[00:00:02]
>> GOOD EVENING AND WELCOME TO THIS STUDY SESSION OF
[1. CONVENE]
THE FERNDALE SCHOOL DISTRICT, SCHOOL BOARD.WE'RE HERE TO MEET AND TALK ABOUT THE BUDGET TONIGHT, A HOT TOPIC THAT I'M SURE EVERYONE WILL FIND CAPTIVATING AS IS EVIDENCED BY OUR STUDIO AUDIENCE.
HOPEFULLY, THERE'S MORE PEOPLE ONLINE BECAUSE I KNOW HOLLY AND MARK HAVE PREPARED FOR THIS AND I DON'T WANT THEIR EFFORTS TO BE WASTED.
WITHOUT ANY FURTHER ADO, WE'LL GO AHEAD AND GET OUR MEETING STARTED.
FIRST OFF, IF EVERYONE WOULD PLEASE JOIN ME WITH THE PLEDGE OF ALLEGIANCE.
NEXT IS THE LAND ACKNOWLEDGMENT, WHICH STATES THAT WE, THE FERNDALE SCHOOL DISTRICT, ACKNOWLEDGE WE ARE RESIDING ON THE TRADITIONAL ANCESTRAL AND UNSEATED TERRITORIES OF THE LUMMI PEOPLE.
THE LUMMI PEOPLE ARE THE ORIGINAL INHABITANTS OF WASHINGTON'S NORTHERNMOST COAST IN SOUTHERN BRITISH COLUMBIA.
THEY LIVED IN VILLAGES THROUGHOUT THIS TERRITORY AND CONTINUE TO HAVE AN ONGOING RELATIONSHIP WITH THESE AREAS.
SINCE TIME AND IMMEMORIAL, THEY HAVE CELEBRATED LIFE ON THEIR WATERWAYS AND ON THE TRADITIONAL ANCESTRAL AND UNSEATED LANDS OF THEIR PEOPLE TO PERPETUATE THEIR WAY OF LIFE.
WE HONOR THEIR ANCESTORS AS WE ACKNOWLEDGE THE PAST PRESENT AND FUTURE LUMMI PEOPLE AS THE ORIGINAL INHABITANTS OF THIS LAND.
WITH THOSE FORMALITIES OUT OF THE WAY,
[2. MATTERS FOR BOARD DISCUSSION]
I WILL GO AHEAD AND TURN OUR MEETING OVER TO HOLLY AND MARK AND WOW US WITH BUDGET FACTS.>> WOW IS A TOUGH BAR TO GET OVER, BUT I'LL TRY MY BEST.
A COUPLE OF YEARS AGO, WE DID A SESSION CALLED FINANCE 101, WHERE WE WENT THROUGH UNNECESSARILY COMPLICATED BUDGET FOR SCHOOL FINANCE.
I'VE REVAMPED THAT PRESENTATION, SHORTENED IT A LITTLE BIT, EDIT IT FOR CURRENT TIME.
WE'RE GOING TO TALK ABOUT THAT, SO WE'RE GOING TO DO THE FINANCE 101 REVIEW.
AS PART OF THAT WE TALK ABOUT FINANCIAL REPORTING, THE SCHOOL DISTRICT FINANCIAL STRUCTURE AND THE BUDGET PROCESS.
THEN I'LL ALSO GIVE AN UPDATE OF THE FUND BALANCE, WHERE WE'RE AT RIGHT NOW.
THEN WE'LL TALK ABOUT THE BOARD BUDGET SURVEY THAT YOU DID AND COMPLETED AND TURNED INTO ME.
FIRST OFF, FINANCE IS PART OF THE BUSINESS AND SUPPORT SERVICES TEAM.
MARK, DO YOU WANT TO SAY A LITTLE BIT ABOUT BUSINESS AND SUPPORT SERVICES?
>> PROBABLY THE SINGLE GREATEST DEPARTMENT IN THE WHOLE SCHOOL DISTRICT, MAYBE THE WHOLE STATE, OTHER THAN MAYBE TEACHING AND LEARNING.
IT COVERS A BROAD VARIETY OF PROGRAMS. BASICALLY ALL THE NON INSTRUCTIONAL PROGRAMS, THE OPERATIONAL SIDE OF THE SCHOOL DISTRICT.
THERE'S A LOT OF DIFFERENT, AREAS THAT WE COVER.
>> CUSTOMER SERVICE AND SUPPORT.
>> THAT'S A REALLY PRETTY GRAPHIC.
>> AI DID IT FOR ME. THANK YOU.
>> I WAS REALLY PROUD OF IT. I WAS SO EXCITED WHEN IT AND THE NEXT ONE'S EVEN BETTER.
I'M AFRAID IT GOES DOWNHILL FROM HERE.
THESE ARE THE LAST OF THE PRETTY GRAPHICS.
THIS IS THE FINANCE TEAM. I'D LIKE TO SAY WE'RE LEAN AND MEAN.
THERE ARE, I'M THE EXECUTIVE DIRECTOR, AND THEN I HAVE FOUR SPECIALISTS THAT DO A LOT OF WORK.
I THINK KELLY, THE AUDIT COMMITTEE KNOWS KELLY VERY WELL.
SHE PROCESSES OUR ACCOUNTS PAYABLE AND DOES GRANT PROCESSING AND DOES SOME OTHER SUPPORT THINGS TOO.
WE'VE GOT LIZ AND WENDY IN PAYROLL, PROCESSING PAYROLL FOR 800 EMPLOYEES.
A LOT OF PEOPLE OFTEN THINK THEY ARE PART OF THE HR TEAM, BUT THEY'RE NOT THEY'RE PART OF FINANCE, BECAUSE AS PART OF INTERNAL CONTROL, WHEN YOU HAVE FINANCE, YOU WANT TO KEEP THINGS SEPARATED.
HR DOES THEIR PART AND THEN IT COMES TO PAYROLL SO WE ALWAYS HAVE AT LEAST TWO SETS OF EYES LOOKING AT EVERYTHING THAT HAPPENS.
THEN WE HAVE RENETTA, WHO SPLITS HER TIME BETWEEN HELPING WITH ACCOUNTS PAYABLE, AND THEN SHE ALSO SUPPORTS THE PAYROLL TEAM ALSO. THAT'S OUR TEAM.
I LIKE TO SAY WE'RE LEAN AND MEAN.
OUR RESPONSIBILITIES OF THE FINANCE DEPARTMENT ARE WE'RE
[00:05:01]
ACCOUNTABLE FOR EVERY DOLLAR THAT FLOWS IN OR OUT OF THE DISTRICT.ACCOUNTS RECEIVABLE, ACCOUNTS PAYABLE, PAYROLL, GRANTS, STATE AND FEDERAL TAXES, EVERYTHING THAT HAS A DOLLAR SIGN ATTACHED TO IT WE'RE RESPONSIBLE FOR.
WE'RE CHARGED WITH ENSURING THAT ALL TRANSACTIONS ARE LEGAL AND MEET DISTRICT POLICY AS WELL AS FEDERAL LAW AND STATE LAW AND ANY OTHER REGULATIONS, AS WELL AS MAKING SURE THEY COMPLY WITH OUR GRANT AGREEMENTS.
LIKE I SAID, INTERNAL CONTROLS ARE A BIG DEAL.
YOU HEAR THAT A LOT IN ACCOUNTING AND FINANCE, AND THAT'S A SYSTEM TO MAKE SURE IT LIMITS OPPORTUNITY FOR FRAUD, IT LIMITS OPPORTUNITY FOR MISTAKES SO INTERNAL CONTROLS ARE A BIG THING BECAUSE OUR NUMBER ONE THING IS SAFEGUARDING OF PUBLIC FUNDS.
THE GUIDING PRINCIPLE IN ACCOUNTING IS TRUST BUT VERIFY, WE'RE ALWAYS DOUBLE COUNTING EVERYTHING AND LOOKING AT EVERYTHING TWICE.
WE REALLY HAVE A GOAL OF TRANSPARENCY FOR ALL OF OUR STAKEHOLDERS.
NOW, I'M GOING TO GET INTO FINANCIAL REPORTING.
THERE'S THREE MAJOR EVENTS THAT HAPPEN IN THE FINANCE DEPARTMENT, OUR F-195, WHICH IS OUR ANNUAL BUDGET.
THE F-195 IS A FORMAT THAT IS MANDATED BY THE STATE, SO IT'S A STATE REQUIRED FORMAT.
THE F-196, AGAIN, THAT'S A REQUIRED FORMAT OF THE STATE, AND THAT'S OUR ANNUAL FINANCIAL STATEMENT.
THEN WE HAVE AN ANNUAL AUDIT EACH YEAR AROUND THIS TIME.
USUALLY HAPPENS FEBRUARY, MARCH.
WE GET A VISIT FROM THE STATE AUDITORS.
THEY COME AND GO THROUGH ALL BOOKS AND MAKE SURE EVERYTHING IS GOOD.
THE FISCAL YEAR OF THE SCHOOL DISTRICT STARTS SEPTEMBER 1ST AND RUNS THROUGH AUGUST 31ST.
THE STATE AND THE WACOM COUNTY OPERATE ON THE CALENDAR YEAR.
FEDERAL GOVERNMENT IS ON THE CALENDAR YEAR.
THEN A LOT OF OTHER ENTITIES THAT WE DEAL WITH ARE ALSO ON CALENDAR YEARS OR VARIOUS FISCAL YEARS.
WE HAVE TO FIGURE OUT IF IT COMES TO GRANT AGREEMENTS OR THINGS LIKE THAT, WE HAVE TO MAKE SURE THAT WE ARE IN LINE WITH THE DATES AND KEEPING TRACK OF WHICH FISCAL YEAR THINGS ARE IN, SO IT CAN GET FAIRLY CONFUSING.
AROUND THIS TIME OF YEAR, WE'RE DEALING WITH OUR AUDIT WILL BE HAPPENING SOON AND THAT'S A TWO YEAR AUDIT, THAT'S THE PREVIOUS TWO YEARS.
WE'RE ALSO DEALING IN THIS CURRENT SCHOOL YEAR, AND WE'RE ALSO DEALING WITH BUDGET FOR NEXT YEAR.
WE'VE GOT FOUR YEARS THAT WE'RE SHUFFLING AT ALL TIMES SO IT CAN BE A JUGGLING ACT. YES?
>> THAT SHOULD BE JULY THROUGH JUNE.
IT'S REVERSED. THAT'S A SHORT YEAR. THAT'S MY MISTAKE.
I FORGOT TO STATE IT EARLIER, BUT PLEASE, IF ANYBODY HAS ANY QUESTIONS, FEEL FREE TO JUMP IN AND ASK ME.
IT'S EASIER NOW WHETHER I'VE GOT SLIDES UP THAN LATER.
THE ANNUAL BUDGET, THE F-195 PER STATUTE, WE HAVE TO HAVE A COMPLETED BUDGET TURNED INTO THE STATE BY JULY 10TH EVERY YEAR.
I CAN'T EMPHASIZE THAT ENOUGH. IT'S AN ESTIMATE.
WE TRY OUR BEST, BUT WE DON'T HAVE A CRYSTAL BALL SO WE DON'T KNOW EXACTLY WHAT'S GOING TO HAPPEN.
WE USE HISTORICAL DATA, ASSUMPTIONS AND WHAT WE KNOW TO BE TRUE AT THE TIME THAT WE PREPARE THE BUDGET TO COME UP WITH SOMETHING THAT'S AS GOOD AS WE CAN GET.
AFTER THE BUDGET HAS BEEN APPROVED AND ADOPTED, IT REALLY SERVES AS OUR DECISION MAKING TOOL, EVERY DECISION WE MAKE, IS IT IN THE BUDGET? YOU'LL HEAR THAT.
IN THE BUDGET, WE INCLUDE CONTINGENCY AND CAPACITY FOR OTHER THINGS THAT MIGHT HAPPEN, EMERGENCIES OR IF WE GET A FUNDING SOURCE WHERE WE WEREN'T EXPECTED, WE HAVE SOME CAPACITY BUILT IN.
THE LIFE CYCLE OF A TYPICAL BUDGET IS ABOUT 20 MONTHS.
WE START PREPARING EARLY FOR THE BUDGET THAT STARTS SEPTEMBER 1ST, AND THEN AFTER IT'S OVER AND WE START RECONCILING THE FINANCIAL STATEMENTS.
I'M STILL WORKING ON 24/25 AT THIS POINT SO IT'S A FAIRLY LONG LIFE CYCLE.
>> JUST ONE POINT ON THE CONTINGENCY.
HOLLY SAID WE MAY BE APPLYING FOR GRANTS OR HOPING TO GET SOME ADDITIONAL FUNDING.
WE'LL BUDGET REVENUE AND OFFSETTING EXPENDITURES THAT DON'T EXIST YET.
THE EXPENDITURES WON'T GET SPENT WITHOUT THE OFFSETTING REVENUE.
[00:10:05]
THEY GO TOGETHER AS A LINE ITEM.THE REASON THAT THAT'S IMPORTANT, BLESS YOU, IS THAT THOUGH WE CANNOT SPEND MORE THAN WHAT YOU AUTHORIZE SO THE BUDGET RESOLUTION THAT YOU ADOPT HAS THE DOLLAR AMOUNTS FOR EACH FUND AND WE CAN'T SPEND MORE.
SAY WE GOT A $5 MILLION GRANT THAT WE DID NOT BUDGET FOR.
WE CAN'T SPEND THOSE MONIES WITHOUT COMING BACK AND DOING A BUDGET EXTENSION IN ORDER TO AUTHORIZE A HIGHER EXPENDITURE LIMIT. DOES THAT MAKE SENSE? THAT'S WHY WE WITHIN REASON BASED ON PAST HISTORY AND BEST ESTIMATES, BUDGET THAT CONTINGENCY OR CAPACITY RATHER, I'M SORRY.
>> THE F-195 IS A FOUR YEAR PROJECTION THAT WE WERE REQUIRED TO DO PROBABLY FOUR OR FIVE YEARS AGO, SO THAT'S BEEN PART OF THE BUDGET.
IT USED TO BE A SEPARATE STANDALONE REPORT, BUT NOW IT'S WITH THE F-195, IT JUST APPEARS AT THE END.
THEN WE HAVE SOME OTHER SUPPLEMENTARY REPORTS, THE MSOC DISCLOSURE, THAT'S MATERIAL SUPPLIES AND OPERATING COSTS.
IS A REPORT THAT SHOWS THAT WE SPEND MORE ON MATERIAL, SUPPLIES, AND OPERATING COSTS THAN THE STATE GIVES US, WE HAVE TO TURN THAT INTO THE STATE EVERY YEAR.
THEN THERE'S ALSO WE PREPARE A CITIZENS BUDGET, WHICH IS JUST A BIT EASIER TO DIGEST, USER FRIENDLY FORMAT HAS ALL THE SAME INFORMATION AS THE F-195, BUT JUST EASIER TO READ.
THE ANNUAL FINANCIAL STATEMENTS, THE F-196, THAT PRESENTS THE ACTUAL ACTIVITY, NOT ESTIMATE, LIKE THE BUDGET SO THAT GETS PREPARED IN THE FALL AFTER WE CLOSE OUR YEAR ON AUGUST 31ST.
IT INCLUDES ANY GASB IMPLEMENTATIONS, WHICH ARE THE GOVERNMENTAL ACCOUNTING STANDARDS BOARDS IS ALWAYS COMING OUT WITH NEW THINGS THAT WE HAVE TO DO, AND NEW WAYS WE HAVE TO ACCOUNT FOR THINGS.
WE ALWAYS HAVE TO MAKE SURE WE'RE IN LINE WITH ALL THE GASBS.
THERE'S AN OCTOBER 20TH DUE DATE FOR THE FIRST ROUND.
IT GETS REVIEWED BY BOTH THE ESD AND OSPI.
THERE'S A REVIEW PROCESS BACK AND FORTH, BUT IT'S USUALLY COMPLETE BY THE FIRST PART OF NOVEMBER.
THEN F-196 AND ALL THE SUPPLEMENTAL REPORTS OR WHAT GETS AUDITED EACH YEAR BY THE WASHINGTON STATE AUDITOR'S OFFICE.
SPEAKING OF THE AUDIT, THERE IT IS.
SAO COMES IN AND AUDITS US EVERY YEAR.
THERE ARE THREE DIFFERENT AREAS OF FOCUS.
EACH YEAR, THEY DO A FINANCIAL STATEMENT AUDIT, WHICH IS OUR COMPLETE FINANCIAL STATEMENT, F-196.
THEY DO AN AUDIT OF FEDERAL GRANTS.
SOMETIMES THAT'S CALLED A SINGLE AUDIT, WHERE THEY REALLY DO A DEEP DIVE INTO ONE OF THE FEDERAL GRANTS.
THEN EVERY OTHER YEAR THEY DO WHAT THEY CALL A TWO YEAR ACCOUNTABILITY AUDIT.
WITH THOSE, THEY CAN REALLY PICK ANYTHING THAT THEY WANT TO LOOK AT IN THE PAST, THEY'VE DONE A LOT OF COMPENSATED ABSENCE AUDITS.
THEY'LL LOOK AT ASB, THEY'LL JUST PICK SOMETHING THAT THE STATE WANTS THEM TO DO A DEEPER DIVE AND THEY'LL LOOK AT DIFFERENT THINGS.
USUALLY THEY DO PICK FOUR OR FIVE DIFFERENT THINGS TO LOOK AT IN THE ACCOUNTABILITY AUDIT.
>> WHEN I'VE BEEN TALKING TO YOU ABOUT UNFUNDED MANDATES, THIS IS ONE OF THEM.
WE DO THE HOURS AND HOURS THAT OUR TEAM SPENDS PUTTING TOGETHER THE PAPERWORK AND ALL OF THE INFORMATION, AND WE BELIEVE IN ACCOUNTABILITY, BUT THERE'S NO FUNDING THAT COMES WITH IT, AND THE REST OF THE WORK HAS TO STOP OR BE DONE OUTSIDE THE TIME TO MAKE THIS HAPPEN.
WHEN WE'RE TALKING ABOUT UNFUNDED MANDATES, THIS IS AN EXAMPLE.
>> TO THAT END HOLLY FOR EVERYONE'S BENEFIT, COULD YOU JUST TOUCH ON WHAT THE COST OF THE AUDIT IS? MY FAVORITE IS ALWAYS GETTING THE EMAIL THAT SAYS, THANK YOU FOR INVITING US.
IT'S LIKE I DIDN'T KNOW I SENT AN INVITE AND IF THAT'S AN OPTION. BUT ANYWAY.
>> I THINK LAST YEAR, THE FINANCIAL AND SINGLE AUDIT COSTS ABOUT $40,000, AND SO THAT'S THE SMALLER ONE.
THE ONE THAT WHERE IT'S ALL THREE, THE FINAL SINGLE AND ACCOUNTABILITY IS USUALLY AROUND 60-65,000.
>> THAT'S JUST THE BILL THEY SEND.
THAT DOESN'T ACCOUNT FOR ALL OF THE MEAN AND LEAN TEAM'S TIME AND EFFORT.
>> THAT'S RIGHT. THAT'S JUST THE CHECK WE SEND OFF TO SAO.
OUR TEAM SPENDS HOURS AND HOURS AND IT'S DISRUPTIVE.
[00:15:08]
>> AND NOT STRESSFUL AT ALL. SURE.
>> SAO WILL CONDUCT A RISK ASSESSMENT INTERVIEW WITH A BOARD MEMBER.
IS THAT USUALLY THE PRESIDENT TO THE BOARD?
>> THEY'LL INVITE AND IT HAS BEEN VARIOUS ONES WHEN THEY DO THEIR EXIT INTERVIEW THAT ANY OF US CAN COME.
USUALLY WE DON'T DO MORE THAN TWO OF US FOR I DON'T KNOW WHO I'VE DONE IT OCCASIONALLY. IT JUST DEPENDS.
THEY USUALLY TELL YOU THE EXIT INTERVIEW IS GOING TO BE TOMORROW AT 10 OR SOMETHING LIKE THAT, AND IT'S LIKE, I'LL JUST DROP EVERYTHING.
>> THEN THE RISK ASSESSMENT IS WHEN YOU HAVE THE ONE ON ONE CONVERSATION, USUALLY, I THINK. [OVERLAPPING]
>> I ALWAYS GET THE INITIAL RISK ASSESSMENT WHERE THEY ASK ME, DO YOU KNOW OF ANYTHING? ARE YOU SUSPICIOUS OF ANYTHING? ARE YOU? NO. BUT THEY'LL ASK THOSE QUESTIONS, BUT THAT USUALLY IS THE PRESIDENT.
>> THEY DO THE RISK ASSESSMENT, NOT ONLY WITH THE BOARD MEMBER, BUT THEY'LL DO IT WITH CHRISTIE, AND I'LL DO IT ALSO.
THERE'S A LOT OF QUESTIONS ABOUT FRAUD.
>> ARE THESE STATE EMPLOYEES OR ARE THESE THIRD PARTY CONTRACTOR?
I USED TO BE ONE OF THEM. [LAUGHTER] THEY'RE A GREAT GROUP OF PEOPLE.
REALLY, I STILL HAVE FRIENDS IN THE WASHINGTON STATE AUDITOR'S OFFICE, AND THEY'RE GREAT. THEY'RE GOOD AT WHAT THEY DO.
I THINK FOR THE MOST PART, THEY ARE PRETTY EFFICIENT AND RESPECTFUL AND, I THINK WE HAVE A GOOD RELATIONSHIP WITH THEM.
>> THE ONES I'VE DEALT WITH HAVE ALWAYS BEEN NICE AND THEY'RE DOING THEIR JOB AND IT'S IMPORTANT THAT IT BE DONE.
>> SEEMS LIKE A BIG PRICE TAG FOR IT.
>> THEN REPORTS. ALL OF THE REPORTS THAT I TALKED ABOUT ARE AVAILABLE MULTIPLE PLACES.
THE FINANCE DEPARTMENT PAGE OF THE FSD WEBSITE AND BOARD DOCS.
YOU CAN ALSO FIND OUR REPORTS ON THE OSPI WEBSITE.
THE WASHINGTON STATE AUDITOR'S OFFICE ACTUALLY HAVE OUR FINANCIAL STATEMENT WITH OUR AUDIT REPORTS ON THEIR WEBSITE, TOO.
LOTS OF OPPORTUNITIES FOR THE PUBLIC TO SEE WHAT WE'RE UP TO.
>> I'M GOING TO TALK NOW ABOUT THE SCHOOL DISTRICT FINANCIAL STRUCTURE.
THE ACCOUNTING SYSTEMS ARE ORGANIZED ON A FUND BASIS.
THE GENERAL FUND IS WHERE THE MAJORITY OF THE TRANSACTIONS GO THROUGH IN THE DISTRICT, AND SO EVERYTHING FROM PAYROLL TO THE PENCILS WE BUY FLOW THROUGH THE GENERAL FUND.
CAPITAL PROJECTS FUND ARE USED FOR MAJOR CONSTRUCTIONS OR MAJOR REPAIRS.
DEBT SERVICE FUND IS USED EXCLUSIVELY FOR PAYING THE DEBT SERVICE ON BONDS.
THE ASB FUND IT'S DISTRICT FUNDS, BUT THE STUDENTS HAVE A SAY IN WHAT HAPPENS IN THOSE FUNDS.
THAT'S FUNDS RAISED THROUGH ASB STAY IN ASB AND THEY'RE USED ON ASB ACTIVITIES.
THEN THE TRANSPORTATION VEHICLE FUND IS USED JUST FOR PURCHASING OR DOING MAJOR REPAIRS ON SCHOOL BUSES.
REVENUES FLOW INTO THE DISTRICT FROM LOCAL TAXES FROM LOCAL NON TAX REVENUE, LIKE SAY MEAL PAYMENTS OR FEES OR FINES, STATE GENERAL REVENUE, THAT WOULD BE APPORTIONMENT OR STATE SPECIAL PURPOSE REVENUE, WHICH WOULD BE GRANTS, FEDERAL GRANTS OR FUNDING FROM OTHER SOURCES LIKE MAYBE A COMMUNITY PARTNER THAT GIVES US A GRANT FOR SOMETHING.
NEARLY ALL THE FUNDING STREAMS ARE FOR A SPECIFIC PURPOSE.
WE HAVE VERY LITTLE SAY AND WE DON'T HAVE A LOT OF DISCRETION OVER WHAT HAPPENS.
USUALLY WE'RE GIVING YOU THIS MONEY TO PERFORM THIS SERVICE OR QUESTION?
>> ON THE FUNDING FROM OTHER SOURCES.
THE FERNDALE FOUNDATION RAISES MONEY TO HELP KIDS.
DOES THAT GO THROUGH THE SCHOOL DISTRICT?
>> IT'S COMPLETELY SEPARATE BUT THERE ARE THINGS THAT THEY PAY FOR THAT WE DON'T PAY FOR.
IT ALL FLOWS THROUGH THEM, SO THAT'S COMPLETELY A SEPARATE ENTITY.
>> SO YOU DON'T HAVE TO WORRY ABOUT?
>> THE THINGS THEY PAY FOR, IS THAT TAKEN INTO ACCOUNT WHEN WE'RE PUTTING TOGETHER OUR BUDGET, SAY, WELL, WE DON'T HAVE TO WORRY ABOUT THIS BECAUSE THIS IS BEING TAKEN CARE OF OVER HERE AND HOW DO YOU MAKE SURE THAT IT IS?
>> YES. BUT I THINK THEY'RE TAKING CARE OF A LOT OF THE NICE TO HAVE THINGS THAT WE CAN'T AFFORD TO DO ANYMORE.
>> THEY ALSO PAY FOR A LOT OF THINGS THAT WE LEGALLY
[00:20:01]
CAN'T GIVEN THE GIFT OF PUBLIC FUNDS.THEY TAKE CARE OF THINGS LIKE IF A STUDENT NEEDS NEW SHOES, THEY MAY GO PAY FOR THOSE? WE COULD NEVER DO THAT SO THEIR FOCUS IS REALLY ON THINGS THAT WE LEGALLY CAN'T DO.
>> SMALLER TARGETED STUDENT SPECIFIC.
YEAH, FEES FOR ATHLETIC ACTIVITIES OR FIELD TRIPS OR.
>> DRIVERS E IS A BIT WHY THEY PAY FOR A LOT OF STUDENTS TO TAKE DRIVER'S ED IF THEY CAN'T AFFORD IT.
>> THEN JUST A REMINDER, I DON'T THINK THIS WILL BE A SURPRISE TO ANYBODY, BUT EDUCATION IS NOT FULLY FUNDED BY THE STATE.
THE LEGISLATOR IS CONSTANTLY ADDING NEW REQUIREMENTS OF US ALL THE TIME, CREATING UNFUNDED MANDATES.
WE GOT A REALLY A COMPREHENSIVE LIST OF ALL THE UNFUNDED MANDATES FROM ANOTHER DISTRICT THAT MAYBE I'LL SHARE A FUTURE.
I TRIED TO DO A COOL GRAPHIC WITH IT, BUT IT DIDN'T TURN OUT SO MORE ON THAT.
WE HAVE A REQUIRED STRUCTURE THAT IS SET BY OSPI, ACCOUNT CODE STRUCTURE.
IT'S ORGANIZED BY WHAT THEY CALL PROGRAM ACTIVITY AND OBJECT CODES.
THAT WAY WE HAVE A SYSTEM THAT PROVIDES SOME CONSISTENCY ACROSS THE STATE, SO YOU CAN LOOK AT SAY ANOTHER DISTRICT AND YOU CAN GLEAN WHERE THEY'RE SPENDING THEIR MONEY JUST BY LOOKING AT THE ACCOUNT CODES.
WE ALSO USE A SYSTEM CALLED NCES OBJECT CODES THAT ARE USED NATIONWIDE, SO THAT PROVIDES CONSISTENCY ACROSS THE WHOLE COUNTRY.
>> I WOULD SAY IF YOU LOOK AT THE CITIZENS BUDGET AND YOU LOOK AT THE EXPENDITURE PAGES, YOU'LL SEE ONE THAT IS COMPARING OVER PROGRAM, ONE THAT'S DOING IT BY ACTIVITY, ONE THAT'S DOING IT BY OBJECT.
THE F-195 THEN ALLOWS FOR DISTRICT TO DISTRICT COMPARISONS ACROSS THE STATE BECAUSE WE'RE USING THE SAME ACCOUNT STRUCTURE, WHEREAS EACH DISTRICT HAS A MORE COMPLICATED ACCOUNT CODE STRUCTURE THEN WHAT THAT IS AND HOLLYWOOD IS GOING TO TALK ABOUT THAT IN A LITTLE BIT.
BUT WE HAVE OUR PROGRAM CODE, FOR EXAMPLE, IS FOUR DIG.
IT'S NOT TWO BECAUSE WE'RE ADDING A LAYER OF ACCOUNTABILITY INTERNALLY THAT ISN'T REQUIRED AT THE STATE LEVEL BECAUSE PEOPLE ARE IMPLEMENTING IT DIFFERENTLY.
>> FUND BALANCE IS THE THIRD WE DID REVENUES, EXPENDITURES, NOW FUND BALANCE, THAT WOULD BE THE SAME THING AS LET'S SAY EQUITY IN A PRIVATE SITUATION.
THERE'S A REQUIRED STRUCTURE SET BY OSPI AND WE HAVE IT DESIGNATED INTO THOSE FIVE CATEGORIES.
RESTRICTED, NON SPENDABLE, COMMITTED, ASSIGNED AND UNASSIGNED.
THEY TELL US WHAT BUCKETS OF MONEY HAVE TO FIT INTO EACH ONE.
THERE'S ALSO A PART OF OUR ACCOUNT CODE STRUCTURE CALLED THE BUDGET RESPONSIBILITY CENTER, OR WE CALL THEM BRC.
WHAT MARK WAS TALKING ABOUT IS SOMETHING THAT WE ASSIGN, IT'S NOT A STATE CODE, BUT IT ALLOWS US TO REALLY DIVIDE OUR BUDGET INTO SMALLER, MORE MANAGEABLE PIECES.
THEY'RE ASSIGNED TO DEPARTMENTS.
BRCS ARE ASSIGNED TO DEPARTMENTS AS WELL AS GRANTS.
EVERYBODY OR EVERY BRC HAS AN ADMINISTRATOR THAT OVERSEES THAT BRC, AND THEY'RE RESPONSIBLE FOR THE BUDGET AND MAKING SURE THEY'RE NOT OVERSPENDING AND MAKING SURE THEY ARE SPENDING IT IF IT'S A GRANT SO THAT RESPONSIBILITY LIES WITH THE ADMINISTRATOR.
NOW WE'RE GOING TO MOVE TO THE BUDGET PROCESS OF THE F-195.
PLANNING FOR NEXT YEAR'S BUDGET BEGINS IN THE FALL.
WE STARTED TALKING ABOUT 2026/27 BACK IN SEPTEMBER.
IT'S JUST LIKE AS SOON AS THE NEW YEAR STARTS, WE'RE THINKING ABOUT NEXT YEAR.
THE STATE BUDGET IS A TWO YEAR BI-ANNUAL BUDGET.
WE'RE CURRENTLY IN THE SECOND YEAR AND THAT TRIGGERS THE SHORT SESSION BECAUSE THEY'VE ALREADY PASSED THE BUDGET, SO THAT THEY'RE DOING FIXES IN THE SECOND YEAR.
FOR THE F-185, THERE ARE A LOT OF EXTERNAL DEADLINES THAT MAKE EARLY PLANNING REALLY ESSENTIAL BECAUSE WE HAVE TO MAKE DECISIONS AS EARLY AS POSSIBLE.
OUR GOAL IS TO HAVE ALL THE EXPENDITURES IN OUR BUDGET, TIED TO STRATEGIC PLAN.
OUR BIGGEST COST IS ABOUT 85% OF THE BUDGET.
[00:25:02]
LIKE I SAID BEFORE, BUDGETS ARE PREPARED BY BRC, AND THAT'S REALLY TO BREAK IT DOWN INTO SMALLER CHUNKS.BUDGETING IS REALLY A COLLABORATIVE PROCESS.
EVERY DEPARTMENT IN THE DISTRICT GETS INVOLVED AND HAS A SAY IN IT, AND WE TAKE A LOT OF INPUT AND THERE'S A LOT OF WORK TO BE DONE SO WE SHARE THAT WORK.
ENROLLMENT DRIVES STAFFING SO BASED ON HOW MANY STUDENTS WE HAVE, THAT'S WHAT DRIVES OUR STAFFING NUMBERS.
THEN THE ESTIMATED REVENUES DRIVE OUR EXPENDITURES IN OUR BUDGET.
NOW I'M GOING TO TURN IT OVER TO MARK TO TALK ABOUT.
WAIT, NOW WE'RE GOING TO DO THE TIMELINE FIRST.
>> I WOULD SAY THE ONE THING JUST SINCE WE TALKED ABOUT THE DIFFERENT FUNDS.
EACH OF THE DIFFERENT FUNDS HAS ITS OWN BUDGET THAT'S INCLUDED IN THE F-195, BUT WHEN HOLLY IS WALKING THROUGH THAT SLIDE IN THE PROCESS, PROBABLY 98% OF OUR CONVERSATIONS AND OUR EFFORT AND THE WORK THAT IS GOING INTO THAT IS THE GENERAL FUND.
THAT'S THE OPERATIONAL ACCOUNTS OF THE DISTRICT.
THAT'S WHERE MOST OF THE ACTION TAKES PLACE.
THE DEBT SERVICE FUND IS PRETTY FIXED.
THE CAPITAL PROJECTS IS PRETTY FIXED AT THIS POINT.
THERE'S NOT A LOT OF ACTIVITY THAT'S HAPPENING IN THE OTHER FUNDS.
>> THE BUDGET TIMELINE, WE CAME UP WITH A TEMPLATE A FEW YEARS AGO THAT REALLY JUST LIST ALL THE TASKS THAT GO INTO PREPARING THE BUDGET.
SOME IMPORTANT DATES THAT ARE UPCOMING, MARCH 12TH, THE LEGISLATIVE SESSION ENDS.
APRIL 15TH, WE ARE REQUIRED TO NOTIFY THE TEACHERS UNION FEA OF ANY EDUCATIONAL PROGRAM ELIMINATION, AND THAT'S JUST SOMETHING THAT'S IN OUR COLLECTIVE BARGAINING AGREEMENT WITH FEA.
APRIL 28TH. IF WE DID HAVE A REDUCED EDUCATIONAL PROGRAM, IT WOULD HAVE TO BE APPROVED BY THE BOARD BY APRIL 28TH.
THE APRIL 15TH IS THE NOTIFICATION OF ELIMINATION.
THEN IF WE HAVE ANY MODIFICATION OF EDUCATIONAL PROGRAMS, ANY CHANGES THAT'S DUE TO FEA ON MAY 1ST.
>> I WAS JUST GOING TO SAY YOU SAID 90 DAY SESSION.
IT'S THE 60 DAY? YEAH, 90 WAS LAST YEAR, BUT I KNEW WHAT YOU MEANT.
BUT IT'S A SHORT SESSION, JUST WANTED TO CLARIFY THAT.
>> THEN BY MAY 15, WE HAVE TO NOTIFY UNION GROUPS OF ANY REDUCTION IN FORCE, IF NECESSARY.
>> WILL WE HAVE ACCESS TO THAT? THIS SLIDE DECK, I SUPPOSE?
>> I LIKE THAT LISTING. THANK YOU.
>> THIS IS THE NEXT FEW SLIDES OR THIS IS THE COMPREHENSIVE LIST OF ALL THE THINGS.
THIS IS PRIOR TO JANUARY OF 2026 AND THEN JANUARY AND FEBRUARY, MARCH, APRIL AND MAY.
THIS IS WHEN THE BULK OF THE WORK IS BEING DONE, AND THEN JUNE JULY AND THEN POST ADOPTION.
THERE'S JUST A LOT OF STEPS THAT GO INTO PREPARATION OF THE F-195.
>> HOLLY, I JUST WANT TO THANK YOU AND YOUR TEAM BECAUSE WHEN I FIRST GOT HERE, THIS LEVEL OF TRANSPARENCY DIDN'T EXIST, AND YOU AND YOUR TEAM HAVE WORKED VERY, VERY HARD AND I KNOW MARK AS WELL TO GET THIS UP.
EVERYONE KNOWS WHAT'S HAPPENING WHEN.
>> I WANT TO TALK A LITTLE BIT ABOUT WHERE WE ARE RIGHT NOW.
WE ARE IN THE PROCESS OF WE CHANGED TO CUMULATIVE, WHICH IS A NEW SOFTWARE.
WE WERE SKYWARD BEFORE AND NOW WE'RE CUMULATIVE AND IT HAD THE OPPORTUNITY TO DO HR POSITIONAL BUDGETING, WHICH IS JUST A SHIFT IN THE THINKING OF HOW STAFF BUDGET IS DONE.
WE'RE IN THE PROCESS OF CONVERTING OUR STAFFING OVER TO A POSITIONAL BUDGET SYSTEM, WHICH DO YOU LIKE TO TALK ABOUT WHAT THAT MEANS?
>> THE DREAM THAT IS POSITIONAL BUDGETING? FOR YEARS, THIS HAS ACTUALLY BEEN A DESIRE.
IT SEEMS LIKE A VERY SMALL NUANCED CHANGE, BUT IT'S A REALLY BIG DEAL IN TERMS OF CREATING ACCOUNTABILITY FOR THE SYSTEM.
LIKE HOLLY SAID, 85% OF OUR BUDGET IS TIED UP IN STAFF COSTS.
THAT'S REALLY WHERE A LOT OF THE ACTION IS AND THAT'S WHERE THE WORK GETS DONE.
THE BIG QUESTION THAT ALWAYS COMES UP IS, HEY, THIS BUILDING IS HAVING THIS PARTICULAR ISSUE, THEY NEED SOME ADDITIONAL STAFF SUPPORT. CAN WE ADD IT?
[00:30:01]
THE SURPRISINGLY DIFFICULT QUESTION TO ANSWER IS CAN WE ADD IT? IS THAT IN THE BUDGET? CAN WE RECONCILE WHAT WE BUDGETED VERSUS WHAT WE HAVE IN HR? DO THEY ALIGN? DO WE HAVE ADDITIONALLY, IDEALLY, WE WOULD HAVE SOME ADDITIONAL CAPACITY.THEY SAID, WE BUDGETED FOR 100 PEOPLE IN THIS POSITION, WE ONLY HAVE 90? YES, WE CAN ADD A PERSON TO FILL THAT NEED.
IT GETS CONVOLUTED AS PEOPLE MOVE AND THEY COME AND THEY GO AND FUNDING CHANGES AND IT GETS A LITTLE HARDER TO TRACK THE PIECES AND PARTS OF PEOPLE? BECAUSE RIGHT NOW WHAT WE DO IS WE BUDGET PEOPLE, WE BUDGET BY THE PERSON.
NANCY'S 0.5 OF THIS, AND 0.2 OF THAT, AND 0.167 OF THIS.
IT'S LITTLE PIECES AND THAT MAY SHIFT AS THE AS THE NEEDS MOVE.
WHAT HAPPENS NOW IS WE'RE BUDGETING THE POSITION.
THE POSITION IS 0.8 FTE AND IT'S FILLED BY ONE PERSON OR TWO PEOPLE OR THREE PEOPLE, BUT THE POSITION NEVER CHANGES.
AGAIN, IT'S A SMALL LITTLE SHIFT IN THINKING, BUT IT MAKES IT REALLY EASY TO TRACK THAT ALLOWS US TO SAY, WE KNOW EXACTLY HOW MANY POSITIONS WE BUDGETED, WE KNOW WHAT THEY ARE, WE KNOW WHERE THEY ARE, WE KNOW WHAT THE NUMBER OF THAT POSITION IS AND WHAT THE FTE ASSOCIATED WITH IT IS.
THEN WE CAN LOOK AT THAT POSITION NUMBER IN SKYWARD AND SAY, THAT POSITION WAS BUDGETED AS A 1.0, THE PERSON THAT IS FILLING IT CURRENTLY IS 0.8.
IT BECOMES A REALLY EASY PROCESS TO MANAGE AT THAT POINT.
BUT AS YOU CAN IMAGINE, MAKING THE SHIFT TO THAT AFTER THE SOFTWARE CONVERSION IS A LITTLE COMPLICATED.
WE'RE IN THE PROCESS OF DOING THAT.
WE'RE GETTING THAT IMPLEMENTED AND WE WILL BUDGET THIS YEAR FOR THE FIRST TIME WITH USING POSITIONAL BUDGETING.
ONE OF US AT LEAST IS SUPER EXCITED ABOUT THAT BECAUSE THIS HAS BEEN A LONG TIME COMING AND IT WILL BE A MASSIVE IMPROVEMENT IN TERMS OF ACCOUNTABILITY AND THE SPEED AT WHICH WE CAN ADDRESS NEEDS FOR THE BUILDINGS.
>> HOW MUCH OF THIS WORK IS DONE IN CUMULATIVE VERSUS EXCEL? WHERE'S ALL THE DATA AT?
>> IT IS SO YOU DON'T HAVE TO DO ANYTHING IN EXCEL.
YOU CAN DO THE ENTIRE BUDGET PROCESS IN EXCEL? OR SORRY, CUMULATIVE?
>> IN THEORY, YOU PROBABLY COULD.
WE DO A LOT OF IT AT EXCEL AND A LOT OF IT, WE CAN DOWNLOAD FROM Q INTO EXCEL.
>> THEN UPLOAD IT. IT'S A PROCESS OF DOWNLOADING A SPREADSHEET, MANIPULATING IT, AND WE CAN UPLOAD IT BACK UP INTO CUMULATIVE.
>> I'M SORRY, SLIGHTLY OFF HERE, BUT NEXT FALL, WILL YOU BE MANAGING THE BUDGET ENTIRELY IN CUMULATIVE THEN?
>> YEAH. I'D SAY THE BUDGET THE WORK OF PREPARING THE BUDGET.
IT'S DONE BACK AND FORTH IN EXCEL AND THEN THINGS GET UPLOADED AND THEN BUT ONCE IT'S SET IN CUMULATIVE, IT'S SET SO 24, WHAT YEAR IS THIS? 25/26, IT'S ALL BEING MANAGED IN CUMULATIVE.
THERE MIGHT BE PEOPLE OR DEPARTMENTS THAT PULL THINGS OUT OF CUMULATIVE AND HAVE THEIR OWN SPREADSHEETS GOING, BUT I CAN GO IN AT ANY TIME AND SEE WHERE A BUDGETS AT IN CUMULATIVE SO IT'S ALL IN CUMULATIVE.
>> AFTER WE GET THE POSITIONAL BUDGETING SET, THE HR DEPARTMENT WILL DO WHAT THEY CALL A ROLL FORWARD OF CONTINUING STAFF POSITIONS WHERE THEY ROLL EVERYBODY FORWARD AND THAT'S THE BASELINE FOR OUR STAFFING.
DOESN'T INCLUDE ANY TEMPORARY POSITIONS OR ANY, LEAVE REPLACEMENTS IT'S JUST THOSE POSITIONS THAT WE STARTED WITH, SO THAT'S OUR BASIS FOR THE START OF 26/27.
I'LL ALSO WORK ON I'VE BEEN DOING SOME REVENUE ESTIMATES.
THERE'S STILL A LOT UP IN THE AIR WITH LEGISLATIVE BEING IN LEGISLATIVE SESSION ONGOING.
WE'RE WORKING ON EXPENDITURE ESTIMATES BASED ON WHAT WE KNOW AT THIS POINT, THE CONTRACTS THAT WE DO HAVE THAT ARE NOT GOING TO BE NEGOTIATED THIS YEAR.
I'VE BEEN WORKING ON FUND BALANCE PROJECTION, AND I'LL SHARE AN UPDATE OF THAT.
WE ALSO ARE PAYING A LOT OF ATTENTION TO ANY EMERGING ISSUES OUT OF THE FEDERAL AND STATE GOVERNMENTS.
NOW, MARK WILL TALK ABOUT THE ENROLLMENT FORECAST AND ESTIMATED CERTIFICATED STAFFING MODEL, WHICH ARE BOTH IN DRAFT FORM.
>> IF YOU NOTICE THE FORCE CELL IN THE WHITE SECTION.
[00:35:04]
THIS IS PROBABLY MOST OF YOU HAVE SEEN THE COLORED VERSION OF THIS BEFORE.I KNOW IT'S IMPOSSIBLE TO READ, BUT THAT'S NOT REALLY THE POINT.
LIKE HOLLY SAID, OUR NUMBER 1, THE FIRST STEP WE REALLY TAKE IN TERMS OF DEVELOPING NEXT YEAR'S BUDGET IS TO FIGURE OUT THE ENROLLMENT.
THE ENROLLMENT DRIVES THE STAFFING, THE STAFF DRIVES THE REVENUE.
IT'S OUR FIRST STEP TO FIGURE OUT, HOW MANY STUDENTS DO WE THINK WE'RE GOING TO HAVE NEXT YEAR AND WE DO THAT BASED ON A TREND ANALYSIS.
WE TAKE THE LAST FIVE YEARS OF DATA, WHICH IS THE PEACH CELLS TO THE LEFT AND ENTER THOSE IN.
THEN THE GREEN, THERE'S ACTUALLY A SEPARATE CALCULATION OFF TO THE RIGHT THAT YOU DON'T SEE HERE THAT FORECASTS THE CURRENT YEAR.
BECAUSE WE'RE ONLY PART WAY THROUGH THE CURRENT YEAR, SO WE DON'T KNOW WHERE WE'RE GOING TO FINISH.
BASED ON OUR HISTORICAL ATTRITION RATES, WE FIGURE OUT, WHAT DO WE THINK WE'RE GOING TO END THIS YEAR WITH? WE'RE ABLE TO ADD THIS YEAR'S ENROLLMENT.
THIS YEAR GETS COUNTED TWO DIFFERENT WAYS.
WE ADD THE CURRENT MONTH THAT WE PUT IN FOR AN ACTUAL, THEN WE FORECAST THE END OF THE YEAR THAT WE DO A CALCULATION FOR.
THEN WE RUN IT THROUGH A BUNCH OF DIFFERENT MODELS TO FIGURE OUT, BASED ON A ONE YEAR COHORT, A THREE YEAR COHORT, A FIVE YEAR COHORT, AND THEN WEIGHTED AVERAGES OF THOSE SAME THINGS.
WHAT DO WE THINK OUR BEST ESTIMATE OF OUR ENROLLMENT NEXT YEAR WILL BE? THE ART OF IT IS FIGURING OUT, HOW DO YOU HIT THE SWEET SPOT BETWEEN ALWAYS BUDGETING A LITTLE LOWER ENROLLMENT THAN WHAT YOU THINK YOU'RE GOING TO GET, BUT NOT SO LOW THAT YOU'RE MAKING A WHOLE LOT OF ADDITIONAL REDUCTIONS THAT YOU DON'T NEED TO MAKE? IN A PERIOD OF WE'RE FAIRLY STABLE IN THE ENROLLMENT, BUT IT IS DECLINING A BIT.
HITTING THAT FORECAST GOT BIT OF TRICKINESS TO IT.
>> I WANT TO ADDRESS THAT DECLINING ENROLLMENT BECAUSE THERE'S A LOT OF NARRATIVE OUT THERE THAT IT HAS TO DO WITH PUBLIC EDUCATION.
IT ACTUALLY HAS TO DO WITH BIRTH RATES.
WE MONITOR BIRTH RATES WHICH ARE DECLINING.
AS BIRTH RATES DECLINE, WE CAN ANTICIPATE AND PLAN FORWARD THAT IT'S NOT JUST A WACOM COUNTY THING, IT'S A NATIONAL TREND.
BUT WITH THE NARRATIVE OUT THERE, IT HAS TO DO WITH PEOPLE SAYING, PEOPLE ARE CHOOSING TO LEAVE, THAT'S WHY ENROLLMENT IS DECLINING. THAT'S JUST NOT IT.
WE, MARK AND HIS TEAM AND EVERYONE THAT'S WHAT THEY'RE HAVING TO LOOK AT IS HOW MANY CHILDREN WERE BORN, WHAT ARE WE CURRENTLY SEEING? IT'S A COMPLICATED THING AND WE'RE NOT SURPRISED BY THE DECLINE IN ENROLLMENT.
WE'VE KNOWN ABOUT IT FOR A WHILE.
>> TO THAT POINT, THE LAST COUPLE OF STATEWIDE ADDRESSES FROM OUR FRIEND CHRIS RICHT AT OSPI.
HE'S EMPHASIZED THE POINT THAT YOU BETTER PLAN FOR SOME ENROLLMENT DECLINE THE NEXT SEVERAL YEARS.
BECAUSE THE BIRTH RATE IS LOWER THAN WHAT IT HAS BEEN.
THERE'S A WAVE THAT IS WORKING THROUGH THE TOP END OF THE SYSTEM NOW, AND THE KIDS COMING INTO THE SYSTEM ARE NOT AT THE SAME NUMBER.
WE'RE GOING TO BE FACING SEVERAL YEARS OF DECLINING ENROLLMENT.
WE NEED TO BE IN A POSITION THAT WE'RE ADAPTING TO THAT FOR OUR STAFFING NEEDS.
THE IMPORTANCE OF THAT IS THE APPORTIONMENT IS PAID TO US FROM SEPTEMBER THROUGH JANUARY BASED ON OUR BUDGETED ENROLLMENT.
IF WE MISS OUR ENROLLMENT BY BUDGETING TOO HIGH, THAT MEANS THE STATE HAS OVERPAID US FOR THE FIRST HALF OF THE YEAR.
THEY WILL RECAPTURE THAT OVERPAYMENT IN FEBRUARY.
ALL OF IT IF THEY CAN, AND IF NOT, THEN THEY WILL CAPTURE IT IN THE SUBSEQUENT MONTH.
IN EXTREME SITUATIONS, I HAVE SEEN DISTRICTS THAT HAVE RECEIVED ZERO APPORTIONMENT FOR THE FEBRUARY, WHICH ISN'T WHERE WE WANT TO BE OBVIOUSLY.
WE DON'T WANT TO LEAVE A WHOLE BUNCH ON THE TABLE, BUT YOU'RE A WHOLE LOT BETTER OFF GETTING A LITTLE BUMP THE SECOND HALF OF THE YEAR THAN YOU ARE LOSING YOUR APPORTIONMENT.
>> THE OTHER ASPECT OF THAT THAT PLAYS IN IS AND MARK CAN PROBABLY EXPLAIN IT BETTER THAN ME.
[00:40:06]
BUT BASED ON YOUR ENROLLMENT IS WHAT YOU PLAN NUMBER OF TEACHERS, NUMBER OF STAFFING.ONCE YOU'VE GIVEN THEM CONTRACTS, YOU'RE COMMITTED.
IF YOU BUDGET FOR 100 STUDENTS MORE THAN WHAT YOU GET AND YOU HAVE STAFF TO TAKE CARE OF THOSE 100 STUDENTS THAT DON'T SHOW UP, YOU STILL HAVE THAT STAFF, BUT YOU DON'T HAVE ANY DOLLARS TO PAY OR YOU'RE NOT GETTING ANY STATE FUNDED DOLLARS TO PAY THEM, SO YOU'VE GOT TO MAKE CUTS ELSEWHERE.
>> WHICH YOU DON'T HAVE A WHOLE LOT TO CUT AT THAT POINT.
AND THAT'S WHERE A LOT OF THE DISTRICTS GOT IN TROUBLE OVER COVID.
THIS IS THE COVID CRISIS THAT CAUSED A LOT OF DISTRICTS A LOT OF PAIN FINANCIALLY BECAUSE THEY DID NOT ADJUST THEIR STAFF WHEN THAT ENROLLMENT CAME IN SUPER LOW AND DIDN'T COME BACK RIGHT AWAY.
>> HOW GOOD HAVE YOU BEEN AT PREDICTING ENROLLMENT OVER THE YEARS?
>> SEVERAL YEARS AGO, THE BOARD TURNED THAT JOB OVER TO MARK AND HIS TEAM BECAUSE WE WERE LIKE, WHY ARE WE MAKING THAT? THEY'RE THE ONES THAT ARE THE EXPERTS.
>> IT WASN'T QUITE THAT BAD. IT WASN'T.
BUT MARK WON'T TOOT HIS OWN HORN, BUT HE HAS OVER THE COURSE OF THE YEARS THAT I'VE BEEN ON THE BOARD DONE AN EXCELLENT JOB AT PUTTING US IN THAT SWEET SPOT, KUDOS TO HIM AND HIS TEAM.
>> THANKS. THE MODELS BEEN PREY EFFECTIVE.
>> I'VE HEARD THAT MANY DISTRICTS THROUGHOUT THE STATE ARE OVERSTAFFED BECAUSE OF THIS, BUT WE ARE NOT, ARE WE?
>> I DON'T BELIEVE SO. NO. BUT YOU'LL SEE THAT THAT'S A GOOD SEGUE INTO THE NEXT SLIDE, WHICH IS THE STAFF ALLOCATION MODEL THAT KEVIN ALLUDED TO, WHICH IS EVEN CLEARER TO SEE ON THE SCREEN HERE.
BUT BASICALLY THE CONCEPT OF IT IS EXACTLY WHAT KEVIN SAID.
WE TAKE THE ENROLLMENT FORECAST, AND THEN WE HAVE A CALCULATION THAT HISTORICALLY BASED ON THE TOTAL NUMBER OF STUDENTS WHERE THEY ATTEND, WE DIVVY IT UP BECAUSE WE DO THE ENROLLMENT FORECAST JUST BASED ON GRADE LEVEL.
WE FIGURE OUT HOW MANY FIRST GRADERS, HOW MANY 12TH GRADERS, THEN WE USE THE HISTORICAL WHERE THEY ATTEND FORMULA TO DIVVY THEM OUT, PER ELEMENTARY SCHOOL, PER MIDDLE SCHOOL, DISH THEM OUT.
THEN BY GRADE LEVEL, BASED ON OUR TARGET CLASS SIZE, WE DO A CALCULATION TO FIGURE OUT HOW MANY TEACHERS DO WE NEED FOR EACH OF THOSE GRADE LEVELS, AND THEN WE COMBINE THOSE TOGETHER FOR THE SCHOOL.
FOR ELEMENTARY, WE HAVE A K-3 CALCULATION, AND THEN WE HAVE A 4, 5, AND THEN WE ADD PLANNING.
FOR MIDDLE SCHOOL AND HIGH SCHOOL, IT'S BASICALLY JUST THE NUMBER OF STUDENTS PER GRADE DIVIDED BY THE CLASS SIZE AND ADDED PLANNING TO COME UP WITH A NUMBER.
WHAT YOU WILL SEE ON HERE BECAUSE WE ARE FORECASTING A LOWER NUMBER OF STUDENTS ENROLLED FOR NEXT YEAR THAN WE HAVE THIS YEAR, THERE WILL BE A CORRESPONDING FEWER NUMBER OF STAFF THAT WE'RE SAYING ARE DRIVEN BY THE FORMULA.
THIS IS WHERE THIS FORMULA IS A LITTLE LESS PRECISE THAN THE ENROLLMENT FORMULA BECAUSE WE'RE NOW PROJECTING NOT ONLY HOW MANY KIDS WE'RE GETTING, BUT AT WHAT GRADE LEVEL AT WHAT BUILDING, WHICH MORE FINALLY YOU TRY TO SLICE THAT AND PROJECT IT, YOU'RE OFF A LITTLE BIT.
THERE MAY BE MORE SECOND GRADERS THAN WE EXPECTED IN FEWER THIRD GRADERS.
THERE'S A LITTLE BIT OF A MISS OR KIDS MOVE INTO CUSTER AT A GREATER RATE THAN CASCADIA THAN THEY HISTORICALLY HAVE.
THERE'S A LITTLE BIT OF A SQUISH ON THIS ONE THAT GETS ACCOMMODATED OR ADJUSTED FOR AS WE ACTUALLY STAFF THE BUILDINGS.
>> THE NICE THING IS, IS THE STUDENTS ALWAYS SHOW UP IN THE DISTRICT BOUNDARY AREAS IN PERFECT CLASS SIZE INCREMENT NUMBERS?
>> THAT WAS ANOTHER QUESTION I WAS GOING TO HAVE.
DOES THIS DRIVE THEN BOUNDARIES WHEN THE SCHOOL DISTRICT CREATES DIFFERENT BOUNDARIES, OR IS THERE A TIMELINE TO THAT WE DO SEVEN YEARS AND LOOK AT IT OR HOW DOES THAT WORK?
USUALLY THE BOUNDARY ADJUSTMENTS HAPPEN WHEN SOMETHING EITHER GETS WAY OFF OUT OF WHACK, ONE SCHOOL GETS REALLY BIG, OTHERS ARE SMALLER, OR IF YOU OPEN A NEW SCHOOL, CHANGE GRADE CONFIGURATION, CLOSE THE SCHOOL,
[00:45:01]
SOMETHING THAT FORCES AN ADJUSTMENT.>> ONE OF THE REASONS IT'S IMPORTANT TO STAY CONVERSATION WITH THE CITY BECAUSE AS THEY'RE BUILDING, WE'RE MONITORING WHERE POTENTIAL GROWTH COULD HAPPEN.
YOU MIGHT IF YOU SEE A TREND OVER TIME.
SOMETIMES ONE YEAR, THERE'S A SCHOOL THAT'S HIGHER FOR WHATEVER REASON, AND THEN IT'S SIGNALS OUT THE NEXT YEAR.
BUT IF WE SEE A TREND OVER TIME THAT'S CAUSING A BURDEN ON ONE PARTICULAR SCHOOL, THEN WE WOULD COME TO YOU AND WE'D SAY, THIS IS SOMETHING WE'D LIKE TO LOOK AT AND THEN THERE BE A COMMUNITY GROUP, AND IT'S A LOT OF WORK TO DO SO IT'S NOT SOMETHING WE TAKE LIGHTLY.
>> IT'S QUITE AN INVOLVED PROCESS AND YOU'D BE AMAZED AT THE AMOUNT OF EMOTION THAT COMES FORTH WITH IT.
>> YES. I REMEMBER THAT FROM MY OWN EXPERIENCE, YES.
>> I HAVE A QUESTION ALONG THOSE LINES.
IF YOU DO SEE A BUMP IN ENROLLMENT, THAT YOU'RE PREDICTING THAT IN THE FUTURE, IT'S GOING TO DROP OFF AGAIN BECAUSE OF LOW BIRTH RATES.
DO YOU JUST DO A TEMPORARY SOLUTION LIKE PORTABLES OR HOW DOES THAT?
>> YOU CAN WE TALK ABOUT THOSE PIECES.
MARK WILL SHARE THIS AND WE'LL START TALKING ABOUT NOW IF A BUILDING HAS CAPACITY FOR WHAT WE'RE ANTICIPATING IT TO HAVE.
LIKE YOU SAID, HE'S BEEN PRETTY SPOT ON.
WHAT I'M JUST CONTINUING TO MONITOR IS THE GROWTH OF THIS COMMUNITY BECAUSE IT'S HAPPENING AT A SWIFT RATE, AND SO THAT COULD HAVE AN IMPACT MORE SWIFTLY THAN JUST THE TRADITIONAL ENROLLMENT.
WE'RE CONSTANTLY LOOKING AT IT.
THAT'S WHY THE HIGH SCHOOL WAS BUILT THE WAY IT WAS, SO IT WOULD HAVE LOTS OF CAPACITY BECAUSE HOW MANY ARE WE UNDER? OR WHAT'S THE CAPACITY OF THE.
>> THAT SCHOOL WAS PLANNED FOR THAT TYPE OF GROWTH.
BUT SOME OF OUR OTHER SCHOOLS ARE NOT.
BUT LIKE CENTRAL HAS BEEN LOWER.
IT HAS BEEN DECLINING WHEREAS OTHER ELEMENTARIES HAVE BEEN INCREASING.
>> SKYLINE'S BEEN GROWING, OTHERS HAVE BEEN CONTRACTING A LITTLE BIT.
>> SPEAKING ALONG THOSE LINES, AND STEPPING BACK TO SOMETHING YOU SPOKE ABOUT EARLIER, IF THERE'S WITH THE ENROLLMENT OR WITH THE CITY GROWTH, THE WAY IT IS AND SOME PLANS FOR BIG SPURTS POTENTIALLY, IF WE HAD A BIG INFLUX OF STUDENTS AND THAT CREATED BUDGET WOES AS FAR AS NOT IN THE SENSE OF HAD TOO MANY STUDENTS GOING TO ONE SCHOOL OR WE DIDN'T HAVE ENOUGH TEACHERS AND WE DIDN'T HAVE THE CAPACITY WITHIN THE BUDGET, WE WOULD BE THE ADMINISTRATION BE ABLE TO COME TO THE BOARD AND SAY, HEY, WE'VE HAD THIS INFLUX OF STUDENTS.
WE NEED TO ADJUST THE BUDGET, WE'VE GOT MORE DOLLARS COMING IN FROM THE STATE.
THAT'S ALL A PROCESS THAT CAN BE DONE.
IT'S JUST SOUNDS A LOT SIMPLER THE WAY I'M EXPLAINING IT THAN WHAT IT WOULD REALLY BE. I'M SURE.
>> IN TERMS OF REQUESTING THE ADDITIONAL BUDGET CAPACITY IS FAIRLY STRAIGHTFORWARD.
WE BASICALLY REPEAT THE BUDGET PROCESS IN MINI.
SO WE WOULD HAVE A HEARING. WE'D ADVERTISE IT FOR THE TWO WEEKS.
WE'D HAVE A HEARING, WE'D BASICALLY EXPLAIN WHY AND WHERE THE REVENUE WAS COMING FROM AND THE FACT THAT WE NEEDED TO INCREASE THE EXPENDITURES, AND THEN YOU WOULD VOTE ON THAT AND WE'D SUBMIT IT TO OSBI TO GET OUR LIMITS INCREASED.
>> IS ALL THIS DATA, NOT THE PROJECTION, BUT THE CURRENT DATA IN CUMULATIVE?
>> THIS IS DONE OUTSIDE OF CUMULATIVE.
BUT LIKE THIS SPREADSHEET THAT SHOWS HOW MANY STAFF WE NEEDED EACH BUILDING, IT WILL GO IN AND POPULATE THE FIELDS IN POSITIONAL BUDGETING.
IT WILL BE, BUT IT ISN'T RIGHT NOW BECAUSE THE SKYWARD SYSTEM DIDN'T HAVE THAT CAPACITY AND WE DIDN'T BUILD CUMULATIVE OUT USING THE TOOLS THAT IT COULD DO TO DO POSITIONAL BUDGETING SO THIS WILL BE.
>> IT'LL INFORM THE NUMBER OF POSITIONS THAT GET CREATED.
WHERE YOU SEE THE NUMBER OF POSITION IT'LL SAY THAT'LL BE, WE NEED TO GO CREATE 21 TEACHING POSITIONS AT EAGLE RIDGE.
>> IT'LL BE ALL BE BASED BY SCHOOL THEN?
>> FOR 26/27, I'M GOING TO TALK ABOUT SOME THINGS THAT HAVE AN EFFECT ON BUDGET. THE LEVY.
RIGHT NOW, WE ARE IN YEAR 2 OF A FOUR-YEAR CYCLE.
[00:50:01]
SO THIS IS YEAR TWO.THERE ARE TWO COLLECTIVE BARGAINING AGREEMENTS UP FOR RENEWAL THIS YEAR: FEA, THE TEACHERS UNION, AND THE FERNDALE PRINCIPALS ASSOCIATION.
THERE'S CONTINUED UNCERTAINTY ABOUT FEDERAL GRANT PROGRAMS. WE ARE MONITORING THOSE CLOSELY, READING EVERYTHING WE CAN, TALKING TO PEOPLE, AND JUST REALLY WATCHING THAT.
OUR CURRENT FUND BALANCE, WE ARE LOOKING AT THAT.
I LOOK AT ON A DAILY BASIS, BUT WE ARE CONSTANTLY TALKING ABOUT IT.
ANY CHANGES MADE DURING THE LEGISLATIVE SESSION THAT WILL IMPACT SCHOOL DISTRICTS WILL BE KEEPING AN EYE ON.
THEN THE DISTRICT CONTINUES TO BE SEVERELY UNDERFUNDED FOR SPED AND MSOC. FUND BALANCE UPDATE.
I WORKED ON BRIAN'S SUGGESTION OF HAVING A TOOL THAT SHOWS A PROJECTION.
I WORKED ON THAT, AND I HAVE THAT TO SHOW YOU, AND THAT'S SOMETHING I'LL INCORPORATE IN MY FINANCE UPDATES EVERY.
JUST REMINDER OUR POLICY IS 4% OF BUDGETED EXPENDITURES TO BE KEPT IN RESERVES AS UNASSIGNED FUND BALANCE AS OUR MINIMUM FUND BALANCE POLICY.
RIGHT NOW, OSPI IS GOING TO PUT FORWARD A BILL TO IMPOSE A MANDATED 8.5% MINIMUM FUND BALANCE DURING THIS LEGISLATIVE SESSION.
IT RUMOR HAS IT. THE IMPACT OF THE PASSAGE OF THAT BILL WILL DRASTICALLY AFFECT THE CUTS THAT WE HAVE TO MAKE, AND IT JUST INCREASE WILL HAVE TO CUT MORE, SO THAT'S SOMETHING WE'RE REALLY KEEPING AN EYE OUT FOR.
>> I HAVE READ THAT BILL, BUT I DIDN'T CATCH IF IT WAS INSTANTANEOUS OR IF IT'S OVER SEVERAL YEARS THAT THAT IS EXPECTED TO HAPPEN.
>> I THINK THEY DID SAY THERE'S DIFFERENT THINGS WE'VE HEARD.
ONE WAS THAT IT WOULDN'T APPLY TO ALL OF THE DISTRICT'S REVENUES.
IT MIGHT JUST BE JUST ON APPORTIONMENT, SO THAT WOULD MEAN IT WOULD BE LOWER THAN 8% OF EVERYTHING.
OUR 4% IS 4% OF EVERYTHING, SO THAT COULD HAVE.
>> 8.5 WOULD BE FROM THE STATE PROVIDES.
>> WE DON'T KNOW EXACTLY WHAT THE STATE WHAT FUNDING SOURCES THEY'RE TALKING ABOUT YET.
WE ALSO HEARD I'M JUST TRYING TO THINK THERE WAS SOMETHING ELSE.
NOW I COMPLETELY LOST MY TRAIN OF THOUGHT.
>> THERE'S A LOT OF THINGS SWIRLING AROUND WHAT IF AND WHAT IT COULD BE, TJ KELLY, THE CHIEF FINANCIAL OFFICER AT OPI, ON THE LAST STATE CONFERENCE, THAT HE WOULD PUT OUT A FACT SHEET THAT HIT SOME KEY POINTS, SO WE WOULD UNDERSTAND EXACTLY WHAT IT IS THAT THEY'RE PROPOSING.
>> I WOULD THINK THERE'D BE VERY MANY STAKEHOLDERS THAT WOULD OBJECT TO THIS.
>> I HAVE NOT HEARD ANYBODY WHO DOESN'T OBJECT, OTHER THAN OUR FRIEND CHRIS.
>> I WILL SAY I'VE BEEN TALKING TO SUPERINTENDENTS.
I THINK IF WE WERE IN A TIME WHERE THE STATE WAS AMPLY FUNDING EDUCATION, THAT WOULD BE A CONVERSATION TO HAVE, BUT AT A TIME WHEN THEY'RE CONTINUING TO TALK ABOUT REDUCTIONS AND NOT MEETING THEIR CONSTITUTIONAL DUTY.
THIS IS NOT THE TIME TO PUT THAT IDEA FORWARD.
>> [OVERLAPPING] AS I SAY, SPEAKING OF WHICH, I SAW A COUPLE OF OTHER THINGS.
ONE, THERE'S A BILL OUT THERE THAT IS PROPOSING, AMONG OTHER THINGS, TO RAISE THE COMPENSATION FOR SCHOOL BOARD DIRECTORS BY ABOUT TWICE WHAT IT IS NOW, THEN ANOTHER ONE WOULD CHANGE OUR ELECTION PROCESS, AND SO WOULD ADD ADDITIONAL ELECTION COSTS.
>> WE GOT ONE TODAY THAT IS QUITE A DOOZY.
>> IT'S A HOUSE BILL. LET ME LOOK AT IT.
I'VE BEEN WORKING WITH KELLY AND MARK ON THIS.
HOUSE BILL 2138, BASICALLY, IT WOULD SAY THAT ANY STUDENT IN FOURTH GRADE THAT'S NOT ON TRACK WITH READING, BASED ON WHAT THE STATE CHOOSES FOR US TO USE, WOULD HAVE TO BE RETAINED.
WE'D HAVE TO HAVE A RIGOROUS SUMMER EDUCATION PROGRAM, INTERVENTION MODEL.
IT TALKS ABOUT, WE'D HAVE TO USE THE CURRICULUM THAT THEY CHOOSE.
THE COST FROM WHAT MARK LOOKED AT WAS ABOUT $1 MILLION TO THE DISTRICT, BUT THAT'S WITHOUT ANY STAFFING COSTS OR CURRICULUM COSTS.
THE UPPER END WAS ABOUT 2.5 MILLION.
[00:55:04]
>> IT WOULD REQUIRE US TO HAVE LITERACY COACHES, INTERVENTIONISTS, AND AN MTSS COORDINATOR, EXPANDED SMALL GROUP INSTRUCTION, AND PROGRESS MONITORING.
SUMMER READING, PROGRAMMING, INCREASED PARENT MEETINGS, DOCUMENTATION, PORTFOLIO, ALTERNATIVE ASSESSMENT WORK, PROFESSIONAL DEVELOPMENT, SUBSTITUTE COVERAGE, AND A TRACKING SYSTEM THAT'S TIED TO THE TRAINING AND CERTIFICATION REQUIREMENTS OF ALL TEACHERS.
>> DO WE HAVE ANY OF THAT IN PLACE ALREADY, THOUGH?
>> NOT TO THE POINT THAT THIS BILL CALLS OUT.
WHAT FINANCIAL SUPPORTS COMING WITH THE BILL? ZERO.
>> YOU'RE CAN APPLY FOR A GRANT, 125 SCHOOLS IN THE STATE WILL QUALIFY FOR A GRANT TO SUPPORT.
>> I WILL BE SENDING A LETTER OUT.
BUT THAT'S WHAT WE'RE DOING RIGHT NOW IS WE'RE GOING THROUGH THE BILLS AND WE'RE NOTICING HOW MANY BILLS ARE DIRECTED TOWARDS SCHOOL DISTRICTS WITHOUT ANY FINANCIAL SUPPORT.
>> DOES HE EVER COME AND YOU KNOW HOW WE HAD THE SENATOR COME AND GIVE US WE INTERVIEWED HER OR WHATEVER? HAS ANYBODY EVER ASKED HIM THE CHRIS RACH TO COME AND SPEAK TO SCHOOL?
>> HE'S BEEN ASKED TO COME TO THE AREA.
HE TENDS TO STAY DOWN IN THE KING FIVE AREA. KING FIVE.
THE EARLY WHEN WE FIRST HEARD I THINK THE FIRST TIME WE HEARD ABOUT IT, I THINK TJ DID SAY THERE COULD BE A PHASE IN.
BUT IT WOULDN'T BE, OVERNIGHT YOU HAVE TO DO IT NOW.
BUT STILL, IT WOULD BE A FINANCIAL HARDSHIP TO DO ANY MORE THAN.
>> I THINK THE THING THAT WE CONTINUE TO QUESTION IS THE PURPOSE.
WHAT'S REALLY BEHIND THIS CONVERSATION IF IT WASN'T DRIVEN BY DISTRICTS AND ASKED OF THE STATE.
YESTERDAY, I KNOW NANCY YOU JOINED THE CONVERSATION.
WHAT I HEARD AND MAYBE YOU CAN IF SOMEONE WATCHED HIS PRESS CONFERENCE, WHAT I HEARD WAS, IT'LL GIVE SUPERINTENDENTS THE ABILITY TO SAY, WE HAVE TO HAVE THAT MONEY SET ASIDE BECAUSE IT'S THE LAW.
BUT YET WE DIDN'T ASK FOR THAT.
I BELIEVE THAT THAT IS THE LOCAL CONTROL THAT BELONGS TO YOU AS BOARDS TO SET THE FUND BALANCE.
IF YOU WANT TO RAISE THE FUND BALANCE, THAT SHOULD BE UP TO A SCHOOL BOARD, NOT THE STATE.
>> FOR US, SITTING AT 4% IS THE BARE MINIMUM THAT WE OUGHT TO HAVE BECAUSE IT WOULD LAST ABOUT TWO WEEKS FOR PAYROLL.
IT'S NOT IDEAL, BUT IF WE WERE FORCED TO BRING IT UP TO 8.5%, THAT MEANS THAT PROGRAMS WOULD GET CUT IN ORDER TO CREATE THAT FUND BALANCE.
I ALSO THINK THERE ARE SO MANY SCHOOL BOARDS THROUGHOUT WASHINGTON STATE THAT ARE JUST TEETERING ON THE BRINK OF BEING IN BINDING CONDITIONS, AND I BELIEVE THAT IT WOULD FORCE MANY SCHOOL DISTRICTS ACROSS THE STATE TO GO INTO BINDING CONDITIONS AND YOU HAVE TO ASK YOURSELF, WHY WOULD THE SUPERINTENDENT OF PUBLIC INSTRUCTION WANT THAT TO HAPPEN?
>> WELL, NOT TO BE SKEPTICAL, BUT IF EVERY DISTRICT HAS AN 8.5% FUN BALANCED BUDGET, I COULD SEE IT GOING.
THE STATE FUNDS WE'RE HAVING SOME ISSUES, SO WE'RE JUST GOING TO ALLOW EVERY DISTRICT TO DIP INTO THEIR RAINY DAY FUND, OTHERWISE KNOWN AS THEIR RESERVE BALANCE TO MAKE UP FOR STATE SHORTFALLS.
BUT AGAIN, CALL ME A CONSPIRACY THEORIST.
>> ANYTHING ELSE ON FUND BALANCE? ANY QUESTIONS?
>> HERE IS OUR PROJECTED FUND BALANCE.
YOU'LL SEE AT THE GOOD NEWS FOR DECEMBER, WE WENT UP, WHICH USUALLY WE GO DOWN.
YOU'LL SEE THE BLUE LINE IS LAST YEAR, THE 24/25.
THE RED LINE IS WHERE WE ARE THE BOLD RED LINE IS OUR MINIMUM FUND BALANCE POLICY.
THE ORANGE LINE IS THIS YEAR SO FAR, 25/26, AND THE DOTTED LINE IS WHAT WE'RE PROJECTING THE DOTTED GREEN.
YOU'LL SEE FOLLOWS THE SAME CURVE THAT IT DOES LAST YEAR BUT THEN AT END FOR AUGUST,
[01:00:04]
YOU'LL SEE IT SPLITS.THE DARKER GREEN, THE LOWER ONE IS IF WE DON'T RECEIVE SPECIAL EDUCATION SAFETY NET, AND THE LIGHTER GREEN THAT GOES UP A BIT IS IF WE DO RECEIVE SPECIAL EDUCATION SAFETY NET.
WE NEVER BUDGET SAFETY NET BECAUSE IT'S UNSURE IF WE'RE GOING TO GET IT OR NOT, WE REALLY TAKE A CONSERVATIVE APPROACH WITH THAT.
>> WELL, THE OTHER ASPECT WITH THAT JUST BY ROUGH CALCULATIONS, IF THEY WENT TO AN 8.5% REQUIRED, WE WOULD BE BELOW THE REQUIRED FUND BALANCE 12 MONTHS OUT OF THE YEAR.
>> IF ALL GOES WELL, WE'RE GOING TO BE ABOUT 5,000 OR $500,000 ABOVE THE MINIMUM FUND BALANCE.
>> THAT'S WHERE I'M ESTIMATING IT NOW.
>> YES. IT'S AN ESTIMATE, AND A LOT OF TIMES OUR ESTIMATE WILL BE A LITTLE LOW.
IT WAS LAST YEAR. WE THOUGHT IT WOULD BE AROUND 5 MILLION.
I THINK WE ENDED AT 6.7 MILLION.
>> HOLLY. CAN YOU LEAVE THAT LINE AS WE GO SO NOT TO CHECK YOUR WORK, BUT JUST TO SEE HOW HOW IT GOES?
>> SURE. THERE'S SEPARATE COLUMNS ON THE SPREADSHEET, SO I CERTAINLY CAN DO THAT.
I HAVEN'T THOUGHT OF THAT. YES, I CAN DO THAT.
>> I'LL INCORPORATE THIS INTO, LIKE I SAID, THE MONTHLY UPDATES.
>> IF WE GET AN APPORTIONMENT IN FEBRUARY, WHY DOESN'T IT SPIKE UP RIGHT AWAY FROM THAT? IT LOOKS LIKE WE GET THE APPORTIONMENT IN APRIL.
>> NO, WE GET APPORTIONMENT EVERY MONTH OF THE YEAR.
THE REASON IT GOES DOWN IS THERE'S TWO BIG SPIKES BECAUSE THOSE ARE THE LEVY TAX COLLECTIONS.
>> OH, THAT'S THE LEVY THAT MAKES THE DIFFERENCE.
>> THE APPORTIONMENT IS A LITTLE BIT MORE SMOOTH THROUGHOUT THE YEAR AND THOSE BIG SPIKES ARE PROPERTY TAXES SO IT DECLINE.
WE GET THE BIG COLLECTION AND IT DECLINES, AND THEN WE BIG COLLECTION AND DECLINES.
>> HOLLY, YOU SAID THE BUDGETED AND ACTUAL FOR THE FISCAL YEAR THAT ENDED, WHAT WAS THE DIFFERENCE? I'M JUST LOOKING AT WHERE OUR PROJECTED END POINT IS VERSUS OUR BEGINNING POINT.
THE BEGINNING POINT, WHICH WE KNOW OF THIS YEAR VERSUS THE PROJECTED, IT'S DROPPING DOWN BUT YOU SAID THERE'S USUALLY A DIFFERENCE BETWEEN THE PROJECTED AND WHAT WE ACTUALLY END UP BECAUSE OF THE WAY WE BUDGET.
>> I KNOW THAT THE ENDING OF 24/25 IS CORRECT SO I'LL HAVE TO GO BACK AND CHECK BECAUSE THAT SHOULD BE HIGHER.
JUST THE FIRST POINT SHOULD BE SHOULD BE THE SAME FOR THE 25/26.
ANY OTHER QUESTIONS ABOUT FUND BALANCE? THE BUDGET SURVEY.
>> DO WE HAVE A QUESTION FIRST?
>> IN ALL OF THIS, WE'RE LOOKING AT K-12, BUT WHAT ABOUT THE EARLY CHILDHOOD STUFF BECAUSE THAT'S FUNDING THAT ISN'T LIKE BASIC EDUCATION FUNDING AND IT'S ALL IN THERE?
>> IT'S ALL IN HERE. THIS IS A GENERAL FUND SO THAT INCLUDES ALL OF THAT.
>> BUT WHEN WE'RE LOOKING AT ENROLLMENT, IT ONLY TALKS ABOUT K-312.
IT DOESN'T MAKE ANY PROJECTIONS.
THERE'S NO GUESSTIMATES ON HOW MANY.
ONE OF THE ISSUES WITH JUST THE MECHANICS OF HOW IT WORKS.
THE TRANSITIONAL KINDERGARTEN FOR SEVERAL YEARS WAS INCLUDED IN WELL, ACTUALLY, BEFORE WE DID IT, WE HAD TO DO WE DID KINDERGARTEN ROLLED A SEPARATE, THEN WE HAD TO MAKE A MANUAL ADJUSTMENT FOR WHAT WE CALL JUMP START KINDERGARTEN.
THEN ONCE WE ACTUALLY STARTED TO INCLUDE IN KINDERGARTEN FOR SEVERAL YEARS.
WE HAVE TO DO A MANUAL ADJUSTMENT TO SEPARATE OUT THE TK FROM THE KINDERGARTEN BECAUSE FOR SEVERAL YEARS, IT'S EMBEDDED.
FOR ANOTHER THREE YEARS, WE'LL HAVE TO DO A MANUAL BACKOUT ON THE FORECAST UNTIL WE HAVE
[01:05:01]
ENOUGH YEARS OF HISTORY WITH OUT THE TK IN ORDER TO MAKE SENSE.LAST YEAR, IN THE BUDGET SESSION, THEY LIMITED THE NUMBER OF TRANSITIONAL KINDERGARTEN STUDENTS THAT YOU COULD HAVE BASED ON HOW MANY YOU HAD THE YEAR BEFORE SO WE'RE CAPPED.
WE HAVE A HARD CAP UNLESS THEY REDUCE IT, WHICH THEY'RE TALKING ABOUT.
THAT'S WE'RE BUDGETING AS OF RIGHT NOW AT OUR CAP FROM LAST YEAR'S BUDGET CYCLE.
>> ONE THING THAT WE MAY WANT TO CONSIDER AS WE CONTINUE WITH THIS CONVERSATION IS WHETHER OR NOT WE AS A BOARD DRAFT AND SEND TO THE LEGISLATURE A RESOLUTION SAYING, HEY, YOU CAN'T JUST KEEP CUTTING OUR FUNDING AND UPPING OUR REQUIREMENTS AND WHATEVER MESSAGE WE WANT TO SEND.
BUT THAT DEFINITELY SOMETHING WE SHOULD BE CONSIDERING AS WE GO FORWARD THROUGH THIS CONVERSATION TOO.
>> DID YOU SEE THAT THERE WAS NATIONAL SCHOOL BOARD ASSOCIATION, WAS SENT OUT A REQUEST TO PETITION THE FEDERAL GOVERNMENT FOR MORE SPECIAL EDUCATION FUNDING?
THEY'RE REQUESTING THAT PEOPLE WRITE TO YOUR LEGISLATORS AND SAY WE NEED MORE FUNDING FOR SPECIAL EDUCATION BECAUSE IT JUST APPARENTLY DROPPED TREMENDOUSLY IN THE AMOUNT THAT THEY'VE FUNDED OVER THE YEARS.
IF THOSE ARE FEDERAL REQUIREMENTS THE IDEA REQUIREMENTS, IF THAT'S FEDERALLY MANDATED, THEN SHOULDN'T THEY FUND IT?
>> THEY'VE NEVER EVEN BEEN CLOSE. NOT EVEN CLOSE.
>> IF THE BOARD IS INTERESTED IN RESOLUTION, WHAT I CAN DO IS CRAFT A DRAFT OF ONE TO SHARE WITH YOU, BRING FORWARD AT THE RETREAT FOR YOU TO LOOK AT, AND THEN IT WOULD BE AVAILABLE FOR YOU TO VOTE ON AT THE NEXT BOARD MEETING.
>> WE'LL WORK ON THAT. WE'RE GOING TO START THE SURVEY AND IT WAS SO FUN.
AS AN EXECUTIVE TEAM, WE DID TOO.
I THINK THOUGH THE REALITY IS THAT WE HAVE TO BUDGET CONSERVATIVELY.
AS THOSE OF YOU WHO HAVE BEEN ON THE BOARD AND WITH ME SINCE I'VE GOTTEN HERE, EVERY YEAR, WE'VE HAD TO REDUCE IN MY TIME HERE, AND WE'VE PRETTY MUCH GOTTEN TO THE POINT WHERE WE'VE REDUCED EVERYTHING THAT WE'VE REWORKED THINGS, WE'VE THOUGHT DIFFERENTLY ABOUT THINGS.
WE'VE ELIMINATED OPPORTUNITIES OR PROGRAMS THAT WE WEREN'T NECESSARILY GETTING THE STUDENT OUTCOMES WE WANTED OR MAYBE THE PROGRAM, IT WAS TIME FOR IT TO SUNSET, WHATEVER IT WAS.
BUT NOW WE'RE TO THE POINT WHERE WE'RE GOING TO GET INTO AREAS THAT IMPACT STUDENT OUTCOMES.
THERE'S NOT A LOT OF WHAT, I HATE TO SAY FLUFF BECAUSE THERE'S NOTHING FLUFF ABOUT PUBLIC EDUCATION BUT THE THINGS THAT MAYBE WE CAN'T DO AWAY WITH THAT.
WE'RE STARTING TO GET TO THAT PLACE AND THAT'S WHY THE SURVEY WAS SET UP THE WAY IT WAS BECAUSE THOSE ARE THE TYPES OF HARD CONVERSATIONS WE HAVE TO HAVE.
TONIGHT AS YOU'RE HAVING A CONVERSATION, WE'RE LISTENING TO WHAT YOU'RE SAYING, THE BOARD VALUES AND WHAT YOU'RE THINKING ABOUT.
THE EXECUTIVE TEAM WILL ALSO HAVE THOSE CONVERSATIONS ABOUT WHERE'S THEIR WIGGLE ROOM, WHERE IS THEIR NOT WIGGLE ROOM? HOW DO WE DO MORE WITH LESS? THEN ADMINISTRATIVE TEAM WILL HAVE THOSE CONVERSATIONS AND WE'LL CONTINUE TO WORK OUT.
BUT THAT'S WHY WE'RE ASKING YOU.
AS A BOARD, YOU DO WHAT I CALL SET THE WEATHER.
YOU'RE GOING TO SET THE TONE FOR THESE TYPES OF CONVERSATIONS.
IT DIRECTLY IMPACTS OUR CHILDREN.
IT DIRECTLY IMPACTS OUR STAFF, AND THAT'S JUST WHERE WE'RE BEING PUT AT THIS TIME BY THE STATE AND THE FEDERAL GOVERNMENT.
>> THE PURPOSE WAS TO REALLY IDENTIFY YOUR PRIORITIES.
THE SURVEY LIKE CHRISTIE SAID, WAS DESIGNED TO FORCE TOUGH CHOICES.
IT WAS UNCOMFORTABLE FOR ALL OF US.
IT WAS TO ENCOURAGE THOUGHT AND ASSESSMENT OF VALUES, TO SPARK SOME LIVELY CONVERSATION HERE TONIGHT, AND JUST TO DEMONSTRATE THE TOUGH CHOICES THAT WE'RE CURRENTLY FACING.
[01:10:04]
TONIGHT, OUR DESIRED OUTCOMES ARE TO IDENTIFY YOUR PRIORITIES AND TO HELP US EVALUATE COMPETED CHOICES WHEN WE GET INTO MAKING BUDGET DECISIONS.I'M JUST GOING TO GO THROUGH ONE BY ONE, THE QUESTIONS AND THE RESULTS.
THE FIRST QUESTION WAS, TO WHICH OF THE FOLLOWING GOAL AREAS FROM THE STRATEGIC PLAN, SHOULD WE ALLOCATE MORE OF OUR BUDGETARY SPENDING, SAFETY AND BELONGING OR EARLY LEARNING? FOUR RESPONDENTS SAID SAFETY AND BELONGING.
THE NEXT QUESTION WAS TO WHICH OF THE FOLLOWING GOAL AREAS FROM THE STRATEGIC PLAN? SHOULD WE ALLOCATE MORE OF OUR BUDGETARY SPENDING, SAFETY AND BELONGING OR MASTERY OF STANDARDS? ONE PERSON SAID SAFETY AND BELONGING AND THREE OF YOU SAID MASTERY OF STANDARDS.
>> AT WHAT POINT DO YOU WANT TO US TO COMMENT WHAT WE WERE THINKING?
>> YOU WANT TO JUMP IN? THIS IS YOUR DISCUSSION.
>> ON THE PREVIOUS SLIDE THERE? SAFETY AND BELONGING.
OBVIOUSLY THAT'S A HIGH PRIORITY AMONGST THE BOARD.
ONCE SAFETY AND BELONGING IS IN PLACE, OBVIOUSLY, IT'S ACADEMICS.
THAT'S WHY SAFETY AND BELONGING EXISTS.
THE SAFETY PIECE HAS TO BE THERE.
BUT WE ARE HERE FOR ACADEMIC PROGRESS.
IT'S NOT LIKE SAFETY AND BELONGING IS NOT IMPORTANT THERE, AT LEAST THAT'S HOW I WAS THINKING WHEN I WAS ANSWERING THAT.
>> ALL OF THESE THINGS ARE IMPORTANT.
WE KNOW THEY'RE ALL IMPORTANT.
IT'S JUST A MATTER OF WHERE WE'RE GOING TO DEDICATE OUR RESOURCES, JUST TRYING TO IDENTIFY WHERE.
>> I GOT A QUESTION. THIS IS GOING THROUGH THE SURVEY.
FROM LAST YEAR, HOW EASY IS IT TO PICK AN ITEM OFF THE LIST? WE SPENT MONEY ON THIS AND SUCH.
>> IT'S REALLY HARD TO RECONCILE THE ACTUAL EXPENSES TO THE STRATEGIC PLAN SO IT'S MORE OF A BEFOREHAND.
I'D SAY EVERY TIME WE MAKE A DECISION, WE'RE SAYING, HOW IS THIS GOING TO AFFECT STUDENTS? OUR DECISIONS WERE MADE WHEN WE'RE MAKING CUTS, CUT THE THINGS THAT ARE THE FURTHEST AWAY FROM STUDENTS.
IF WE COULD COME UP WITH A WAY TO RECONCILE THE ACTUAL EXPENDITURES TO THE STRATEGIC COMMITS IT WOULD BE GREAT.
BUT WE'RE NOT THERE YET AND PART OF IT, WE DON'T HAVE AN ANALYST WHO CAN FIGURE IT OUT.
>> I'M WONDERING IN RETROSPECT, CAN YOU GO BACK TO LAST YEAR'S BUDGET, LOOK AT WHAT WE ACTUALLY SPEND ON THINGS AND SAY, WELL, THIS ITEM WAS PURCHASED FOR THIS PURPOSE, DOES THAT UPHOLD THIS GOAL, HOW? OBVIOUSLY, SOME OF THOSE THINGS ARE GOING TO UPHOLD MORE THAN ONE, THEY'RE GOING TO ALIGN WITH MORE THAN ONE.
>> I THINK WE ABSOLUTELY COULD DO THAT.
WE COULD GO BUT IF WE HAD AN EMPLOYEE OR SOMEBODY WHO COULD GO THROUGH EACH LINE BY LINE AND SAY, WE DON'T HAVE THE STAFFING TO DO THAT I WAS SEE'S NOT HERE AND HE HAS WEEKENDS.
>> I WOULD SAY, LIKE A TEACHER IS SOMETHING THAT WE PRIORITIZE, A CLASSROOM TEACHER, THEY'RE DEALING WITH ALL THOSE THINGS AND IT DEPENDS ON THE DAY.
ON MONDAY, IT MIGHT HAVE BEEN ALL ABOUT SAFETY AND BELONGING AND TUESDAY, IT MIGHT HAVE BEEN ALL ABOUT MASTERY OF STANDARDS.
BUT AT ANY ONE TIME, EVERY ADULT IS THINKING ABOUT ALL OF THESE THINGS.
IF IT WAS SAFETY AND BELONGING AND IT WAS TECHNICAL, LIKE WE SPENT MONEY ON RING CAMERAS, THAT WOULD BE VERY EASY.
BUT IF IT'S SAFETY AND BELONGING, SAYING HI TO STUDENTS IN A HALLWAY, OR MAKING THEM FEEL INCLUDED OR TEACHING A LESSON AROUND SUICIDE PREVENTION.
>> I THINK THAT'S PART OF WHAT GOES INTO IT BECAUSE SAFETY AND BELONGING, ARE WE TALKING PHYSICAL SAFETY, EMOTIONAL, BELONGING THEY'RE SUCH BROAD CATEGORIES THAT ALL IMPACT EACH OTHER.
WE CAN TOUCH ON THAT WHEN WE GET TO THAT SLIDE.
>> BUT IT'S LIKE, DO WE SPEND MONEY ON FENCING OR CURRICULUM? THAT'S WHERE WE'RE AT.
ARE WE ABLE TO BUY A FENCE TO GO AROUND A SCHOOL OR ARE WE ABLE TO BUY NEW BOOKS FOR A CLASSROOM?
[01:15:03]
BECAUSE WE MAY NOT BE ABLE TO DO BOTH.THOSE ARE THE THINGS WE'RE THINKING ABOUT.
>> ANY OTHER COMMENTS ON THIS SLIDE?
>> ONE QUESTION THAT I THINK I MENTIONED AT SOME POINT IN MY COMMENTS, BECAUSE SOME OF THESE AREAS, LOTS OF THEM I WAS GOING LIKE THAT.
DO YOU HAVE THE DATA AS FAR AS CHRISTIE SAID THE ADMIN TEAM OR THAT TOOK THIS AS WELL? DO YOU HAVE SLIDES THAT SHOW THE ALIGNMENT BETWEEN THE BOARD AND THE ADMIN?
>> I DON'T HAVE THAT YET. I WORKED ALL DAY ON THIS.
TOMORROW, WE HAVE AN EXACT RETREAT, AND SO TONIGHT, I'M GOING HOME TO COMPILE THE EXECS SO I HAVEN'T EVEN LOOKED AT THEM YET.
>> I'M JUST INTERESTED BECAUSE IS THERE ALIGNMENT WITHIN OUR DEFINITIONS THAT AFFECT THOSE OR DO THOSE THAT ARE IN A POSITION OF MORE KNOWLEDGE? I'LL THROW IT INTO MY REALM.
IF I PULLED THE PEOPLE HERE ON SOME VETERINARY POLICY, YOU GUYS MIGHT HAVE A DIFFERENT ALIGNMENT THAN I WOULD HAVE BECAUSE I'VE GOT A DIFFERENT KNOWLEDGE.
I'D BE CURIOUS, NOT THAT THERE'S A RIGHT OR WRONG ANSWER, IT'S JUST HOW MUCH IN ALIGNMENT ARE WE TO?
>> IT'S GOING TO BE ONE OF OUR FUN ACTIVITIES TOMORROW.
EVALUATING THAT HOW CLOSELY WERE WE ALIGNED OR WHERE DO WE DIFFER? THEN WE MAY BE BACK TO SEE CLARIFICATION AS TO WHY.
>> THE NEXT ONE WAS TO WHICH OF THE FOLLOWING GOAL AREAS FROM THE STRATEGIC PLAN, SHOULD WE ALLOCATE MORE OF OUR BUDGETARY SPENDING, SAFETY, BELONGING OR FUTURE READY AND IT WAS A TIE.
>> IS IT A GIVEN THAT ONE WILL COST MORE THAN THE OTHER? IS IT POSSIBLE, YOU CAN ACCOMMODATE BOTH OR MOST OF ONE AND MORE OF OUR BUDGETARY SPENDING? THAT THREW ME A LITTLE BIT TOO BECAUSE I'M THINKING, WELL, THAT DEPENDS.
IF YOU CAN COMFORTABLY AFFORD ONE AND MOST OF ANOTHER, DO YOU MEAN MORE OF OUR BUDGETARY SPENDING IN TERMS OF WHAT WE'RE GOING TO COVER SOMETHING 100% OR THE DOLLAR AMOUNT THAT WE'RE GOING TO ATTACH TO THIS, WE'RE GOING TO MAKE SURE THAT WE SPEND MORE MONEY ON THIS?
>> I THINK IT'S MORE JUST THE EITHER OR THAT CHRISTIE WAS TALKING ABOUT LIKE, MAYBE WE CAN'T AFFORD BOOKS AND OFFENSE.
WE CAN'T JUST BUY PART OF OFFENSE OR PART OF A SET OF BOOKS.
>> WHAT WE'RE REALLY LOOKING FOR IS WE NEED A FRAME TO EVALUATE THE DECISIONS.
IF WE'RE IN THE ROOM AND HALF OF US ARE SAYING, WE NEED THE FENCE AND HALF OF THE ROOM SAYING, WE NEED THE BOOKS.
>> ARE WE PRIORITIZING FENCING OVER BOOKS? ARE WE PRIORITIZING BOOKS OR FENCING? JUST FOR THAT EXAMPLE, BUT WE'RE LOOKING FOR NA.
BUT WE NEED A CRITERIA TO EVALUATE THE TOUGH DECISIONS THAT WE'RE GOING TO GET INTO BECAUSE WE'RE NOT GOING TO BE ABLE TO DO EVERYTHING.
WE'RE GOING TO HAVE TO ELIMINATE SOME.
>> WE NEED OUR TIE BREAKING VOTE.
>> I WANT TO GO BACK TO WHAT THE STUDENTS AT THE TOWN HALL, SOME OF THE STUDENTS FROM THE OTHER DISTRICT WERE SHARING.
WHEN THEY HAD TO MAKE BUDGETARY CUTS, THE ONE DISTRICT, IF YOU REMEMBER, THEY ONLY RUN AP EVERY OTHER YEAR.
THAT'S THE DECISIONS WE'RE STARTING TO GET TO.
IF THE LEGISLATIVE COMES OUT AND SAID, NO, WE'RE CUTTING ALL THIS, THAT'S WHERE WE'RE STARTING TO GO.
YOU'RE HEARING DISTRICTS ELIMINATING MUSIC PROGRAMS, ATHLETIC.
>> BUT I'M SAYING THESE ARE THE THINGS THAT WHEN YOU DON'T HAVE THE MONEY, WE HAVE TO PAY THE BILLS.
TO STAY AT A BINDING CONDITIONS, PEOPLE ARE MAKING DECISIONS.
WHEN THE STUDENT WAS SAYING, IT WAS MOT BAKER, THEY'RE WORKING OFF TV TRAYS, BECAUSE THAT DISTRICT SAID, WE'RE NOT GOING TO BUY ANY MORE DESKS.
WE CAN BUY SOMETHING ELSE FOR CHEAPER.
IT'S GROSS, BUT IT'S THE CONVERSATIONS THAT WE ARE
[01:20:01]
SITTING BEHIND THE SCENES HAVING IN ORDER TO KEEP US AFLOAT.>> HISTORICALLY, WE'VE MADE SOME REALLY TOUGH DECISIONS.
WE USED TO HAVE ORCHESTRA AT THE 5TH GRADE.
THERE'S A LOT OF THINGS THAT YOU WOULD THINK WOULD BE UNIMAGINABLE THAT ARE REALITY BECAUSE WE'VE BEEN IN THIS POSITION BEFORE AND HAD TO MAKE THE CHOICES.
>> WELL, I JUST WANT TO CHIME IN A LITTLE BIT, AND I APOLOGIZE BECAUSE WHEN I SAT DOWN TO DO THE SURVEY, I WAS HAVING SOME ISSUES TRYING TO GET THE ACCESS TO IT.
BUT AS I SEE THESE RESULTS AND WHAT I WANT TO SHARE IS JUST MAYBE A LITTLE BIT OF MY VIEW SO THAT AS WE GO THROUGH, YOU MAY BE ABLE TO UNDERSTAND WHERE I WOULD BE WHEN IT COMES TO THESE ANSWERS, IN THIS CASE, I THINK IT WOULD BE A THREE TO TWO RESPONSE AND FAVORING FUTURE READY AND WHEN IT COMES TO GUIDANCE COMING FROM ME, I THINK THAT IT WILL ALWAYS LEAN A LITTLE BIT STRONGER TOWARDS ACADEMIC FOCUS, AND THEN EVERYTHING ELSE AS BEST AS WE CAN.
I'M OPEN IF YOU WANT ME TO ANSWER AS WE GO AS WE LOOK AT THIS, I'LL BE HAPPY TO SHARE.
I KNOW THESE ARE VERY DIFFICULT DISCUSSIONS AND WE CAN GO WITH VERY EXTREME EXAMPLES, WHERE YOU HAVE TO BUILD A FENCE WHERE IT'S LIKE, MY GOODNESS WELL, WITHOUT SAFETY, CAN YOU REALLY TEACH AND THINGS LIKE THAT? BUT AS A WHOLE, I THINK WHAT WE'RE TRYING TO PROVIDE AS A BOARD IS A DIRECTION OF A DECISION MAKING PROCESS THAT YOU ARE GOING TO UNDERGO THROUGH SO LIKE A VISION CASCADING TOWARDS YOU, WE WANT TO FOCUS A LITTLE BIT.
WE WANT TO LEAN A LITTLE BIT THIS WAY, MAKE IT WORK.
TO THE BEST OF YOUR, WE TRUST YOU.
THAT'S WHY YOU'RE HERE, SO WE TRUST YOU, BUT THIS IS HOW WE LEAN.
I THINK THAT'S WHY WE CAN PROVIDE YOU TODAY.
I'LL BE MORE THAN HAPPY TO CHIME IN.
THE NO RESPONSE SEEMS NOT ENGAGED, BUT IN THIS CASE, IN THIS SLIDE, IT WOULD BE THREE TO TWO FUTURE READY.
>> WHICH IS IN ALIGNMENT WITH WHAT WE SAID PREVIOUSLY IN CREATING THE STRATEGIC PLAN AND NO, NOT IN CREATING THAT PLAN, BUT IN EARLIER CONVERSATIONS ABOUT RIFFS AND SUCH, ALL THE CUTS THAT HAD TO BE MADE LAST YEAR, AS YOU SAID.
THE CLOSER IT IS TO THE STUDENT, THAT'S WHERE WE NEED TO PUT ALL OF OUR FOCUS.
THE FARTHER AWAY IT GETS FROM THE STUDENT, THE LESS IMPORTANT IT IS.
I DON'T KNOW IF YOU CAN APPLY THAT TO EVERYTHING.
>> I THINK THAT'S THE PART WHERE WE'RE AT.
WE'VE CUT DOWN TO THE BARE BONES FAR AWAY FROM STUDENTS.
NOW WE'RE STARTING TO UNFORTUNATELY, IF WE HAVE TO MAKE CUTS, IT'S GETTING CLOSER TO STUDENTS THIS YEAR.
>> I'M HEARING THAT. BUT I THINK OUR BOARD IS PRETTY MUCH IN ALIGNMENT WITH ACADEMIC FOCUS. THAT'S WHY WE'RE HERE.
WE WANT TO MAKE SURE THAT THESE KIDS COME OUT KNOWING HOW TO READ, KNOWING HOW TO DO MATH, KNOWING HOW TO DO SCIENCE.
THOSE NEED TO BE PROTECTED OVER ANYTHING ELSE, AND THAT'S GOING TO RUFFLE A BUNCH OF FEATHERS BECAUSE THERE'S A LOT OF ELSE, WHICH IS WONDERFUL IN OUR DISTRICT.
>> READY TO MOVE ON. THE NEXT ONE COMPARES EARLY LEARNING WITH MASTERY OF STANDARDS, MASTERY OF STANDARDS 3, EARLY LEARNING 1.
>> THIS ONE COMPARES EARLY LEARNING AND FUTURE-READY, THAT'S A TIE.
>> GOOD, I HAVE TO GO WITH FUTURE-READY.
[01:25:11]
>> THIS ONE COMPARES FUTURE READY WITH MASTERY OF STANDARDS, AND MASTERY OF STANDARDS WAS THE CLEAR WINNER.
THE NEXT SECTION HAD YOU ORDER ITEMS WITHIN SAFETY AND BELONGING.
THE BLUE IS THE ONE IS THE MOST IMPORTANT, THE RED IS THE NEXT MOST IMPORTANT, AND THE YELLOW IS NEXT, I DON'T WANT TO SAY LEAST IMPORTANT, BUT THAT WAS THE ONE, TWO, THREE.
YOU GUYS WERE ALL IN ALIGNMENT IN THE SAME WAY; YOU ANSWERED THE SAME WAY.
EVERYBODY HAD PHYSICAL SAFETY AS NUMBER ONE.
THIS IS EARLY LEARNING, GETS A LITTLE BIT MORE COMPLICATED.
THE MAJORITY OF PEOPLE THOUGHT THAT ACCESS TO DEVELOPMENTALLY APPROPRIATE INSTRUCTION AND PARENTAL GUARDIAN INVOLVEMENT WERE THE TWO MOST IMPORTANT AREAS.
>> HOLLY, IS IT? I'M WONDERING IF IT'S POSSIBLE TO DO.
I MEAN, I KNOW WE CAN DO IT IN OUR HEADS, BUT IT'D BE INTERESTING TO KNOW WHAT THE WEIGHTED SCORE OF THOSE.
>> I CAN CERTAINLY JUST CALCULATE THAT.
I KNOW IT'S HARD TO LOOK AT WHEN IT'S LIKE.
>> PARENTAL INVOLVEMENT WAS TOP?
>> YES, THREE PEOPLE HAD THAT AS THE MOST IMPORTANT.
>> YEAH, IT LOOKS LIKE THERE'S A CLEAR TOP AND A CLEAR BOTTOM, AND THEN THE TWO IN THE MIDDLE.
>> WHAT DO YOU THINK, ANTONIO?
>> I' M IN AGREEMENT WITH THE TREND.
>> IN REGARD TO THE TWO IN THE MIDDLE, I MEAN, I HAD DIFFICULTY PULLING THOSE OUT BECAUSE TO ME, IT SEEMS DEVELOPMENTALLY APPROPRIATE IS PART OF QUALITY BECAUSE IN ORDER FOR IT TO BE QUALITY, IT HAS TO REALLY FIT WITH WHERE THE STUDENTS ARE.
>> I THINK THE FIRST ONE IS THE INCREASING ACCESS, WHEREAS THE OTHER ONE IS ACCESS TO.
HAVING OPPORTUNITIES TO ENGAGE BECAUSE WE KNOW THAT CHILDREN WHO START SCHOOL BEHIND TEND TO STAY BEHIND.
WE ALSO KNOW THAT THE FIRST NINE WEEKS OF KINDERGARTEN TELL US HOW THEY'RE GOING TO MOST LIKELY PERFORM ON THIRD-GRADE TEST SCORES, WHICH PREDICT EIGHTH-GRADE TEST SCORES, WHICH PREDICT GRADUATION RATES.
HOW CHILDREN ENTER SCHOOL IS HUGE.
WHEN I FIRST GOT HERE, IF YOU RECALL, ONLY ABOUT 30% OF OUR INCOMING KINDERGARTNERS HAD ACCESS.
THE AMOUNT OF MONEY IT WAS GOING TO TAKE US TO GET ALL OUR STUDENTS AT STANDARD BY THIRD GRADE THAT'S A HUGE COST TO THE ORGANIZATION.
IT'S ABOUT MAKING SURE THAT KIDS HAVE ACCESS.
WHEREAS THE SECOND ONE IS WHEN THEY'RE IN SCHOOL, WHAT YOU DON'T WANT IS A BUNCH OF LITTLE KIDS, FOUR-YEAR-OLDS BEING TREATED LIKE FIRST GRADERS.
THAT ACTUALLY CAN BE DETRIMENTAL TO THEIR LEARNING.
DO YOU WANT US TO FOCUS ON DEVELOPMENTALLY APPROPRIATE INSTRUCTION?
>> BASED ON QUICK MATH, THE ACCESS TO DEVELOPMENTAL APPROPRIATE INSTRUCTION COMES OUT AS THE SECOND PLACE, AND INCREASED ACCESS COMES OUT THIRD.
>> THIS IS A VERY IMPORTANT CONVERSATION TO HAVE BECAUSE CURRENTLY WE USE TITLE FUNDS, TK, SPECIAL EDUCATION, AND THEN WE'VE PARTNERED WITH THE ESD AROUND ECAP.
THE GOVERNOR IS PROPOSING TO CUT TK BY 25%.
ECAP, THAT'S STILL UNSURE IF WE'RE GOING TO HAVE ACCESS TO THOSE.
WHAT COULD HAPPEN NEXT YEAR? THEN, TITLE I, WE'RE EXPECTING SOME DECREASE TO THOSE FUNDS IS FEWER CHILDREN IN FERNDALE WILL BE ABLE TO HAVE EARLY LEARNING OPPORTUNITIES, WHICH IS NOT A ONE-YEAR ISSUE.
THAT WE'RE GOING TO SEE THAT ISSUE ALL THE WAY THROUGH THEIR ENTIRE CAREER.
THE AMOUNT OF EFFORT IT TAKES TO CHANGE, YOU HAVE TILL A CHILD IS ABOUT NINE YEARS OF AGE BEFORE YOU CAN TURN ANYTHING AROUND BEHAVIOR-WISE,
[01:30:02]
PARENT INVOLVEMENT, YOU HAVE TILL ABOUT NINE, AND THEN THE AMOUNT OF MONEY SPIKES IN ORDER TO CHANGE THOSE OUTCOMES.THAT'S WHY WE'RE ASKING ABOUT THE EARLY LEARNING.
DO YOU WANT US TO CONTINUE FOCUSING IN ON HAVING SOME OFFERING? UNFORTUNATELY, FERNDALE AND SOME OF THE OTHER WACOM COUNTY SCHOOLS, WE ARE CONSIDERED MORE OF A CHILD CARE DESERT, WHICH IT MEANS THAT THEY'RE JUST NOT COMMUNITY-BASED OPPORTUNITIES.
IF A FAMILY WANTS AN EARLY LEARNING PROGRAM, THE LOCAL PROGRAMS FILL UP VERY FAST.
THERE'S ONLY ONE OR TWO THAT ACTUALLY, A LOT FOR ANY STATE SUBSIDIES WITHIN THEM.
THE MAJORITY OF FAMILIES HAVE TO GO OUTSIDE OUR COMMUNITY TO GET IT.
THAT'S WHY WE'VE BEEN INCREASING OUR PROGRAMS HERE.
NOW WE'RE UP TO 60% OF OUR INCOMING KINDERGARTNERS ON STANDARD VERSUS THE 30%.
WE'RE FIGHTING THIS ONE HARD, THOUGH, BECAUSE I DON'T THINK THE STATE SHOULD FORCE US TO MAKE THIS CALL.
>> I HOPE I'M NOT PUTTING YOU ON THE SPOT HERE.
>> NOT IF IT'S ABOUT EARLY LEARNING.
>> IT IS. IF WE SPENT MONEY ON EARLY LEARNING AND HAD TO REDUCE AT THE HIGH SCHOOL, THAT WOULD BE A HARD CHOICE THAT COULD BE A BENEFIT?
>> YES, IT'S THE THING ABOUT EARLY CHILDHOOD EDUCATION, STATISTICALLY, JUST THE SCIENCE BEHIND IT.
CHILDREN WHO START ON TRACK STAY ON TRACK.
FOR EXAMPLE, I DID A SIX-YEAR STUDY OF KIDS JUST IN A TK PROGRAM.
ONLY EIGHT OF THE 3,000 NEEDED ANY COMPREHENSIVE SUPPORT AFTER THEY LEFT.
THESE WERE 3,000 STUDENTS WHO HAD NO OPPORTUNITY OTHER THAN THAT PROGRAM, AND IT WAS ONLY A 20-WEEK PROGRAM.
THAT'S WHY WE'RE FIGHTING AT THE STATE LEVEL, BECAUSE THEY'RE TALKING ABOUT WE CAN'T AFFORD SPECIAL EDUCATION.
WE HAVE TO LOOK AT DECREASING LOT FUNDING.
WHY WE'RE FIGHTING ABOUT THAT IS IT COSTS SO LITTLE TO HAVE TK.
IT COSTS A LOT TO HAVE CHILDREN WHO NEED THOSE INTERVENTIONS LONG-TERM.
>> THE MAJORITY OF US SAID PARENT GARDEN INVOLVEMENT AND EDUCATION.
I GUESS THAT COMES FROM A BELIEF THAT, AND YOU SEE IT, CHILDREN WHOSE PARENTS ARE HIGHLY INVOLVED WITH THEIR CHILDREN, THE OUTCOMES FOR THEM AT SCHOOL ARE EVER SO MUCH BETTER.
IF THEY'RE NOT INVOLVED, THE OUTCOMES ARE NOT SO GOOD.
MY QUESTION, THOUGH, ABOUT THIS IS THAT PART OF OUR LANE? I MEAN, I DO SEE THAT THERE'S OUR MISSION.
I SEE THAT THROUGH PARENT SQUARE, I SEE OFFERINGS OF DIFFERENT PARENTING CLASSES AND STUFF LIKE THAT.
BUT THEN WE'RE A K-12 EDUCATION SYSTEM OR PRE-K-12 EDUCATION, AND YET WE'RE SPENDING FUNDS ON EDUCATING PARENTS.
IT JUST SEEMS TO ME LIKE MISSION CREEP, EXCEPT FOR THE FACT THAT I KNOW THAT IF THE PARENTS ARE NOT INVOLVED, IS IT EFFECTIVE? ARE THE PROGRAMS THAT WE HAVE TO GET PARENTS INVOLVED EFFECTIVE? ARE THEY SHOWING ANY CHANGES IN OUTCOMES FOR THE KIDS?
>> YES, AND YOU CAN'T FORCE A FAMILY TO ENGAGE.
YOU CAN OFFER, BUT IT'S A CHOICE.
WHEN YOU LOOK AT OUR ATTENDANCE DATA, YES, STUDENTS HAVE TO BE ENGAGED AND WANT TO FEEL SAFE AT SCHOOL.
THERE'S LOTS OF THINGS WE DO TO BUILD ATTENDANCE.
IT'S ALSO ABOUT THE PARTNERSHIP WITH THE SCHOOL AND THE HOME.
I WAS HAVING A CONVERSATION WITH SOME EDUCATORS ABOUT THE STATE TEST SCORES, AND HOW I THINK ABOUT THE SBA IS REALLY THAT NUMBER REFLECTS THE PARTNERSHIP BETWEEN THE HOME AND THE SCHOOL, BECAUSE YOU HEARD IT FROM ONE OF OUR STUDENTS.
WELL, MY FAMILY THINKS IT'S OKAY, AND IF WE'RE NOT SAYING IF A FAMILY IS NOT SAYING BRIAN, I TALKED ABOUT THIS ACTUALLY.
I SAID, BRIAN, WHY DO YOUR CHILDREN DO WELL IN SCHOOL? ANTONIO SAME THING BECAUSE THEY'RE ASKING THEIR KIDS ABOUT THEIR SCORES.
THEY'RE LOOKING THEM UP, THEY'RE TALKING TO THEM.
YES, THEY HAVE AMAZING TEACHERS.
GREAT THINGS ARE HAPPENING IN A CLASSROOM, BUT IF THAT PART OF THE SCENARIO WASN'T THERE,
[01:35:03]
THEN IT DECREASES THE VALUE OF WHAT CHILDREN ARE DOING AT SCHOOL.REALLY, EDUCATION SCORES ARE A REFLECTION OF OUR RELATIONSHIP WITH THE HOME SCHOOL.
FAMILIES ARE THE FIRST TEACHER AND WE DO OUR VERY BEST TO ENGAGE FAMILIES.
I THINK FOR THE MOST PART, OUR FAMILIES DO A REALLY GOOD JOB WITH ENGAGING WITH US.
ARE THERE WAYS WE CAN ALWAYS IMPROVE? ABSOLUTELY. I DON'T KNOW THAT IT'S ALWAYS OFFERING PARENTING CLASSES MORE AS A CONNECTION, BUT THAT CONNECTION DOESN'T ALWAYS COST US MONEY.
>> RIGHT. IF WE'RE THINKING ABOUT BUDGETARY DECISIONS BASED UPON THESE RESPONSES, THE PARENTAL INVOLVEMENT REALLY SHOULDN'T COST THAT MUCH.
>> I FEEL I'M GETTING A LITTLE BIT LOW ON THE LEVEL HERE, BUT ONE OF THE TEACHERS THAT AUBREY HAD, JACOB BRITTLE, EVERY WEEK WOULD SEND OUT A STUDENT PROGRESS REPORT WITH AUBREY'S GRADES AND WHAT THEY DID IN THE CLASS.
HE WOULD SPEND THE TIME AND SAY WHAT WAS GOING ON IN THE CLASSROOM, SO THE PARENTS KNEW WHAT WAS GOING ON.
I HAVEN'T SEEN THAT RECENTLY, BUT I THINK THAT'S A GOOD WAY OF ENGAGING WITHOUT OBVIOUSLY, THAT TEACHER SPENT TIME TO DO THAT.
BUT THAT WAS A GREAT WAY OF ENGAGING PARENTS, I THOUGHT.
>> WAS THAT ONLINE, WHERE A PARENT WOULD GO ONLINE AND SEE WITH THEIR KIDS?
>> I WOULD JUST GET AN EMAIL. IT WAS MY EMAIL INBOX.
I DIDN'T HAVE TO CLICK ON ANY LINKS.
IT WAS A BOOM RIGHT THERE IN MY INBOX.
I TOOK THE TIME TO READ IT BECAUSE HE TOOK THE TIME TO WRITE IT.
>> IS THERE ANY INFORMATION OUT THERE ON THE LEVEL OF PARENTAL INVOLVEMENT? I MEAN, DO YOU HAVE ANY WAY OF MEASURING THAT? DO YOU TRY TO?
HOW MANY PEOPLE SHOW UP FOR EVENTS? TRINA IS BEHIND ME, SO I COULD ASK HER IF SHE KNEW OF ANYTHING.
OUR PARENT CLASSES, SADLY, LAST YEAR, I THINK ABOUT, WE OFFERED ONE FROM HOMELAND SECURITY, I BELIEVE. IS THAT RIGHT? IT WAS ABOUT CYBERSECURITY, BUT I THINK HOMELAND SECURITY OFFERED THE CLASS, IT WAS FREE.
WE HAD TWO PARENTS COME, BUT WE OFFER BECAUSE IT MADE A DIFFERENCE FOR TWO FAMILIES.
WE KNOW EXACTLY HOW MANY PEOPLE ARE SIGNED UP FOR PARENT SQUARE, BUT I JUST HEARD A STATISTIC AT THE PAC ADVISORY THIS WEEK.
TRINA, CORRECT ME IF I'M WRONG.
IT WAS ONE OF OUR MIDDLE SCHOOLS.
THEY SENT IT OUT, AND ON AVERAGE, 75 FAMILIES READ THE NEWSLETTER.
THAT PARENT SQUARE GIVES US ANALYTICS, SO ONLY 75 FAMILIES OUT OF THE ENTIRE MIDDLE SCHOOL IS OPENING THAT NEWSLETTER.
WE SEND IT, AND IF PEOPLE CHOOSE NOT TO OPEN IT, WE'RE DOING OUR PART.
CAN WE ALWAYS DO BETTER? YES, OUR TEAM WE ARE ALWAYS BRAINSTORMING HOW WE CAN DO BETTER.
LAST NIGHT, OUR LIA PROGRAM HAD AN OPEN HOUSE, AND THE STUDENTS WERE THERE, AND THERE WERE VERY FEW ADULTS.
NOW, THERE WERE LOTS OF FAMILIES, BUT THERE WEREN'T OTHER ADULTS THERE.
I JUST THINK WE DO OUR BEST, AND SOMETIMES IT HITS IT OUT OF THE PARK, AND OTHER TIMES IT'S COMPLICATED, BUT ALL PEOPLE ARE BUSY.
WE HAVE A LOT OF FAMILIES THAT WORK AT NIGHT.
THEY CAN'T ATTEND THOSE EVENTS, OR THEY HAVE LITTLE ONES AT HOME, AND THERE'S NO CHILDCARE, SO THAT MAKES IT HARD.
TRINA, IS THERE ANYTHING YOU WOULD ADD TO THAT?
>> I THINK WHAT YOU'RE SAYING IS IMPORTANT, ITS JUST WE HAVE TO FIND A VARIETY OF WAYS BECAUSE EACH WAY WILL WORK FOR DIFFERENT FAMILIES.
THINKING OF THE 75 THAT OPENED THAT NEWSLETTER, THAT WAS A REALLY IMPORTANT COMMUNICATION FOR THOSE 75 FAMILIES.
THAT'S WORTH IT, AND WE JUST HAVE TO FIND OTHER WAYS TO ENGAGE OTHER FAMILIES THROUGH MULTIPLE.
THEN, WHEN YOU GET BACK TO FUNDING, EVEN THOUGH SOME OF THESE ARE LOW COST, THEY'RE ALL TAKE CAPITAL, AND IT'S ANOTHER AREA THAT'S NOT FUNDED.
>> DOES THAT HELP? I WOULD HAVE TO HIRE SOMEONE WHO THEIR WHOLE JOB IS JUST TRACKING ENGAGEMENT WITH FAMILIES, AND I STILL THINK IT WOULDN'T HAPPEN TO THE LEVEL YOU'RE ASKING.
>> I GUESS I'M JUST THINKING, IT'S ENGAGEMENT OF PARENTS WITH THEIR KIDS, AS OPPOSED TO PARENTS WITH THE SCHOOLS.
[01:40:03]
IT WORKS TOGETHER BUT [OVERLAPPING]>> IT WORKS TOGETHER. HOW MANY VOLUNTEERS DO WE HAVE? HOW MANY PEOPLE COME IN, HOW MANY PEOPLE SHOW UP TO SPORTING EVENTS, HOW MANY PEOPLE GO TO THE PLAY? THOSE ARE EVERY TIME SOMEONE SHOWS UP ON OUR CAMPUS, EVERY TIME THERE'S AN EMAIL, EVERY TIME THERE'S A TEXT OR A PARENT SQUARE OR WHATEVER IT IS, THAT'S AN ENGAGEMENT FOR THE FAMILY.
>> A NEW THING THAT THE SCHOOL DISTRICT IS DOING IS THE ANNUAL DATE.
>> THAT'S ANOTHER TOUCH THAT I THINK IT'S VERY IMPORTANT FOR PARENTS, AND I THINK THAT'S A VERY POPULAR ONE.
I THINK THAT ANY TOUCH WE CAN DO WITH PARENTS, IS BENEFICIAL.
I THINK THAT THE PARENTS AS THE STAKEHOLDERS IN THIS, ANYTHING THAT WE CAN DO.
WHEN I HEAR OF A TEACHER EMAILING MY WIFE AND PROVIDING AN UPDATE OR US GOING TO A PARENT TEACHER OR ANYTHING AND SOMETIMES IT SEEMS WE'RE NOT INFLUENCING TOO MANY, FOR EXAMPLE, THAT NEWSLETTER OR WHATEVER WE CALL IT.
IT DOES MAKE A DIFFERENCE FOR THOSE THAT THAT USE IT.
THAT IS ONE THAT I KNOW THAT US AS PARENTS INVOLVE PARENTS, IF WE'RE IN CONSTANT COMMUNICATION WITH THE SCHOOL DISTRICT, IT DOES HAVE A GREAT EFFECT ON OUR CHILDREN.
IF YOU ASK ME, I WOULD LOVE A CAMPAIGN, WHERE WE CAN INVOLVE MORE PARENTS AND DO SOMETHING LIKE THAT, IT TAKES MONEY. IT'S JUST EXPENSIVE.
>> WELL, AND YOU THINK ABOUT IT, ROBIN AND I WERE WATCHING SOME TV SHOW, CAN'T REMEMBER WHAT IT WAS THE OTHER NIGHT, AND IT WAS AN OLDER SHOW.
HERE THIS FAMILY JUMPS IN THEIR VEHICLE, THROWS THE KID IN AND WE'RE LIKE, "WHERE'S THE CAR SEAT?" YEARS AGO, CAR SEATS, WHO GOT A CAR SEAT? BUT NOW IT'S GRANTED, THERE'S LAWS, BUT AT THE SAME TIME, MOST PARENTS WOULDN'T THINK OF GOING WITHOUT CAR SEATS, BUT IT'S BEEN A THING THAT HAPPENED OVER TIME.
IT WASN'T LIKE BOOM, EVERYBODY STARTED DOING IT.
I THINK CONTINUED EFFORTS AND AGAIN, EDUCATING PEOPLE ON ALL THESE ASPECTS OF THE IMPORTANCE OF IT BECOMES IMPORTANT PART OF OUR JOB.
>> I WILL SAY WHAT I NOTICE ABOUT FERNDALE SCHOOL DISTRICT IS IF A FAMILY WANTS TO BE INVOLVED, THERE ARE SO MANY WAYS FOR A FAMILY TO BE INVOLVED AND INFORMED.
REALLY, IT'S A PARTNERSHIP AND A RELATIONSHIP.
I KNOW OUR NIGHTS GETTING SHORT, BUT HERE'S A GREAT EXAMPLE.
THEY TRANSFERRED INTO OUR SCHOOL DISTRICT AFTER THE SCHOOL YEAR HAD STARTED, AND THEY POSTED, I WAS ABLE TO SEND THIS, GOT THE MOST INCREDIBLE CALL FROM EAGLE RIDGE SCHOOL JUST NOW.
MY SON WON THE KINDERGARTEN CLASSROOM SINGING CONTEST AND RECEIVED A PRIZE.
THE TEACHER JUST WANTED ME TO KNOW, AND I EVEN GOT TO TALK TO MY BABY AND CONGRATULATE HIM.
HE SAID, "THANK YOU, MOMMY" IN THE SWEETEST WAY, AND I MADE MY HEART JUST ALL HAPPY.
OUR TEACHERS DO A LOT OF AMAZING LITTLE THINGS THAT DON'T COST A LOT.
THEY DON'T TAKE A LOT OF TIME, BUT THE IMPACT IS HUGE.
THAT RIGHT THERE IS NOW A FAMILY THAT TRUSTS THAT SCHOOL, TRUST THAT TEACHER AND WE'LL CONTINUE TO ENGAGE.
IS SOMETHING THAT, CAN WE GET BETTER? YES, WE CAN ALWAYS IMPROVE, AND I THINK WE'RE DOING A PRETTY GOOD JOB.
>> ANYTHING MORE ON THIS ONE BEFORE WE MOVE ON.
CURRICULUM ALIGNMENT AND STUDENT CENTERED ASSESSMENT WERE MORE IMPORTANT.
>> [LAUGHTER] WELL, I THINK JUST TALKING TO PEOPLE, IF I'M UNDERSTANDING CORRECTLY WITH CURRICULAR ALIGNMENT, BE LIKE, YOU'RE ABLE TO MOVE FROM THIS POINT TO THE NEXT STEP SMOOTHLY, BECAUSE THE CURRICULUM, THE STUFF THAT YOU LEARNED HERE, THE MATERIALS THAT YOU LEARNED HERE PREPARED YOU FOR THE NEXT STEP.
I JUST WANT TO MAKE SURE BECAUSE I HAD A COUPLE OF CONVERSATIONS WITH PEOPLE THAT FELT LIKE AT LEAST IN SCIENCE,
[01:45:08]
THERE WAS NOT ENOUGH DONE IN THE PHYSICAL SCIENCES TO PREPARE FOR THE LEAP FROM EIGHTH GRADE TO HIGH SCHOOL.I HEARD THAT FROM MORE THAN ONE PERSON.
IT ISN'T JUST OUR DISTRICT, IT'S OTHER DISTRICTS AS WELL.
I WAS TALKING TO A GUY FROM LINDON.
THIS GUY IS A PHYSICIST AND HE'S VERY CONCERNED BECAUSE HE SAYS, THERE JUST ISN'T ENOUGH SCIENCE USE, WHAT THEY GET IS MOSTLY EARTH SCIENCE COMING UP THROUGH EIGHTH GRADE AND NOT A LOT OF EXPOSURE TO OTHER ASPECTS OF SCIENCE.
I'VE HEARD THAT FROM A COUPLE OF OUR STUDENTS AS WELL.
I JUST THOUGHT THAT WAS INTERESTING.
>> I'M GOING TO JUST STEP IN HERE NOT BECAUSE I WANT TO CURTAIL DISCUSSION, BECAUSE I KNOW THE DISCUSSION HAS BEEN GREAT, BUT WE'VE MADE A POINT OR A PACK THAT WE'RE GOING TO KEEP OUR STUDY SESSIONS ENDING ON TIME, AND HOLLY'S GOT ANOTHER FUN FILLED DAY TO GET READY FOR TOMORROW SHE'S ALREADY TOLD US ABOUT.
MAYBE IF WE GO THROUGH THESE RESULTS AND MAYBE WE CAN TAKE OUT SOME TIME AND COME BACK TO IT LATER BECAUSE WE'VE GOT MORE BUDGET TALKS, WHETHER THAT BE AT THE RETREAT OR I KNOW WE'VE GOT A LOT OF STUFF WE'RE LOOKING TO COVER THERE TOO.
BUT MAYBE IF WE GO THROUGH THE RESULTS AND JUST SO WE SEE THE WHOLE THING AND THEN WE'LL HAVE MORE DISCUSSION AT A LATER POINT.
>> WE'RE ALMOST DONE. THE NEXT ONE WAS ORDER THE ITEMS WITHIN FUTURE, READY? THESE WERE ALL ACROSS THE BOARD.
THEN THE LAST THREE QUESTIONS WERE WHAT SHOULD BE A HIGHER PRIORITY FOR THE 26/27 BUDGET? THE MINIMUM FUND BALANCE POLICY OR CURRICULUM ADOPTION.
NEARLY ANYONE SAID MEETING THE FUND BALANCE POLICY.
THIS ONE IS THE FUND BALANCE POLICY OR FACILITIES RENEWAL.
THREE PEOPLE SAID FUND BALANCE AND ONE PERSON SAID FACILITY RENEWAL.
>> AGAIN, THIS IS AN EITHER OR QUESTION, BUT IT DOESN'T MEAN WE'RE GOING TO NOT TAKE CARE OF OUR FACILITIES.
IT'S JUST WHAT WE'RE MAKING A PRIORITY AND IF IT IS, SO IT'S NOT AN ALL OR NOTHING, I GUESS.
THEN THE LAST ONE WAS THE FUND BALANCE POLICY OR CURRICULUM ADOPTION.
WAIT. NO. THIS ONE FACILITIES RENEWAL, I DIDN'T CHANGE THE HEADER.
SORRY. CURRICULUM ADOPTION OR FACILITIES RENEWAL.
EVERYONE SAID FACILITIES RENEWAL.
>> THIS MAKES ME CURIOUS ABOUT THE CURRICULUM ADOPTION CYCLE.
I THINK I SHOULD PROBABLY TALK TO TRINA AT ANOTHER TIME ABOUT THAT, JUST SEE WHERE EACH OF THE DIFFERENT CURRICULA IS IN THAT CYCLE OF ADOPTION.
I WANTED TO GO BACK TO A SLIDE BEFORE THE END BEFORE THAT.
IT HAD TECHNOLOGY INTEGRATION.
MAYBE IT WAS CLOSER TO THE END, PERHAPS. IS THAT IT?
>> IS THAT THE ONLY ONE ON TECHNOLOGY INTEGRATION? WAS THERE ONE AFTER THAT?
>> NO. I THOUGHT THERE WAS ONE.
>> I THINK THAT'S THE ONE THAT HAS TECHNOLOGY INTEGRATION.
>> I SEE THAT, I KNOW HOW I VOTED.
BUT THEN I SAW THAT ONE PERSON DID TECHNOLOGY INTEGRATION AS PRIORITY, AND THAT WAS YOU, BRIAN.
>> COULD YOU READ WHAT YOU SAID ON THAT? BECAUSE WHEN I READ THAT, I COULD TOTALLY UNDERSTAND WHY YOU SELECTED THAT ONE?
>> I SAID IT WOULD BE GREAT TO SEE HOW CD CLASSES HELP STUDENT PERFORMANCE OVERALL AND WHAT REAL DATA WE CAN GET FROM FHS, HAVING KIDS EXPOSED TO AND BE PROFICIENT WITH FULL OFFICE 365, SUITE OFFICE TEAMS,, WORD EXCEL, IS SUPER IMPORTANT TO ME.
THEY WILL BE MORE ATTRACTIVE TO FUTURE EMPLOYERS THAT THEY COME IN ALREADY PROFICIENT.
ALMOST ALL JOB APPLICATIONS I HAVE SEEN ASK FOR THIS.
COLLEGE REGISTERS IS IMPORTANT, BUT I'M WONDERING IF WE CAN LEVERAGE RUNNING START TO HELP WITH FUNDING MORE DATA TO MAKE A GREAT DECISION ON THIS CURRENT DATA FROM FHS.
[01:50:07]
>> YOU'RE THINKING AT THE HIGH SCHOOL LEVEL FOR TECHNOLOGY INTEGRATION VERSUS THE LOWER GRADES OR CAN YOU EXPAND UPON THAT? BECAUSE I THINK I REALLY BOUGHT WHAT YOU WERE SELLING ON THAT.
>> SORRY, I'M SPECIFICALLY [OVERLAPPING]
>> WOULD YOU GUYS CARE TO PAY ENOUGH THAT YOU COULD HELP FUND SOME OF OUR BUDGET DEFICIT?
>> [LAUGHTER] THAT WAS A METAPHOR.
BRIAN, WHEN WE WERE WRITING THE PORTRAIT OF A GRADUATE, AND WE WERE LOOKING AT WHAT JOBS STUDENTS THAT ARE COMING DOWN THE PIKE.
IF STUDENTS DO NOT UNDERSTAND TECHNOLOGY INTEGRATION, THEY ARE JUST NOT GOING TO BE, NO MATTER HOW GREAT THEY ARE, NO MATTER HOW WELL, THEY HAVE TO HAVE SOME OF THESE SKILLS.
WE'RE SEEING A LOT OF REALLY AMAZING TECHNOLOGY SUPPORT IN OUR CTE CLASSES THAT IS SETTING OUR STUDENTS APART.
>> WELL, AND I THINK THAT TO PIGGYBACK ON THAT, I THINK THAT GOES BACK TO OUR EDUCATING OF THE COMMUNITY AND OURSELVES BECAUSE ONE OF MY FAVORITE COMMENTS IN THE SARCASTIC SENSE.
DURING OUR BOND CAMPAIGNS WAS, WELL, THE CT BUILDING WAS GOOD ENOUGH BACK WHEN I GRADUATED IN 1951 OR WHENEVER.
WHY DO WE NEED TO UPGRADE IT? I THINK THAT WE NEED TO HELP SOME OF THE PEOPLE THAT HAVEN'T REALIZED THE IMPORTANCE OF TECHNOLOGY AND ITS INTEGRATION WITHIN SO MANY FIELDS, MOST EVERY FIELD, THAT IT'S CRITICAL THAT WE KEEP THOSE THINGS IN THERE BECAUSE I'VE HEARD MANY PEOPLE, WHY DOES EVERYBODY NEED A COMPUTER? BECAUSE THAT'S THE WAY LIFE FUNCTIONS NOW.
>> IN THE CORPORATE WORLD YOU HAVE TO KNOW OFFICE 365.
EVEN DOWN AT THE TECHNICIAN LEVEL, IT'S FRUSTRATING COMING ACROSS PEOPLE THAT DON'T KNOW HOW TO USE EXCEL.
TEAMS, TO ME, IS THE FOUNDATION OF COMMUNICATION AND OF A CORPORATION.
I THINK IF WE CAN GET KIDS LEARNING THAT AS SOON AS POSSIBLE, THEY WILL HIT THE GROUND RUNNING FOR FUTURE EMPLOYERS.
>> HOW MUCH EXPOSURE DID THEY HAVE TO THAT STUFF IN MIDDLE SCHOOL? BECAUSE IT SEEMS TO ME YOU'D WANT THEM TO GET STARTED EARLIER THAN HIGH SCHOOL.
>> THEY DO HAVE SOME THROUGH THEIR TECH CLASSES, BUT IT'S NOT NECESSARILY INTERWOVEN INTO ALL THERE.
>> THEY DO SOME, AND I KNOW BECAUSE MY SILLY YOUNGEST DAUGHTER MAKES POWERPOINTS AND EMBEDS VIDEOS IN IT.
THE OTHER DAY I ASKED HER, HOW DID YOU ADD THAT TO YOUR SLIDE? SHE TOLD ME HOW.
>> [LAUGHTER] AS A COACH, COMMUNICATION WITH THE STUDENTS AND THE ATHLETES IS EXTREMELY FRUSTRATING HERE.
IT'S BECAUSE THE VERY LEAST USING OUTLOOK TO BASICALLY AND HAVE IT ON YOUR PHONE AND HAVE NOTIFICATIONS ON SO WHEN YOU GET AN EMAIL, YOU CAN RESPOND.
I GUESS THAT'S WHAT DRIVES MOST OF MY EMPHASIS ON THE TECHNOLOGY THING BECAUSE IT DRIVES COMMUNICATION.
>> PART OF IT IS THE PUBLIC RECORDS PART OF IT, WHICH BRIAN HAVE TALKED ABOUT.
ESPECIALLY, IN SOME OF OUR CTE COURSES, THIS IS HAPPENING A LOT.
>> WELL, AGAIN, I THINK IT WOULD BE INTERESTING TO SEE THE CORRELATION BETWEEN THE ADMIN OR EDUCATORS ASSESSMENT OF THESE THINGS COMPARED TO US, NOT THEM VERSUS US MENTALITY, BUT JUST OUR UNDERSTANDING AND THINKING.
ONE THING I DEFINITELY WOULD ENCOURAGE THE BOARD TO DO IS HOLLY ATTACHED ALL OF OUR SURVEYS, AND THERE'S COMMENTS THAT HAVE BEEN MADE.
I DIDN'T HAVE A CHANCE TO READ THROUGH ALL OF THEM, BUT I DID A LITTLE BIT.
IT JUST HELPS GET THAT INSIDE, AND LIKE NANCY SAID, YOU START THINKING ABOUT THINGS IN A DIFFERENT WAY, WHICH REALLY GETS THE CONVERSATION GOING, WHICH IF WE HAVE THOSE GOOD CONVERSATIONS, THOSE DEEP CONVERSATIONS AND BRAINSTORM AND COME UP WITH GOOD IDEAS THAT'S GOING TO HELP US WEATHER AND GET THROUGH THESE TOUGH TIMES TOO.
>> I DIDN'T GO BACK AND LOOK AT HOW WE PRIORITIZE THINGS LAST YEAR AND I WAS WONDERING IF WE'VE SHIFTED IN OUR PRIORITIES.
DID ANYBODY GO BACK AND COMPARE IT TO WHAT WE PUT OUT LAST? I'M JUST CURIOUS AS TOO.
THEN THE OTHER THING IS, HOW WELL DO WE MEET THOSE PRIORITIES, WHICH I GUESS IS THE ROLE OF THE MONITORING REPORT PARTIALLY.
BUT IT'S HARD TO GET A FEEL FOR WHETHER WE ACTUALLY DID [BACKGROUND]
>> WELL, AND PART OF THIS HELPS US.
[01:55:03]
WE'RE GOING TO BE ABLE TO SAY, THIS IS WHAT THE BOARD WAS THINKING, THIS IS WHAT WE HEARD THEM SAY, THIS IS WHAT THEY'RE SHARING, AND THEN WE LOOK AT THE REALITY.WHAT CAN WE ACTUALLY DO? THERE'S OTHER FACTORS. THERE'S LAWS WE HAVE TO MEET.
THERE'S GRADUATION REQUIREMENTS WE HAVE TO MEET.
THERE'S JUST LOTS OF OTHER FACTORS THAT WE DON'T CONTRACTS. THERE'S LOTS OF THINGS.
THIS JUST SETS A TONE FOR, WE KNOW WHAT I HEARD FOR YOU LOUD AND CLEAR IS MAKING SURE THAT WE MAINTAIN THAT FUND BALANCE IS AN ABSOLUTE PRIORITY.
WE'RE GOING TO PRIORITIZE THAT.
WE'RE GOING TO BE SPENDING A LOT OF TIME TALKING ABOUT BUDGET ISSUE.
WE CAN REVIEW THIS AT THE RETREAT.
THANK YOU, HOLLY FOR FORCING US TO DO THAT.
THAT WAS SO FUN. THANK YOU SO MUCH.
>> I COULD JUST SEE HERE WITH THAT EVIL VILLAINOUS LAUGH AS SHE'S PUTTING THE QUESTIONS TOGETHER, THIS WILL BE A GOOD ONE.
[LAUGHTER] WELL, AGAIN, THANK YOU, EVERYONE.
AS WE'VE SAID MANY OF TIMES, THESE AREN'T EASY TIMES, THESE AREN'T EASY DISCUSSIONS AND EASY DECISIONS.
[3. SHARING]
BUT UNLESS ANYONE HAS ANYTHING REAL PRESSING, I'M TRYING TO KEEP ON TIME.THE ONE THING I WILL LET YOU KNOW IS, DON'T FORGET WE'VE GOT OUR RETREAT ON THE 24TH, WHICH IS SATURDAY, 09:00-3:00, AND WE'LL BE GETTING MORE INFORMATION OUT TO YOU INCLUDING DIRECTIONS AND ALL THAT LOCATION.
>> WE'RE THINKING OF JUST DOING A SIGN UP FOR FOOD SO WE CAN JUST ALL BRING SOME THINGS AND SHARE.
>> COOL. WELL, UNLESS THERE'S ANYTHING ELSE, THANK YOU, EVERYONE, AND MEETING ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.