THAT WE CAN, WHAT ARE THE THINGS THAT WE REALLY FEEL LIKE OVER THE NEXT FIVE YEARS, WE CAN MAKE GREAT PROGRESS ON AND WHAT ARE THE THINGS THAT ARE BIGGER THAT WE WANT TO BE KEEPING IN OUR MIND AND LOOKING FOR OPPORTUNITIES, WHETHER THAT'S THROUGH OUTSIDE GRANT FUNDS OR OTHERS.
>> I WOULD ALSO SAY THAT COMMUNICATION IS KEY AS WE CONTINUE TO WORK WITH THIS TASK FORCE AND SHARE THESE FINDINGS.
I KNOW THAT SELENA AND TRINA AND ASHLEY HAVE BEEN WORKING VERY CLOSELY ON THAT.
WE ALSO HAVE A MEETING, A GRADE LEVEL MEETING WITH OUR KINDERGARTEN TEACHERS ON THE 27TH AND THIS INFORMATION WILL BE WHAT WE SHARE WITH THEM AS WELL, BECAUSE THERE ARE IMPLICATIONS TO THEIR CLASSROOMS AND THEIR PRACTICES AND FOR THEIR STUDENTS, SO JUST MAKING SURE THAT WE'RE VERY INTENTIONAL ON HOW AND WHEN AND WITH WHOM WE COMMUNICATE THIS INFORMATION WITH IS ALSO A PRIORITY OF THIS TASK FORCE.
>> I THINK SAYING TO THAT ON THE WEBSITE WHERE WE'VE GOT OUR COMMITTEES AND TASK FORCES AND THE EARLY LEARNING TASK FORCE IS ONE OF THE FIRST ONES TO START DOING THIS.
BUT THERE'S MINUTES AND THE PRESENTATION FROM EACH MEETING ON ALL OF THEM AND THE MEETINGS ARE A COUPLE OF PAGES LONG FOR MARCH, SO DETAILED, I WOULD ASSUME.
BUT HAVING THAT TRANSPARENCY FOR THE COMMUNITY, I THINK IT'S REALLY IMPORTANT AS WELL.
>> I KNOW I HAVE TO SAY I WISH ALL OF THE COMMITTEES HAD SOMETHING ON THERE LIKE.
>> WELL, WHAT CHRISTIE IS STARTING AND SETTING AS A STANDARD GOING FORWARD AND WE CAN'T GO BACKWARDS IN TIME.
BUT THIS IS A REALLY GOOD EXAMPLE OF WHERE WE'RE HEADED I THINK.
>> THAT'S A HARD ACT TO FOLLOW MARK.
>> IT'S GOING TO HAPPEN [INAUDIBLE].
>> IT'S ACTUALLY A BRILLIANT EXAMPLE OF THE CONVERSATIONS THAT ARE HAPPENING AND THE QUESTIONS THAT YOU'RE ASKING, THE QUESTIONS THAT ARE BEING ASKED INTERNALLY AND THE THING WITH THE BUDGET IS THE MECHANISM FOR ACCOMPLISHING THE WORK WE WANT TO GET DONE.
IT'S A STATEMENT OF OUR VALUES AND INTENDED TO GET THE OUTCOMES THAT YOU'VE SET AS OUR POLICIES AND WHAT WE'RE TRYING TO DO, BUT IT'S ALL TRADE-OFFS.
IF WE CAN'T CREATE ADDITIONAL REVENUE THEN WE'VE GOT TO SWAP EXPENDITURES AND WHEN WE TALK ABOUT PROGRAMS AND COMPETING INTERESTS, WE'RE TALKING ABOUT PEOPLE.
BECAUSE THE BULK OF OUR EXPENDITURES ARE PEOPLE AND PEOPLE THAT HAVE INVESTED HEAVILY IN PROGRAMS AND WHAT THEY'RE DOING IS VERY PERSONAL TO THEM.
WHEN WE'RE TALKING ABOUT CHANGING IT, IT'S NOT AN EASY CONVERSATION.
I THINK AS WELL AS WE WORK TOGETHER AND AS CLOSE TO THAT AS WE ARE, AND YOU THINK ABOUT THE THINGS WE'VE BEEN THROUGH THE LAST FEW YEARS, BUDGET CONVERSATIONS BRING OUT OF A LOT OF EMOTIONS.
BECAUSE ITS PEOPLE ARE VERY INVESTED IN WHAT WE'RE DOING.
WE ARE NOT DOING IT BECAUSE WE DON'T THINK IT'S THE BEST THING TO DO, IF THE DATA SAYS MAYBE SOMETHING'S BETTER, PEOPLE GET THEIR FEELINGS HURT A LITTLE BIT AND IT'S OKAY, WE'LL WORK THROUGH THAT BECAUSE IT'S ALL ABOUT GETTING THE DESIRED OUTCOMES FOR KIDS.
BUT NONE OF THIS IS EASY, NONE OF IT IS CLEAN, IT'S A HARD, MESSY CAGE MATCH OF A PROBLEM AND IT'LL GO ON FOR THE NEXT COUPLE OF MONTH.
WITH THAT, I WILL LET MAYBE HOLLY WALK US THROUGH THE REST OF THE TIMELINE.
[01:40:28]
>> THIS IS PHASE 2 OF OUR BUDGET TIMELINE, SO JUST SOME THINGS OF NOTE.
RIGHT NOW OR IN THE WEEK WHERE WE'RE DOING THE BUDGET MEETINGS, THE 313-317, I THINK WE JUST HAVE ONE SCHOOL LEFT LAST WEEK WE DID MOST OF THE DEPARTMENTS AND THEN WE DID IT ALMOST ALL OF THE SCHOOLS THIS WEEK SO WE'RE WRAPPING UP THAT.
WE'RE ABOUT 25% DONE ON THIS PARTICULAR SLIDE.
SOME OTHER THINGS TO NOTE ARE THE LEGISLATIVE SESSION END DATE ON THE 24TH.
THE RIFT DEADLINE THAT DR. ERICKSON TALKED ABOUT IS ON THE 15TH AND THEN POTENTIALLY MORE BOARD STUDY SESSIONS IN MID-MAY AND THEN WE WRAP UP WITH A HOPE TO ADOPT THE BUDGET BY THE 27TH OF JUNE, WHICH IS EARLIER THAN I THINK WE'VE DONE IT IN QUITE A FEW YEARS.
>> YOU SPEAK OF THE LEGISLATIVE SESSION, ARE THERE ANY MAJOR THINGS SITTING THERE THAT YOU'RE WATCHING THAT WOULD BE BIG IMPACTORS? [LAUGHTER]
>> THEIR MAJOR BIG IMPACTERS, THE BIGGEST AND PROBABLY ONE OF THE WORST THINGS THAT WOULD HAPPEN IN RECENT MEMORY IS THAT THEY ELIMINATE TRANSITION KINDERGARTEN.
THAT'S VERY CLOSELY BEING WATCHED BECAUSE THAT WOULD BE A REALLY BAD BLOW FOR KIDS IN THE STATE.
THAT ONE WE'RE KEEPING A CLOSE EYE ON THE RUMOR.
THE WORD ON THE STREET IS THEY'RE GOING TO END ON TIME.
BECAUSE ONE OF OUR HANG-UPS, ONE IF OUR COUPLE OF NEXT STEPS ARE THE F203, WHICH IS THE REVENUE FORECAST, WHICH IS PART OF THE F195, WHICH IS ACTUAL OFFICIAL BUDGET DOCUMENT.
WE HAVE TO IN ORDER TO BECAUSE WE HAVE TO ADOPT OUR BUDGET IN THE F195 FORMAT, WHICH IS THE STATE PRESCRIBED FORMAT.
THAT'S THE REVENUE FORECAST PORTION OF THAT.
OSPI CANNOT UPDATE THOSE WITH THE NEW INFORMATION UNTIL THE STATE FINALIZES THE BUDGET AND IT TAKES SOME USUALLY THREE WEEKS OR SO DEPENDING ON THE LEVEL OF CHANGES THAT THE VOLUME OF CHANGES ON WHAT THEY ARE THAT TAKE PLACE.
WE'RE MINIMUM A MONTH OUT FROM THE STATE FINALIZING BUDGET BEFORE WE CAN ACTUALLY HAVE SUITABLE FORMAT FOR APPROVAL AND WE'VE GOTTEN THEM ADVERTISE TWO CONSECUTIVE WEEKS PRIOR TO THE ADOPTION.
THERE'S A JUNE DEADLINE IS CONTINGENT UPON THE STATE GETTING THEIR PIECE DONE, SO OSPI CAN GET THEIR PIECE IS DONE, SO THEN WE CAN GET OUR PIECE DONE.
THERE'S A LITTLE BIT OF WIGGLE THERE THAT'S OUT OF OUR CONTROL, BUT HOPEFULLY THE WORD ON THE STREET IS THEY'RE GOING TO END ON TIME, WHICH HOPEFULLY WILL BE THE CASE.
>> THINKING OF PEOPLE, AND THE REDUCTION IN FORCE SO THE RIF NOTICES, IS APRIL 15TH, BUT THE LEGISLATURE DOESN'T END UNTIL THE 24TH.
>> I WAS LOOKING AT THE WRONG THING.
ELIMINATE PROGRAM, NOTIFY FEA.
WHAT'S THAT MAY 15TH THING? YOU DIDN'T MENTION THAT I WAS JUST BAD EYES IN READING THE WRONG LINE, I THINK, NEVER MIND.
>. SOMETIMES THERE HAVE BEEN YEARS WHEN THE LEGISLATURE IS STILL IN SESSION AND WE'RE LOOKING AND GOING, OKAY IT'S MAY 15TH WE HAVE NO IDEA WHAT THEY'RE DOING.
THEN THEY HAVE DONE THAT, NOT FUN.
>> IF WE ARE IN THAT POSITION, THE FIRST THING WE HAVE TO DO IS WE HAVE TO SET OUR INSTRUCTIONAL PROGRAMS, SO THAT IS APRIL ISSUE AND IF YOU REMEMBER BACK TO THE DARK DAYS THERE WHEN WE WERE BRIEFING,
[01:45:02]
WE ACTUALLY HAVE TO ANNOUNCE THOSE RIFTS.>> WE DID THAT IN 2020 WHEN THE LEVEE FAILS.
>> IT'LL BE THE SAME THING IN THIS SITUATION BEFORE THEY'VE SETTLED THAT IN CASE THERE ISN'T A FUNDING IN ORDER TO PAY FOR THE STAFF.
THE TIMELINES ARE VERY PROBLEMATIC AS FAR AS THAT GOES.
>> THANK YOU. THIS PART OF OUR PHASE 2 IS REALLY COLLABORATIVE.
IT'S US TALKING TO DEPARTMENTS AND MAKING DECISIONS.
>> THIS BASICALLY GETS US TO ADOPTION, SO THIS IS THE PHASE THAT GETS US FROM WHERE WE ARE NOW THROUGH YOU ADOPTING THE BUDGET.
>> THEN THE FINAL PHASE IS IT JUST KICKS OVER TO THE FINANCE DEPARTMENT AND WE DO ALL THE BEHIND THE SCENES WORK AND MARK MENTIONED WE'RE OBLIGATED TO, WE DIDN'T.
THAT WAS ON THE LAST SLIDE. I WAS THINKING THE ADVERTISEMENT, YOU ALREADY TALKED ABOUT THAT. SORRY, YOU CAN GO BACK.
[LAUGHTER] THIS IS ALL THE BEHIND THE SCENES WORK OF PREPARING THE F-195 AND UPLOADING IT AND THEN RECONCILING TO SKYWARD, WHICH IS OUR ACCOUNTING SYSTEM, AND THEN AFTER THE BUDGET IS ADOPTED THEN THE WORK CONTINUES INTO THE FALL WITH MEETING WITH BUILDINGS AND DEPARTMENTS AND GOING THROUGH BUDGETS AND MAKING SURE THEY KNOW WHAT'S GOING ON.
THE LAST THING ON HERE IS IN FEBRUARY OF 2024, AND WE'VE ALREADY STARTED BACK AT THE TOP OF PHASE 1 WITH THE NEXT YEAR, IT'S JUST THE CYCLE THAT KEEPS CONTINUING ON AND ON.
>> WHAT DID THE CARRY OVER LOOK LIKE FROM LAST YEAR?
>> WE'RE STILL IN THE MIDDLE OF LAST YEAR.
>> THIS TIMELINE IS GETTING VERY CONFUSING.
THIS TIME OF YEAR, [LAUGHTER] BECAUSE I'M ALREADY TALKING ABOUT THIS YEAR, WHICH MEANS NEXT YEAR AND LAST YEAR WHICH IS THIS YEAR.
>> I GUESS ARE YOU FORECASTING CARRYOVERS?
>> DEPENDING ON WHOM? WE'RE DIPPING INTO FUND BALANCE THIS YEAR LIKE WE HAD PLANNED.
WHEN WE BUILT THE CURRENT YEAR BUDGET, WE HAD PLANNED ON SPENDING INTO PART OF FUND BALANCE, WHICH WE WILL DO.
WE WILL NOT SPEND ALL OF THE FUND BALANCE, SO WE WILL STILL HAVE GOOD CHUNK OF THAT COMING FORWARD WITH US.
BUT THAT PIECE RIGHT THERE IS THE CRITICAL DIFFERENCE.
THAT TWO CRITICAL DIFFERENCES I THINK BETWEEN US AND WELL THREE, THAT FROM THE FOLKS THAT ARE IN REAL STRUGGLES AND WE'VE NOT BEEN IN A POSITION WITH THIS ECONOMIC ROLLER COASTER AND WITH THE DECLINES IN ENROLLMENT AND THAT WE'VE BEEN IN A POSITION THAT WE'VE HAD REAL SIGNIFICANT FINANCIAL STRUGGLES BECAUSE WE'VE HAD ENOUGH MONEY IN THE BANK TO WHETHER THE SMALL INCONSISTENCIES AND THEN WE'D BEEN SMART ABOUT MAKING SOME CONSCIOUS DECISIONS TO HELP US WEATHER THE BIG ONES AND SO LIKE FOR INSTANCE, THAT EXTRA MONEY THAT CAME IN AS AN EXTRA, WE SPENT ON EXTRAS.
WE SPENT THAT MONEY TO BUILD CAPACITY IN THE ORGANIZATION GOING FORWARD INTO FUTURE YEARS, NOT TO BACKFILL FOR EXPENSES THAT WE DIDN'T HAVE REVENUE TO SUPPORT.
THAT'S WHERE YOU TIE HERE AND PEOPLE TO TALK ABOUT THE CLIFF, THEY USE THOSE EXTRA MONIES TO SUPPORT LARGELY STAFF THAT THEY DIDN'T HAVE THE ENROLLMENT TO PAY FOR.
NOW THEY'RE IN A REALLY BIG HOLE.
WHEN YOU COMPOUND THAT WITH THE INCREASE IN COSTS FOR STAFF AND LOSING THE REVENUE, IT'S COMPOUNDED.
THEY GOT THEMSELVES BEHIND THE EIGHT BALL AND NOW IT'S GOTTEN WORSE FORM, SO THAT'S WHERE THE MAKING THE HARD LITTLE DECISIONS KEEPS YOU OUT OF HAVING TO MAKE THE HARD BIG DECISIONS IN MOST CASES.
BUT THAT'S WHERE WE GET REAL PROTECTIVE.
I GET REAL PROTECTIVE OF OUR FUND BALANCE BECAUSE THAT REALLY IS WHAT SMOOTHS THE BUMPY WATERS, AND EVERYBODY WANTS TO SPEND IT.
EVERYBODY WANTS TO SIT THERE FOR A WHILE BECAUSE YOU DON'T NOTICE THE SIX PERCENT INFLATION THAT WE GOT CAUGHT WITH LAST YEAR AND NOBODY IS BUDGET GOT CAUGHT.
WE DIDN'T TAKE ANYBODY'S MONEY AWAY.
WE DIDN'T HAVE A SPENDING FREEZE BECAUSE WE WERE ABLE TO ABSORB THAT AND NOW THIS YEAR WE'RE ABLE TO ACCOUNT FOR THE CHANGE.
[01:50:03]
THE MONEY IN THE BANK GETS YOU THROUGH THE YEAR.THEN YOU GOT TO MAKE THE ADJUSTMENT PLANNING FOR NEXT YEAR SO YOU DON'T GET CAUGHT WITH THE SAME ISSUE.
>> OUR PURPOSE OF TONIGHT WAS REALLY JUST TO HELP YOU SEE ALL THE CONVERSATIONS, THE WORK THAT GOES INTO THIS RIGHT AT THIS MOMENT, THIS WILL NOT BE OUR LAST TIME TALKING ABOUT BUDGET, BUT WE REALLY WANTED TO SPEND SOME TIME.
AS WE GO FORWARD, YOU HAD SOME IDEAS OF WHAT THEY'D BEEN DOING AND I REALLY DO WANT A COMPLEMENT, MARK AND HOLLY AND THE TEAM BY CREATING THAT TIMELINE, BY CREATING PROCESSES.
I KNOW OUR ADMINISTRATORS ARE SUPER APPRECIATIVE OF HAVING REALLY DEDICATED TIME TO ALSO LEARNING AND DOING DEEP DIVE, HAVING SPACE TO ASK QUESTIONS AND WE'VE BUILT THAT INTO THE CALENDAR NOW, SO THEY'LL BE ABLE TO HAVE THESE ONGOING CHECK-INS, NOT JUST THE LEADER, BUT ALSO THEIR ADMINISTRATIVE ASSISTANT WHO'S MARKING THOSE THINGS.
THAT WAY IF THERE IS AN ERROR OR SOMETHING THAT WE CAN CATCH IT EARLY AND NOT ON THE BACKEND AND SO WE'LL CONTINUE TO KEEP YOU UP-TO-DATE.
IF YOU HAVE FURTHER QUESTIONS, JUST LET US KNOW.
BUT AS I SAID, WE'RE SPENDING EVERY SINGLE WEEK AS AN EXECUTIVE TEAM DOING THIS WORK, SO WE'RE ALL VERY FLUID AND TALKING ABOUT IT AND BUILDING A VERY TRANSPARENT PROCESS.
>> I MIGHT BE JUMPING THE GUN A LITTLE BIT ON THIS.
CHRISTI IF YOU TELL ME WE'LL TALK ABOUT THAT NEXT MEETING.
YOU JUST TELL ME WE'LL TALK ABOUT THEM NEXT MEETING.
MARK HAD MENTIONED WITH TRANSITIONAL KINDERGARTEN IN A BILL THAT IF IT WERE TO PASS, IT WOULD REALLY IMPACT TO THE BUDGET.
THAT'S ALL HAPPENING IN OLYMPIA RIGHT NOW AND THERE'S A LOT OF TIMES WHERE PEOPLE CAN BE LIKE, OH, WELL, THEY'RE IN CHARGE THERE AND IT JUST HAPPENS TO US.
I THINK WE NEED TO REMEMBER THAT AS A SCHOOL BOARD, AS JUST CITIZENS IN GENERAL, THINGS DON'T ALWAYS JUST HAPPEN TO YOU, BUT WE CAN HAVE AN ACTIVE ROLE IN PROPOSING A BETTER SOLUTION.
WITH WAS ONE OF THE THINGS THAT THEY HAVE ON THEIR WHOLE LEGISLATIVE ADVOCACY AND TELL ME IF I'M GOING TOO FAR.
NO. ON THEIR LEGISLATIVE ADVOCACY CALENDAR, IS THAT IN APRIL, MAY TIMEFRAME, SCHOOL DISTRICT BOARDS CAN PUT TOGETHER A PROPOSITION OF WHAT THEY THINK WAS THEY SHOULD HAVE AS A POSITION FOR WHAT THEY'RE GOING TO LOBBY FOR THE NEXT YEAR.
RIGHT NOW WASDA DOESN'T HAVE A POSITION ON THE TRANSITIONAL KINDERGARTEN BILL BECAUSE THERE HASN'T BEEN ONE THAT'S BEEN PRESENTED BY ANY SCHOOL BOARD TO SAY LIKE WHEREFORE IT OR WERE AGAINST IT.
THERE ARE MANY SCHOOL DISTRICTS IN THE STATE THAT ARE USING IT AND SEEING THE BENEFITS OF IT, BUT WASDA HAS JUST BEEN BEHIND IN SAYING, DO WE SUPPORT IT.
WITH THAT, IN APRIL, MAY BE WATCHING FOR OUR SECRET NOT SO SECRET EXPERT ON TRANSITIONAL KINDERGARTEN.
IT'S GOING TO HELP PUT TOGETHER WHAT COULD THAT POSITION BE THAT THE FERNDALE SCHOOL DISTRICT, THIS FERNDALE SCHOOL SCHOOL BOARD COULD VOTE ON TO SAY," WASDA THIS IS SOMETHING THAT WE WANT ALL OF YOUR MEMBERS TO VOTE ON AND IF WE'RE ONE OF THOSE TOP FIVE, WHAT HAVE YOU THEN THE NEXT YEAR, WE'D BE ONE OF THOSE HOT TOPICS, NOT WE BUT TRANSITIONAL KINDERGARTEN AND WE WOULD ACTUALLY, AS WASDA HAVE A POSITION ON IT." THERE'S ALSO THE, AS A SECOND STEP ON IT CITIZENS CAN WRITE BILL'S.
CITIZENS CAN PUT FORWARD A BILL TO THE LEGISLATURE TO PRESENT AND POTENTIALLY BECOME LAW.
MAYBE THAT COULD BE SOMETHING THAT FERNDALE SCHOOL DISTRICT COULD BE THE STARTUP.
JUST TO PUT A LITTLE BIT IN YOUR MONNET HOPEFULLY, OR MAYBE IN THE NEXT COUPLE OF MONTHS WE MIGHT BE TALKING ABOUT SOMETHING LIKE THAT THAT WE CAN, INSTEAD OF JUST HAVING OLYMPIA TELL US WHAT WE'RE DOING, WE CAN TELL OLYMPIA HOW IT SHOULD BE DONE AND POTENTIALLY GET OTHER SUPERINTENDENTS, OTHER SCHOOL BOARD DIRECTORS, MAYBE ALL OF THE WHAT COMES SCHOOL BOARDS WHO COME TOGETHER AND SUPPORT IT.
BUT WE CAN ACTUALLY MAKE CHANGE IN OLYMPIA RATHER THAN JUST HAVE IT TRICKLED DOWN TO US. THANKS, CHRISTI.
>> ANY QUESTIONS? WELL, THANK YOU, MARK.
THANK YOU, HOLLY. I APPRECIATE YOU BOTH PUTTING THAT PRESENTATION TOGETHER.
KELLY AND TRINA, THANK YOU FOR BRINGING THE REALITY TO THE NUMBERS.
THAT'S ALWAYS HELPFUL AND IT HELPS PEOPLE UNDERSTAND THE VALUE OF THE PROCESS AND WHAT'S GOING ON.
WE APPRECIATE THAT. AT THIS POINT,
[01:55:01]
THE ONE OTHER THING THAT I WOULD ENCOURAGE THE BOARD MEMBERS TO LOOK AT JUST BECAUSE AT SOME POINT WE WILL NEED TO HAVE A CONVERSATION ABOUT IT IN REGARDS TO BUDGET WHEN WE'RE TALKING ABOUT BUDGET, MELINDA SENT OUT SOME INFORMATION THAT WASDA PUT TOGETHER.THERE WAS A STUDY THAT WAS DONE ON BOARD COMPENSATION AND HOW IT COMPARES TO OTHER ELECTED OFFICIALS AND THAT INFORMATION IS COMPILED.
AGAIN, SHE SENT OUT THE LINK IN AN EMAIL.
THERE'S ALSO A LINK WITHIN THE BUDGET PORTION OF THE AGENDA THAT PEOPLE CAN TAKE A LOOK AT.
IT'S SOME INTERESTING INFORMATION ON HOW THAT ALL PLAYS INTO THINGS.
I'D ENCOURAGE THE BOARD TO LOOK AT THAT BECAUSE IT IS A CONVERSATION THAT WE SHOULD HAVE AT SOME POINT WITH THAT SAID AND IN KEEPING WITH OUR TRADITION OF [OVERLAPPING]
>> KEVIN, IS THERE ANY REASON THAT LINK CAN'T BE IN THE PUBLIC CONTENT?
>> THE ONLY REASON WE CAN CERTAINLY MOVE IT THERE, AND THE ONLY REASON I WASN'T SURE IF THAT WAS I WASDA SHARE OR IF THAT WAS A PUBLIC DOCUMENT AND SO WHEN CHRIS ASKED ME, BECAUSE I DIDN'T KNOW IF IT WAS SOMETHING THAT WAS JUST SHARED OUT TO WASDA MEMBERS.
WHEN I READ THROUGH IT, I DON'T THINK THERE'S ANYTHING IN THERE THAT IS, I'M ASSUMING IT'S PUBLISHED SOMEWHERE.
>> IT'S A PUBLIC DOCUMENT, BUT I CAN CHECK ON THAT.
I THINK IT WOULD BE SOMETHING THAT SINCE IT'S A BUDGET THING AND TRANSPARENCY AND SUCH, I WOULD WANT THE PUBLIC TO SEE.
>> I JUST DIDN'T KNOW IF IT WAS STILL A DRAFT FORM THAT WAS ONLY AVAILABLE TO WASDA MEMBERS OR IF IT WAS.
I ASKED HER JUST TO PUT IT IN THE EXACT SESSION UNTIL WE KNOW FOR SURE.
IF YOU CAN CHECK WITH YOUR SOURCES AND FIND OUT AND WE CAN CERTAINLY MOVE THAT.
I HAVE NO PROBLEM WITH THAT. I JUST DIDN'T WANT TO OVERSTEP.
>> MELINDA, THANK YOU FOR ASKING THAT BECAUSE THAT WAS MY CONCERN TO YOU.
I THOUGHT, IF WE'RE GOING TO START TALKING ABOUT SOMETHING LIKE THAT, THE PUBLIC GOT TO HAVE A CHANCE TO READ IT, THINK ABOUT IT.
>> HAS ANYBODY HAD A CHANCE TO READ IT YET?
HE TOLD ME, HAVE YOU SEEN THIS THING? [LAUGHTER]
>> THERE'S A LOT OF REDUNDANCY IN THERE. A LOT.
>> THERE'S A LOT OF REPETITIVENESS.
>> CAN I GIVE WHAT I SAW AS A NUTSHELL ON IT?
>> IN 1987, THE WASHINGTON STATE LEGISLATURE ESTABLISHED HOW SCHOOL BOARD DIRECTORS WOULD BE PAID POTENTIALLY AND WHAT THEY DECIDED IS IT WOULD BE A PER DIEM.
SO IT'S LIKE IF YOU GO TO A MEETING, YOU CAN COLLECT A PER DIEM AND THAT PER DIEM WAS SET AT $50. HOW MANY YEARS? THIRTY FIVE YEARS, 36 YEARS SINCE 1987.
THEY HAVEN'T TOUCHED IT, NOT ONCE HAS IT BEEN CHANGED.
THE OTHER THING WITH THAT LAW AND IT'S GOT AN RCW, OR WHATEVER, IS THEY SAY THAT THE SCHOOL BOARD DIRECTORS CAN COLLECT THAT PER DIEM.
BUT IN ORDER FOR THEM TO COLLECT THE PER DIEM, IT HAS TO BE VOTED ON BY THE SCHOOL BOARD TO SAY YES, THAT'S ALLOWABLE.
SO THE MAXIMUM PER SCHOOL BOARD MEMBER THAT COULD BE COLLECTED IS 4,800 AND IF IT'S $50 PER MEETING, THAT'S 96 MEETINGS PER SCHOOL BOARD MEMBER AND WELL, WE GO TO TWO A STUDY SESSION IN A BOARD MEETING EACH MONTH.
WE MAY GO TO OTHERS, BUT WE'RE NOT GOING TO GET CLOSE.
WELL, WE COULD, BUT HEY, IF YOU DID, THAT'S A PRETTY INVOLVED SCHOOL BOARD DIRECTOR.
YOU COULD ARGUE THAT WAY. GOSH, THAT WAS ONE OTHER THOUGHT THAT I HAD ON IT.
>> ARE THEY LOOKING TO INCREASE THOSE AMOUNTS, MELINDA?
>> THEIR SUGGESTION IN THAT WAS TO INCREASE THE PER DIEM.
THEIR SUGGESTION IN IT WAS TO INCREASE THE PER DIEM TO $127 AND THAT'S LIKE AN INFLATION THROUGH TIME TYPE OF THING.
BUT THE ONE OTHER THING AND THANK YOU, STEVE FOR JOGGING MY MEMORY ON THIS IS THEY COMPARED SCHOOL BOARD DIRECTORS AND THE AMOUNT OF WORK THEY DO, WHICH ON AVERAGE FROM THIS STUDY WITH 16 HOURS PER MONTH.
AND THAT INCLUDES GOING TO MEETINGS AND I INCLUDES PREPPING FOR MEETINGS AND SUCH.
>> TWO OTHER ELECTED OFFICIALS.
>> TWO OTHER ELECTED OFFICIALS.
THE CLOSEST THEY FOUND WAS A PUD COMMISSIONER AND THE PUD COMMISSIONERS MAKE ABOUT $1,200 PER MONTH.
IT'S SOMETHING TO THINK ABOUT OF A PER DIEM OF $50 PER MEETING THAT HAS TO BE VOTED ON BY THE BOARD TO SAY YES, YOU CAN TAKE IT.
COMPARED TO OTHER ELECTED OFFICIALS THAT ARE $1,200 A MONTH.
THERE ARE NO OTHER ELECTED OFFICIALS THAT HAVE A COMPENSATION STRUCTURE LIKE A SCHOOL BOARD DIRECTOR AND MY LAST THING TO SAY,
[02:00:04]
IS I HAVE HAD SEVERAL CONVERSATIONS WITH PEOPLE WHO HAVE RUN FOR PUBLIC OFFICE AND WHEN BRINGING UP SCHOOL BOARD DIRECTOR, THEY DON'T RUN FOR SCHOOL BOARD DIRECTOR BECAUSE THERE IS NO COMPENSATION AND THAT'S NOT BECAUSE THESE ARE GREEDY PEOPLE AND IT'S NOT BECAUSE SCHOOL BOARD DIRECTORS AREN'T INTERESTED IN THE VALUE OF THEIR TIME.THIS IS A WASHINGTON STATE PROBLEM IN MY OPINION. THIS IS MY OPINION.
THIS IS A WASHINGTON STATE PROBLEM IN A LOT OF WAYS, BUT I JUST WANTED TO CALL [INAUDIBLE] ATTENTION TO IT.
PUBLIC AND BOARD MEMBERS AND EVERYBODY.
>> YEAH, IT'S AN INTERESTING STUDY.
THERE'S SOME INTERESTING COMPARISONS MADE AND I HAVE NO PROBLEM.
I WOULD HAVE PUT IT IN THE PUBLIC COMMENT.
LIKE I SAID, WE DIDN'T HAVE THE TIMING WAS SUCH THAT WE WEREN'T SURE.
>> PRETTY SURE IT CAME OUT LIKE IN THIS WEEK IN WASHINGTON, ONE OF THOSE THINGS SO I THINK IT'S POSSIBLE, BUT I WILL SEARCH.
>> COOL. THERE'S DEFINITELY SOME INTERESTING INFORMATION ON THE WAY THINGS ARE HANDLED AS FAR AS COMPENSATING SCHOOL BOARD MEMBERS COMPARED TO OTHER POSITIONS.
IT'S A GOOD READ AND EVEN THOUGH IT IS 50 SOME PAGES, IT READS PRETTY FAST.
IT'S GOT BIG PRINT, LOTS OF PICTURES, LOTS OF GRAPHS.
>> I HAVE ANOTHER QUESTION SINCE WASDA IS THE STATE ORGANIZATIONS HAVE PAID FOR TAXPAYER DOLLARS, SHOULDN'T ALL THEIR PUBLICATIONS BE AVAILABLE TO PEOPLE? PEOPLE PAY FOR THEM.
>> PROBABLY SELL, BUT AGAIN, I OPTED TO ERROR ON THE SIDE OF CAUTION BECAUSE I DIDN'T WANT TO BE THE ONE THAT WAS ON THE FRONT PAGE OF THE PAPER FOR PUTTING OUT SOMETHING THAT WASN'T SUPPOSED TO BE.
BUT YOU'RE PROBABLY RIGHT. LIKE I SAID, WE JUST IN THE TIME-FRAME OF PUTTING IT ON THERE, WE JUST DIDN'T HAVE THE TIME TO GET THAT INFORMATION, BUT WE CAN CERTAINLY CHECK IT OUT.
THERE WAS ANOTHER THOUGHT THAT I JUST HAD ABOUT, I HAVE LOST IT.
IT'LL COME BACK AT SOME POINT.
WITH THAT, THE OTHER THING THAT I WANTED TO MENTION WAS JUST OUR UPCOMING STEADY SESSIONS.
WE'VE GOT OUR REGULAR BOARD MEETING ON THE 28TH, AND THEN WE'VE GOT A STEADY SESSION BASED ON THE SURVEY THAT WAS SENT OUT TO DISCUSS THE PROCESS OF THE LAND ACKNOWLEDGMENT.
THAT IS SCHEDULED FOR APRIL 18TH, WHICH IS TUESDAY AND THAT'LL BE AT SIX O'CLOCK AND WE'RE STILL WORKING ON LOCATION BECAUSE THIS BUILDING HAS A PRIOR COMMITMENT, SO WE WILL BE LETTING EVERYBODY KNOW.
IT WILL BE AT VISTA. WE'VE GOT THAT FIGURED OUT.
LAST I HEARD IT WAS STILL PENDING.
THE OTHER THING I'LL JUST MENTION, WHILE WE'RE SPEAKING ABOUT BUDGETS IF YOU HAVEN'T GOTTEN THE NOTICE, IT MIGHT'VE WENT TO YOUR SPAM FOLDER OR TRASH FOLDER.
BUT YOUR PUBLIC DISCLOSURE REPORT IS GOING TO BE DUE APRIL 15TH.
I THINK THAT'S WHAT IT IS, SO DON'T FORGET TO DO THAT.
THEY FROWN ON YOU IF YOU DON'T TURN IT INAPPROPRIATELY AND IT CAN TAKE A LITTLE WHILE TO DO DEPENDING IF YOU'VE DONE IT BEFORE, IT'S FASTER.
YOU CAN IMPORT YOUR INFORMATION.
CALL THEM AND ASK THEM, I'VE DONE IT MULTIPLE YEARS AND IT FINALLY HAS DECIDED TO TAKE MINE IN.
BUT I HAD MANY YEARS WHEN IT WAS GRUMPY.
BUT IF YOU CALL THEIR NUMBER THE PEOPLE THERE ARE REAL HELPFUL.
ANYTHING ELSE THAT I HAVE MISSED OR FORGOTTEN? THEN I WILL CALL OUR STUDY SESSION ADJOURN. THANK YOU, EVERYONE.
* This transcript was compiled from uncorrected Closed Captioning.