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From YouTube: BSD Budget Committee Meeting - May 8, 2023
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A
All
right
welcome
everyone
we're
going
to
call
to
order
the
budget
committee
meeting
for
May
8
2023
and
we
are
going
to
start
with
a
roll
call
of
budget
committee
members.
So
budget
committee
members
answer
with
present
when
I
call
your
name
and
that
includes
school
board.
Members
and
budget
committee
members
we're
all
together.
The
budget
committee
Zone
one
Susan
Greenberg,
president
Zone
one
Jason
homebaum.
B
B
A
Two
pharah
Muhammad
okay
zone,
three
Eric
Simpson
president.
C
E
A
G
I
nominate
Heidi
Edwards.
It
is
my
privilege
to
nominate
Heidi
Edwards
when
I
was
elected
to
the
school
board
eight
years
ago.
One
of
my
first
decisions
was
to
pick
a
budget
member
and
that
was
meeting
Heidi
for
the
first
time
and
she's
been
here
with
us
all.
Eight
years
and
she's
served
as
Vice
chair
and
chair
last
year
and
I
think
she
will
she's
very
involved
in
the
community
will
do
an
excellent
job
of
being
the
leader
of
our
budget
committee.
A
Here
a
second
Susan
Greenberg.
Second,
in
all
right
any
discussion
before
we
take
a
vote
on
the
budget
committee
chair,
excellent,
all
right
board
members
answer
with
I,
nay
or
abstain
when
I
call
your
name:
Susan
Greenberg,
Jason,
holmbaum,
Perez,
I,
Eric,
Simpson,
Diane,
McCartney,
hi,
Sunita,
Garg,.
H
G
G
I
E
Thank
you
for
the
nomination
I'm
happy
to
serve
as
your
chair
this
year
for
the
budget
committee
and
I
do
see
that
Christa
Billings
has
joined
us
and
a
look
as
well.
Our
two
budget
committee
members
so
welcome
we're
gonna
move
to
the
next
agenda
item,
which
is
to
elect
our
vice
budget
chair,
so
we'll
open
it
up
for
nominations.
E
E
Do
I
hear
a
second
second,
any
discussion,
no
discussion,
we'll
move
to
I
ordinate
or
abstain;
I'll
just
read
names,
Susan,
Greenberg,
aye,
Jason,
hombaum,.
K
E
I
see
you
said:
I
I,
Crystal,
Billings,
hi,
Becky,
chemchuk,
aye,
myself,
an
enthusiastic
guy,
Tom
Collette.
Another.
E
L
L
We're
very
fortunate
here
to
to
have
a
healthy
Reserve
to
be
able
to
offset
some
some
of
the
budget
for
the
audios.
But
we
do
have
some
some
concerns
here.
With
decline.
L
Enrollment
and
I
know
you're
going
to
go
through
that
tonight,
Mike
as
well
as
Sr
dollars,
disappearing
in
2024,
which
is
next
year,
and
these
are
federal
dollars
that
have
helped
guide
us
through
covid
and
we're
still
not
out
of
covid
I
mean
we're
still
seeing
the
the
lasting
effects
of
covid
with
our
with
our
students
in
our
buildings,
but
we
do
have
a
tighter
budget
coming
forward.
You
know
the
right
now.
L
The
co-chairs
and
Governor's
budget
is
a
99
billion
current
service
level,
meaning
that
what
how
we
do
business
right
now
is
not
at
99,
it's
probably
about
ten
three
and
we're
building
a
budget
at
10
1
because
of
those
healthy
reserves.
L
As
this
budget
Committee
in
the
previous
administration
have
developed,
and
we've
developed
great
programs
in
this
District
to
support
our
kids
and
staff
and
these
past
three
years,
these
programs
have
been
really
really
essential
and
they're
essential
now,
but
these
programs
will
be
difficult
to
continue
off
this
current
budget
forecast
actually
they're
impossible
to
continue
off
this
current
budget
forecast
at
nine
nine.
We
need
more
money.
You
know
we.
We
need
to
continue
to
Lobby
Salem
for
what
we
need.
L
You
know
this
this,
this
fabled
quality
education
model,
that's
11.9
billion
11.9
billion,
which
is
a
quality
education
model,
and
it's
you
know:
I
I
was
here
when
measure
five
hit.
I
was
actually
a
reduction
in
force
in
Hillsboro
back
then,
and
it
seems,
like
my
whole
career
in
Oregon,
has
been
struggling
with
budget
and
the
and
we're
still
there.
This
fabled,
11.9
billion
is
what
we
need
to
keep
our
services
going,
that
our
kids
need
and
want,
and
their
Community
needed
one.
L
But
again
we
are
fortunate
right
now
to
have
some
reserves
to
build
the
build
a
budget
at
10
1..
So,
even
if
we
don't
get
there
to
the
10-3,
we
do
have
those
healthy
Reserve.
This
is
that
this
budget
committee
improves
administrations
have
put
together,
but
knowing
full
well
that
we
are
just
kicking
a
can,
meaning
that
we
are
deferring
the
issues
into
a
later
date,
because
there
will
be
reductions,
there
will
be
reductions.
L
There
are
reductions
this
year,
there'll
be
more
reductions
next
year
until
we
get
to
a
certain
number
and
I
think
this
gives
us
time
and
opportunity
to
be
able
to
sit
back
with
the
administration,
with
our
staff
to
figure
out
what
is
the
best
model
for
certain
programs,
because
we
build
great
programs
that
are
not
sustainable
and
that's
not
fair
to
our
kids.
It's
not
fair
to
our
staff,
it's
not
fair
to
our
community,
but
these
are
tough
times
for
all.
L
If
you
read
the
paper,
read
any
any
newspaper
in
Oregon
any
any
District,
this
is
what
they're
facing
and
but
we're
doing,
the
best
we
can
with
the
resources
we
have
and
we're
very,
very
fortunate
to
have
again
the
board
and
the
administration
and
the
budget
committee
really
have
some
healthy
reserves
for
us
to
be
able
to
offset
compared
to
other
districts
that
do
not
because
you're
gonna
right
now,
you
see
districts
that
do
not
have
these
healthy,
Reserves
and
they're
going
through
some
pretty
dramatic
reductions
right
now
across
the
way.
L
These
are
local
districts.
These
are
local
districts.
So
again,
look
forward
to
this
presentation
tonight.
Don't
want
to
be
doing
Gloom
here,
because
we
are
doing
some
wonderful
things
with
the
budget.
We
do
have
I
think
the
one
thing
that
is
the
backbone
to
our
district
or
our
staff,
and
we
have
outstanding
faculty
out
in
buildings,
and
we
have
outstanding
administrators
where
we're
seeing
our
schools
and
that's
something
that
we're
really
really
proud
of
in
the
programs
that
we
will
develop
are
going
to
be
sustainable.
These
are
some
things
that
we
are
really
that's.
L
That's
our
core
mission
is
to
develop
anything
that
we
develop
has
to
be
sustained,
because
if
it's
not
sustained,
why
do
we
do
it
to
begin
with?
I
think,
that's
a
that's
a
that's
an
Ask
we
need
to
have
you
know,
including
our
wonderful
preschool
programs,
that
this
board
and
this
budget
committee
has
funded
but
are
multilingual
programs
for
our
kids.
You
know,
109
languages
are
spoken
in
our
district
109
languages.
L
It
went
up
so
just
checked
that
109
languages
and
and
that's
incredible
and
we're
going
to
continue
to
do
what
we
can
to
meet
the
needs
and
use
our
kids
assets
as
as
resources
for
for
them
in
our
Public
Schools.
But
again,
I.
Look
forward
to
the
budget
presentation
that
our
staff
will
give
tonight
and
be
able
to
answer
any
board
questions
so
turn
it
over
to
our
budget.
Chair.
M
Thank
you,
chair,
Edwards,
appreciate
the
time
it's
great
to
see
you
live
and
in
person
this
year.
This
will
be
my
first
live
and
in-person
budget
presentation
before
the
board
kovitz
started
shortly
after
I
arrived,
but
but
I
am
an
old
hat
at
this
I've
been
around
a
long
time
so
happy
to
happy
to
see
you
all
today
and
what
we're
really
going
to
try
to
do
is
walk
you
through
kind
of
roles
and
responsibilities.
M
What
what
what
your
job
is
as
a
budget
committee,
what
our
job
is
is
Administration
and
we're
going
to
take
several
slides
and
kind
of
describe
to
you.
What's
in
this
2560
some
page
document
we'll
try
to
do
that
in
one
night,
we'll
try
to
do
it
fairly
quickly,
for
you
I'm
happy
to
take
questions
as
we
go
along
or
save
them
for
the
end
either
way
is
fine.
M
You
have
a
copy
of
the
slides
with
you
at
your
station,
so
you
can
follow
along
there
and
make
notes,
but
let's
get
started
with
kind
of
the
administration's
job
and
what
our
role
is
is
Dr
balderas
mentioned
we're
charged
with
presenting
the
proposed
budget
to
the
budget
committee
and
again
using
the
district's
Equity
lens
our
budget
support
students
and
they're
the
center
of
the
decisions
we
make
moving
forward
as
we
as
we
develop
our
budget.
M
So
when
you
think
about
the
equity
lens,
you
think
about
our
staffing
allocation
methodology,
where
that
Equity
Lens
comes
into
play
and
how
we
build
that
Staffing
formula
for
our
schools
think
about
when
the
deputy
superintendents
are
meeting
and
looking
at
budget
requests
as
they
filter
up
through
departments.
That
Equity
lens
is
in
front
of
those
Deputy
superintendents,
as
they
review
requests
and
so
they're
using
that
lens,
as
they
look
at
making
operational
decisions
as
and
we
build
our
budget
and
then
after
the
budget
message
tonight,
we
get
to
sit
back
and
become
your
advisors.
M
M
So
we
have
certain
technical
rules
that
we
follow
as
an
organization
set
out
by
the
Oregon
Department
of
Education
and
you're
going
to
set
limits
so,
for
example,
if
it's
the
general
fund
and
it's
the
instruction
function
and
there's
300
million
dollars
in
there
currently-
and
you
approve
that
limit-
that's
300
million
that
we
can
spend
out
of
that
function.
We
can't
go
over
that
without
some
maneuvering
within
legal
limits
to
make
changes
to
that.
M
If
we
go
beyond
a
certain
number
of
changes
to
that
appropriation
level,
then
we
come
back
to
the
school
board
and
we
talk
to
them
about
it
and
if
we
go
even
further
and
Beyond
I
think
the
number's
10
percent,
we
reconvene
the
budget
Committee
in
total
to
say
all
right.
We
need
to
bring
you
back
together
and
talk
to
you
about
where
we
are.
M
So,
what
you're
doing
at
a
very
high
level
is
saying
we're
approving
tax
rates
and
we're
approving
the
Appropriations
for
you
as
a
school
district
to
spend
during
the
year
next
year
and
again,
we
do
it
by
fund
and
function.
We
have
expenditures
at
a
very
detailed
level.
When
I
compare
us
to
others
outside
organizations,
you
might
find
a
organization
that
has
120
or
150
account
codes
in
their
chart
of
accounts.
We
have
thousands
because
we
track
in
great
level
of
detail.
M
M
The
the
actions
you
take
are
subject
to
public
meeting
laws
and
simple
majority
rules
so
similar
to
what
how
you
operate
as
a
school
board
when
you're
watching
the
school
board
operate.
It's
a
simple
majority
and
you
can
inquire
about
programs,
but
this
kind
of
goes
back
to
my
previous
statement.
M
You
don't
make
program
decisions,
so
you
don't
get
to
say
this
is
my
favorite
program
and
so
I
want
to
fund
it
in
great
and
more
robustly.
And,
alternatively,
you
don't
see
I,
don't
like
that
program.
I
want
to
get
rid
of
it.
Those
are
those
are
more
Administration
and
board
discussions
that
take
place
over
a
longer
period
of
time.
What
we're
asking
you
for
again
are
those
tax
rates
and
amounts
and
setting
those
limits.
So,
as
you
look
at
the
slides
tonight,
I
want
you
to
think
about.
Where
are
we
as
a
district?
M
Are
we?
Are
we
headed
in
the
right
direction
with
our
estimates
as
we
build
this
budget
and
you'll
see
that
on
the
next
slide,
your
your
options
for
approval
or
you
can
approve
the
budget
as
it's
proposed.
You
can
increase
the
appropriation
because
you
think
we're
going
to
get
more
money.
This
budget
anticipates
a
10.1
billion
dollar
State
School
fund.
If
you
think
that's
you
know
we're
going
to
get
11.,
you
should
say
so
we
don't
think
so.
M
If
you
think
we're
going
to
get
9-5,
that's
your
alternative
right
that
we're
going
to
get
less
than
what
we're
estimating
that
that's.
We've
seen
that
we've
seen
some
legislators
have
those
discussions.
We
don't
think
that's
going
to
happen.
We've
built
a
budget
around
that
10.1
because
we
think
that's
we're
in
the
ballpark
and
that's
kind
of
where
we
want
to
be.
We
don't
want
to
be
dramatic
one
way
or
the
other.
We
think
we're
in
the
ballpark
at
10.1.
But
those
are
your
options
right.
M
You
approve
it
as
it
is.
You
think
we
get
more
money.
We
increase
the
appropriation,
you
think
we'll
get
less.
We'll
decrease
the
appropriation
in
terms
of
the
presentation
agenda
tonight
now
getting
out
of
the
roles
and
responsibilities
and
into
the
actual
presentation
we'll
talk
about
the
components
of
the
budget.
We'll
talk
about
our
general
fund
where
the
money
comes
from
how
we
spend
it
and
kind
of
our
approach
to
budgeting
we'll
talk
about
the
significant
budget
modifications.
M
M
As
you
see
those
later
we'll
talk
a
little
bit
about
our
Reserves
Jessica
will
jump
in
and
and
do
a
budget
document
overview
to
key
you
in
on
some
key
pages
that
you
might
want
to
take
a
look
at
that
might
be
interesting.
Then
we'll
talk
about
next
steps,
we'll
get
your
questions
and
comments,
then
we'll
open
it
up
for
public
comment.
M
We've
got
some
in
writing
that
I
think
we've
shared
with
you
as
well
as
I,
think
we've
got
some
testimony,
I
think
both
on
zoom
and
in
person
tonight
so
we'll
take
that
then
we'll
come
back.
Jessica
I'll
get
up
and
leave
for
the
public
testimony.
So
folks
can
take
over
here
then
we'll
come
back
and
we'll
talk
about
we'll
get
a
summary
for
the
next
meeting.
M
Okay,
so
big
picture,
we
have
12
funds,
our
all
fun
budget
is
1.5
billion
dollars.
Our
general
fund
is
666.3
million
dollars.
Our
current
enrollment
is
38
770
falling
to
38
111,
based
on
our
projection.
Current
state
school
fund,
470
million
next
year's
480.9
million,
so
about
a
11
or
11
million
dollar
increase
for
next
year
in
the
state
school
fund,
but
still
does
not
keep
up
with
our
costs
next
slide.
When
we
talk
about
components
of
the
budget,
we
get
into
that
technical
ode
reality
of
how
they
want
us
to
report.
M
You
see
our
funds.
We
have
the
general
fund
that
funds
our
core
operations,
special
Revenue
funds.
That's
where
you'll
find
grants
nutrition
services,
our
one-time,
Esther
funds,
the
student
investment
account.
That's
where
all
those
are
Debt
Service,
that's
where
we
pay
our
debt
and
both
pension
bonds,
our
general
obligation,
bonds
and
any
other
debt.
We
may
have
acquired
capital
projects,
we
passed
Capital,
Construction,
Bond,
last
May
and
so
you'll
see
dollars
in
that
fund
as
well
Enterprise
fund.
M
M
There
are
those
components
again
just
shown
on
a
pie
chart
that
shows
you
kind
of
the
big
picture.
You
see
our
general
funds,
certainly
the
largest.
We
have
followed
by
our
capital
projects
fund
and
then
below
that
in
the
green
kind
of
that
brighter
green
is
our
our
categorical
for
Grants
fund.
That
number
is
actually
shrinking.
If
you
look
at
last
year,
why
is
it
shrinking?
That's
where
Esther
was
so?
We've
received
the
total
over
the
last
three
years
of
about
72
million
dollars
as
we
go
into
next
year.
M
We've
got
about
22
million
left
to
spend
and
we'll
show
you
how
we're
going
to
do
that
moving
forward.
How
do
we
build
the
budget?
Well,
we
start
with
Revenue
right.
We
take
a
look
at
our
state
school
fund.
That's
the
driver
and
you'll
see
that
here
in
a
minute,
but
we're
paid
on
the
average
number
of
students
that
are
enrolled
during
a
school
year,
and
we
make
that
estimate.
We
provide
that
to
Ode
and
that's
the
basis
for
our
state
school
fund.
M
We
also
get
additional
weights
for
our
students,
depending
on
whether
they're
students
in
ESL
as
ode
calls
it
pregnant
parenting
programs,
students
on
IEPs,
which
are
capped
at
11
percent
District
poverty
waiting
also
plays
a
factor.
You'll
see
some
of
that
yet
later
in
the
presentation
and
students
in
foster
care
in
Beaverton
we're
fortunate
enough
to
have
a
local
option
Levy
to
help
sustain,
and
that's
a
teacher
level
that
we
have.
We
buy
teachers
with
that.
It's
based
on
property
tax
and
was
approved
this
last
November
at
a
dollar
25
per
thousand.
M
It's
very
difficult
to
explain.
I
know
we
get
into
that
discussion,
but
it's
levied
at
a
dollar
25
who
it
applies
to
and
how
much
it
applies
to
varies.
It's
done
on
a
property
by
property
basis
to
determine
the
gap,
the
measured
50
Gap
and
we
could
spend
a
whole
nother
night
on
that,
but
I'll
leave
that
at
that
it'll
generate
about
40
million
dollars
for
our
district.
And
finally,
we
have
the
beginning
fund
balance.
That's
the
estimated
difference
between
our
resources
and
expenditures.
M
In
the
prior
year
and
you'll
see
that
play
out
tonight
as
well
on
the
next
slide,
you'll
see
what
that
looks
like
so
for
us
again,
as
Dr
balderas
mentioned,
89
of
our
money
comes
from
the
state
school
fund.
So
when
you
think
about
advocacy
and
maintaining
program,
it
is
key
for
us
to
advocate
for
that
10.3
billion
dollars,
that's
where
most
of
our
money
comes
from,
it's
dedicated
dictated
by
the
state
in
terms
of
what
they
feel
is
added
for
adequate
for
K-12
versus
other
programs,
but
again
89.
M
Okay,
how
do
we
eat
the
elephant
of
or
of
building
the
District
budget?
On
the
expenditure
side,
we
start
with
our
bargained
agreements.
That's
that's
our
biggest
commitments
we
make
in
this
District
we're
a
heavily
staff
focused
district,
and
so
we
look
to
our
bargaining
agreements
and
we
look
at
cost
the
cost
of
living
adjustments.
We
look
at
step
costs,
cost
of
professional
development
days
and
professional
development
individually
for
staff.
We
look
at
working
conditions.
M
Those
have
a
cost
to
them
for
prep
time,
the
more
prep
time
within
a
school
day
that
that
we
might
have
for
staff.
That
means
those
kids
have
to
be
supervised
by
someone,
so
it
typically
requires
Staffing.
So
we
look
at
that.
We
look
at
benefits
like
health
insurance,
primarily
that's
the
big
one,
and
then
we
also
because
we
we
we
have
kids
in
schools.
We
have.
We
look
at
leaves
sick
personally,
even
the
like,
and
we've
got
to
cover
substitutes
when
folks
are
out
of
the
schools.
M
So
all
of
those
are
costs
and
that's
what
we
use
to
begin
to
build
our
budget
every
year.
So
we
we
take
those.
The
next
thing
we
look
at
is
schools
and
we
have
a
staffing
allocation
methodology
that
that
we
use
in
this
district
elementary
and
secondary
Staffing
numbers
and
they're
allocated,
based
on
the
number
of
students
and
the
demographics
of
those
students
similar
to
the
way
we're
funded
by
the
state.
M
The
discretionary
is
the
same
allocated
based
on
number
of
students
and
demographics
using
the
Sam,
and
we
also
have
the
student
investment
account
that
helps
supplement
the
salmon.
That's
called
out
in
the
in
the
Staffing
as
well.
M
Currently
we
have
those
one-time,
Esser
funds
and
they'll
continue
to
supplement
us
for
this
next
year
and
then
that's
it.
They'll
they'll
be
expired
and
finished
in
September
of
2024.
M
Central
departments,
much
more
defined,
much
more
support
based,
so
you
think
about
in
the
business
office
we
might
have
a
project
we
need
to
take
on,
or
it
might
be,
I
know
we'll
discuss
it
tonight.
A
new
Erp
system
will
have
some
costs
related
to
that.
If
you
look
at
what's
going
on
in
HR,
they
might
have
particular
professional
development
they
want
to
put
on
for
substitutes
or
another
group.
M
So
that's
how
we
build
the
expenditure
budget
and
if
you
go
to
the
next
slide,
you
can
see
kind
of
what
that
looks
like
so
again
as
I
mentioned,
we're
a
staff,
intensive
district
and
salary
and
benefits
are
88.2
percent
of
our
budget.
Dr
balderas
has
mentioned
that
several
times.
Normally,
what
you
want
to
see
in
a
school
district
is
a
number
in
the
mid
80s
in
staff
and
salary
and
benefits
we're
still
in
the
high
80s.
M
This
has
dropped
about
a
percent,
though
from
the
previous
year,
so
we
were
a
little
over
89
percent.
This
drops
us
to
88.2
percent.
If
you
look
at
the
slide
here,
you
can
see
that
by
the
time
we
pay
our
people
pay.
Our
utilities
pay.
Our
Charter
Schools
make
some
transfers
you
get
down
to
the
bottom
line,
and
you
look
at
everything
else.
All
other
expenditures
are
6.3
percent.
M
So
by
the
time
we
get
to
get
our
folks
paid,
keep
the
lights
on
and
do
those
kinds
of
things
we
have
about
six
percent
of
our
budget
for
everything
else.
So
that
means
like
copiers
paper
software
and
the
like.
There's
not
a
lot
of
what
this
tells
us
is
there's
not
a
lot
of
discretionary
money
floating
around
in
our
budget.
Well
by
the
time
you
add
it
all
up
next
slide
modifications
to
the
budget,
so
we
are
planning
for
it
to
this.
Budget
anticipates
a
deficit
spending
of
about
eight
million
dollars.
M
For
next
year,
it
gets
much
larger
in
year
two
and
we'll
look
at
that
momentarily,
but
next
year's
deficit
would
be
8
million,
a
local
option,
renewal
funds.
Again
we
talked
about
that
earlier
of
40.5
million
continued
investment
of
an
additional
million
dollars
of
Middle
School
teachers
for
class
size.
We
put
that
investment
in
last
year
this
year.
It
maintains
it
again,
but
those
are
in
Esther
funds.
So,
as
Dr
baumet
there's
mentioned,
those
are
going
away,
something
we
need
to
deal
with.
M
As
we
look
Beyond
this
coming
year,
we
have
summer
school
funding
included
summer
school.
The
way
we've
set
it
up,
we'll
actually
get
two
years
of
summer
school
out
of
we'll
get
this
next
year's
summer
school
and
the
following
year
of
summer
school
before
those
Esser
funds
expire.
Those
are
NSR
as
well.
This
invests
a
million
dollars
in
classroom
technology
and
classroom
Furniture
those
two
items-
there's
not
something:
we've
had
in
the
past
in
other
districts
that
I've
been
in
and
seen.
M
We
have
a
standard
allocation
for
classroom
technology,
a
standard
allocation
for
classroom
Furniture
so
that
we're
constantly
reviewing
and
replacing
that
on
a
routine
and
an
annual
basis
so
that
we
don't
get
behind,
especially
in
the
classroom
technology
side.
If
you
look
around,
if
you
are
substituting
this
District,
you
might
be
surprised
at
what
you
might
see
going
from
classroom
to
classroom
it's,
we
don't
have
a
standard.
M
What
might
be
a
standard
in
one
classroom
at
one
school
doesn't
look
anything
like
it
at
another
school,
so
this
is
a
way
to
create
a
standard
for
classroom,
AV
and
technology
that
our
kids
can
depend
on
our
staff
and
our
staff
can
depend
on
as
well
next
slide,
two
million
dollars
for
the
acquisition
and
initial
information
implementation
of
a
new
enterprise
resource
planning
software.
So
that's
a
really
fancy
term
for
our
back-end
Finance,
HR,
accounting
and
budget
system.
That's
what
that
really
is.
The
system
we
currently
have
was
procured
in
1999.
M
We
are
headed
on
our
last
legs
with
this
particular
product.
We
think
so.
We
have
started
the
initial
analysis
to
say
all
right.
Where
are
we?
What
are
the
business
best
business
practices
out
there
and
how
can
we
use
techno
technology
to
leverage
us
moving
forward?
I
think
where
we
are
currently
with
the
product
that
we
have
is
we're
at
a
point
where
it
just
takes
more
people
to
run
it.
If
we
want
more
out
of
it,
we
need
more
people,
that's
not
where
we
want
to
be.
M
We
want
to
be
in
a
situation
where
we
can
leverage
technology
to
help
us
make
everybody's
lives
more
efficient
and
drive
dollars
out
of
the
district
office
and
into
the
classroom.
So
we
think
this
is
a
way
to
do
that.
Additional
Pre-K
programs
at
two
schools.
You
see
that
now
we
all
have
a
total
of
15
programs.
M
We
also
have
resources
to
support
adoption
of
balance,
assessment
and
intervention
systems,
and
this
budget
also
includes
a
little
over
10
million
dollars
in
CTE
Staffing,
both
in
the
general
fund
and
high
school
Success,
so
significant
increases
or
Investments
there
in
terms
of
decreases
90.4
positions,
you
see
them
listed
there
23
and
a
half
license
positions
that
are
unfilled.
24
licensed
positions
do
an
enrollment
declines,
22
tosa
positions,
12.9
classified
Nate,
administrative
positions,
the
way
I've
kind
of
described.
M
This
is
kind
of
it's
kind
of
a
third,
a
third
or
third
model
of
one-third
that
are
unfilled,
one-third
due
to
enrollment
declines
and
another
third
out
of
the
district
office.
So
we
have
some
reductions
there.
We
also
had
across-the-board
central
office
reductions
as
directed
by
the
superintendent
of
three
percent,
so
those
are
included
in
there
and
you'll
also
see
and
we'll
we'll
get
into
it
a
little
later
on
a
slide
where
we've
moved
some
dollars
around.
M
So
Dr
balderas
mentioned
it
earlier,
but
integrated
guidance
is
a
process
we
were
required
to
go
through
this
winter
started.
Last
fall
went
through
that
process
to
prioritize
those
Sia
dollars:
High
School,
Success
dollars
into
specific
areas
and
categories
based
on
both
the
requirements
of
those
granting
sources
and
the
the
needs
voiced
in
from
our
students
staff
and
from
our
community
as
well.
M
M
Okay,
those
were
those
big
changes
on
the
funding
and
economic
update.
As
we
mentioned,
10.1
billion
is
our
state.
School
fund
amount,
that's
200
million
more
than
what
the
governor
and
co-chairs
have
currently
stated.
We
know
we
need
10-3,
we
know
that's
what
we
need
and
we
need
to
continue
to
advocate
for
that.
We
think
10.1
is
being
somewhat
conservative.
M
It
is
our
hope
that,
similar
to
the
last
biennium,
we
can
move
the
legislature
a
little
bit
as
a
collective
force
in
K-12.
If
you
recall,
when
we
sat
well
when
we
were
on
zoom.
Two
years
ago
we
were
discussing
a
9.1
billion
dollar
State
School
fund.
We
need
a
9-6,
we
budgeted
at
9-3
and
that's
where
it
came
in.
It
came
in
right
on
the
button
at
nine
three,
so
we're
hopeful.
We
can
get
at
least
a
10-1
we'd
love
to
get
to
that.
M
10.3
billion
budget
priors
were
collected
from
staff
and
Community
again
through
the
Strategic
plan,
through
the
integrated
guidance
process
and
through
our
budget
listening
and
learning
sessions.
Esser
total
projector
remaining
at
June
30th
of
this
year
is
22.9
million
and
again
that
September
24
data
is
looming
and
May
17th.
M
When
we
come
back
to
approve
the
budget
next
Wednesday,
we
will
have
heard
what
the
state
forecast
was
that
May
17th
forecast
is
important
because
that's
what
the
budget,
writers
and
legislature
will
actually
approve
when
they
adopt
their
budget
in
Salem
they're
required
to
use
that
forecast.
So,
hopefully
there's
some
glimmers
of
Hope
in
the
forecast
as
well.
Give
those
legislators
a
few
more
dollars
to
put
towards
K-12
next
slide.
Please,
okay,
we'll
get
into
the
technical
stuff.
M
M
So
if
you
look
back
to
the
1315
biennium,
looking
forward
to
the
1517
by
any
I
mean
just
go
forward,
you
see
those
increases
of
eight
and
nine
and
13
over
the
prior
biennia,
and
then
you
see
the
last
biennium
that
3.3
percent
increase,
so
our
increase
was
not
much
at
all
in
the
last
biennium
and
then
you
see
what's
proposed
at
the
9.9,
which
is
a
6.5
percent
increase
and
the
way
we
think
about
that
think
about
how
that
works.
For
us
that's
over
a
two-year
period.
M
All
of
these
are
over
a
two-year
period.
So
when
you're,
when
you're
looking
at
bargaining
agreements,
where
you
have
a
four
percent
cost
of
living,
increase
in
steps
and
increases
in
health
care
costs
and
you're
in
a
time
where
you
have
great
staff-
and
you
want
to
keep
them,
not
only
do
you
want
to
attract
new
Step,
you
want
to
retain
the
staff
you
have.
We
know
that
one
of
the
things
we
need
to
compete
is
on
pay
and
benefit
package.
M
So
when
you
look
at
our
where
we
are
with
with
our
folks
are
paying
a
four
percent
cost
of
living
increase
and
a
step,
that's
worth
a
couple
of
percent
doesn't
take
us
long
to
eat
that
whole
six
and
a
half
percent
biennium
increase.
In
fact,
we
can
do
it
almost
in
Year
One.
M
So
when
you
look
back
at
prior
baiting,
you
get
into
those
9
and
10
and
12
and
13
increases
those
are
more
of
what
we
would
like
to
see
and
normally
we
would
see
in
K-12
something
get
that
gets
us
through
both
the
ears
of
the
biennium.
M
So
not
great
news
in
terms
of
the
9.9
support
for
why
we
need
the
10-3
next
slide.
Here's
the
numbers!
This
is
an
interesting
one.
If
you
look
at
the
green
bar,
that's
our
enrollment.
You
can
see
it's
declining
and
has
been
declining
since
the
high
water
year
of
2019-2020.
M
The
the
the
lines,
the
the
green
line
next
to
that
shows
our
special
education
number
that's
kind
of
drifted
down
over
time.
Our
ell
number
you
started
to
rise
and
has
drifted
down
a
little
bit.
Students
in
poverty
took
a
dip
again
during
the
pandemic.
I
think
part
of
that
was
pandemic
related
right.
M
So
a
lot
of
money
being
sent
out
during
the
start
of
the
pandemic
actually
caused
our
poverty
to
go
down
a
little
bit,
and
now
it's
bouncing
back
up
again,
as
we
leave
the
the
time
of
those
pandemic
relief
funds
and
charter
schools
have
stayed
pretty
flat.
So
that's
a
rough
picture
of
what's
going
on
with
our
enrollment
as
a
district,
and
hopefully
that
helps
you
as
we
move
forward.
M
Here's
the
numbers
even
more
detailed.
This
is
for
those
of
you
that
have
been
on
the
budget
committee
for
a
while.
You
know
this
is
the
way
we
kind
of
show
you
what's
going
on
on
our
assumptions
on
the
left.
You
can
see
we
base
it
on
10.1
billion
and
then
for
the
coming
biennium
and
that
that
10.1
would
increase
by
six
percent
out
in
that
25.
26
years,
so
we've
got
an
increase
in
the
state
school
fund
happening
in
the
future.
M
By
India
you
can
see
we're
we've
adjusted
for
enrollment
moving
forward
and
once
we
get
through
next
year,
we've
assumed
flat
moving
out
into
2025
to
20
2026,
whether
or
not
that
occur
I,
don't
know
we'll
have
to
watch
that
carefully
in
terms
of
the
numbers
themselves.
If
you
look
at
the
top
section,
you'll
see
our
resources.
We
have
the
beginning
fund
balance.
What
we
call
State
controlled
those
state-controlled
dollars
are
both
our
state
school
fund
amount,
and
it
includes
the
local
property
taxes
that
go
along
with
the
state
school
fund.
M
So
again,
those
are
all
part
of
the
state
school
fund
for
us.
If
we
collect
more
than
we
say,
we
give
that
back.
If
we
collect
less
than
we
say,
the
state
sends
us
more.
It
ends
up
being
a
Statewide
zero-sum
game,
so
we
include
those
local
property
tax
collection,
not
the
local
option,
Levy,
but
the
local
property
taxes
just
for
K-12
operations.
M
Beyond
that
below
that
you
see
locally,
controlled,
locally,
controlled
dollars
are
the
local
option,
as
well
as
some
investment
income.
Some
money
we
get
directly
from
the
ESD,
those
are
probably
the
three
biggest
Pockets.
We
have
some
other
stuff,
for
you
know
athletic
fees
and
expenses
that
we
collect,
but
they're,
not
nearly
as
large.
The
big
ones
are
the
local
option:
Levy
the
ESD
revenue
and
our
investment
income
and
then
down
below
that
on
the
expenditure
side,
we
just
break
it
into
salaries,
benefits
and
everything
else,
just
for
simplicity's
sake.
M
So
if
we
look
at
the
years
and
and
take
a
look
at
where
we
are,
you
can
see
our
projection
for
2022
2023.
You
can
see
our
total
resources,
our
beginning
fund
balance
that
won't
change.
That's
the
number
of
109
million,
we'll
collect
about
471
million,
and
those
State
Control
varies
in
about
62.5
million
in
local
resources.
That
gives
us
a
total
of
resources
of
about
643
million.
During
the
current
year.
M
You
see
where
we're
planning
on
expenditures
290
in
salaries
107
just
under
174
and
benefits,
and
about
56
million
in
all
other,
gives
us
a
total
of
519.6
million
in
expenditures
with
a
ending
fund
balance
of
124
million.
That
is
the
general
fund.
If
you
look
down
below
that,
the
board
created
a
long-term
planning
reserve
some
years
ago.
The
way
we're
funding
that
currently
is
we
tax
two
percent
of
our
staff,
wages
that
are
subject
to
pers.
M
M
That's
how
you
read
this:
let's,
let's
go
forward
to
2023-24:
that's
the
budget
you're
looking
at
that's
where
you
can
see
we're
planning
to
spend
that
124
million
dollar
ending
fund
balance
down
to
about
116
million.
That's
that
eight
million
dollars
decline.
We
were
talking
about
the
the
long-term
planning.
Reserve
goes
up
so
that
helps
offset
part
of
it.
But
20
take
a
look
at
24
25!
That's
the
key
year
where
you
see
that
115
million
ending
fund
balance
drop
all
the
way
to
90..
M
So,
what's
going
on
in
that
year,
in
20
in
that
24-25
year,
what's
happening
is
our
enrollment
decline
is
catching
up
with
us
when
we're
funded,
we're
funded
on
either
the
higher
of
the
year
that
we're
in
or
the
immediate
year
prior,
and
so
as
we
keep
going
down
and
declining
enrollment,
we
keep
getting
paid
on
the
prior
year.
M
So
that's
something
to
look
out
for
and
that's
where
Dr
balderas
mentioned,
we
will
have
reductions,
spinning
down
25
million
dollars
of
of
that
Reserve
in
one
year
and
then
watching
it
Grow
Again
into
25-26,
where
that
90
drops
all
the
way
to
47
it
becomes
a
Snowball
Effect
right.
So
at
some
point,
we'll
have
to
do
something
to
slow
the
pace
of
that
erosion
of
the
reserves
or
you
won't
have
anything
left
and
we'll
have
a
very
steep
Cliff
that
we'll
be
jumping
off
of
right.
So
what
do
we
try
to
do?
M
Every
year?
We
try
to
make
modest
adjustments
and
then
look
up
the
next
year
and
make
some
more
adjustments
right.
So
this
year
we
we're
spending
down
eight
million
dollars
in
reserves,
knowing
that
in
the
future
that
only
grows
well,
we'll
take
a
look
at
it
again
next
year
and
we'll
make
a
recommendation
on
how
deep
we
ought
to
go
into
those
reserves
and
still
sustain
programs
for
kids.
M
But
this
is
a
conversation
that
will
be
ongoing
and
you
need
to
hold
us
to
account
to
keep
looking
forward
out
into
the
future
and
make
those
modded
modest
adjustments
on
a
year
to
year
basis.
So
that's
what
we
see
coming
in
terms
of
the
numbers.
If
you
look
on
the
next
slide,
you'll
see
that
graphically
how
that
works.
I
know
some
people
aren't
numbers
folks,
they're
more
take
show
me
the
graph.
So
if
you
look
at
this,
you
can
see
what's
going
on
it's
the
same
numbers
just
presented
in
a
line.
M
M
Next
slide:
reserves,
discussion,
okay,
so
2122
our
fund
balance
was
a
little
bit
higher.
I
think
we
said
we
told
you
last
year
and
we
sat
here:
it'd
be
about
106
million.
It
came
in
at
109.,
so
we
were
close,
but
we
we,
if
you
might
recall,
we
got
a
little
more
money
in
revenue
and
we
spent
a
little
less
so
that
helped
our
beginning
fund
balance
for
2021-22
or
coming
into
22.23.
M
Our
2223
State
School
fund
has
been
interesting.
It's
actually
gone
up.
We
we
actually
got
a
pretty
large
surprise
in
March
and
when
they
recalculated
and
did
the
second
quarter,
ADM
correction
at
the
state
level.
What
happened
is
we
had
again
Lower
student
count
Statewide,
which
meant
more
dollars
per
student?
In
the
state
school
fund
so
that
more
dollars
per
student
translated
into
a
larger
amount
that
we
received
here
in
Beaverton,
School
District,
so
we
got
about
9
million
more
in
March
than
we
were
anticipating
getting.
M
So
that
was
helpful
to
us
in
that
there's,
this
enrollment
decline
has
come
and
we
must
not
be
declining
at
the
same
rate
as
some
others,
because
we
were
a
beneficiary
right
so
that
state
school
fund
is
only
one
big
dollar
amount.
So
you
had
districts
on
the
other
side
of
this
it
got
a
lot
less
in
their
March
forecast.
So
that's
what's
going
on
right
now
in
terms
of
predicting
the
future
we'll
have
to
see
where
that
goes,
but
from
the
original
estimate
in
May
of
2022.
M
Until
the
most
recent
estimate
we
got
in
April
of
2023
12
500
students
weights
have
left
the
system
out
of
about
650
660
000
weights.
So
you
know
a
couple
of
percent
drop
in
terms
of
students
Statewide,
so
that's
what's
going
on
the
state
school
fund
and
why
it's
actually
increased
and
again
I
think
Beaverton
was
a
beneficiary
and
that
our
enrollment
didn't
decline
as
as
steeply
as
somewhere
some
other
parts
of
the
state.
M
The
other
thing
in
2020
to
2023
is
we
have
had
lower
spending
some
of
the
positions
that
you
see
that
we
have
proposed.
Reducing
were
just
never
filled
and
part
of
that
was
that
lower
enrollment.
When
we
started
the
school
year
we
had
some
staffing
held
back
ready
to
go,
should
these
students
show
up
and
they
did
not
so
we'd
never
filled
those
positions
during
the
year
this
year,
so
that's
caused
some
under
spending.
M
We've
also
had
Staffing
and
sub
shortages
at
the
start
of
the
year.
I
think
Susan
would
tell
me
if
I'm
wrong,
but
I
think
that's
gotten
better
I
think
it's
it's
shored
up
quite
a
bit
from
where
we
started
the
year,
but
you'll
see
that
as
another
primary
driver
of
yr
expenditures
are
down
this
year
compared
to
budget.
M
So
that's
the
reserves
and
kind
of
where
they're
at
next
slide
budget
consideration.
So
you'll
get
this
electronically,
so
you
can
see
it
as
well
or
at
least
a
link
to
it.
So
you
can
click
on
these
links.
But
what
did
we
do?
How
did
we
build
this
budget?
What
were
you
thinking
about?
Well,
we
were
thinking
about
the
district
strategic
planning
process,
so
we
picked
up
some
major
themes
out
of
that
that
we
could
look
to
as
we
built
our
budget
aligning
for
Student
Success.
M
The
integrated
guidance
process
I
mentioned
that
you
can
there's
a
link
to
that.
So
you
can
see
all
the
details
of
what
went
into
building
that
piece
of
the
budget
and
then
our
budget
listing
and
learning
video.
We
give
you
some
preliminary
data
at
our
budget
one-on-one
meeting
in
March.
The
final
numbers
are
in
and
you
can
kind
of
see
the
input
we
received
there,
no
shock
and
no
surprise
numbers
stayed
pretty
much
the
same
on
a
percentage
basis.
Class
size
is
overwhelming
overwhelmingly
the
number
one
thing
priority
in
this
District,
but
I'll.
M
Okay,
let's
talk
about
that
Sia
process
a
little
bit
and
and
this
isn't
an
exhaustive
list
and
Jessica
and
I
went
back
and
forth
with
how
to
present
this
to
you
in
a
more
in
the
most
meaningful
way
possible.
But
what
you
see
here
is
the
student
investment
account
and
just
kind
of
the
big
picture
pieces
of
it,
and
you
see
that
kind
of
pinkish
purplish
color
the
2020
to
2023
essay.
M
That
was
the
budget
we
had
and
then,
if
you
look
at
Sia
next
to
it
in
the
blue,
just
to
the
right
of
that
of
that
line,
solid
line,
You'll
see
what
was
actually
funded
in
there
and
then
from
there.
You
can
see
where
it
came
from
and
and
kind
of
where
we're
at
or
or
where
those
funding
sources
were.
So
if
you
looked
across-
and
you
said,
let's
pick
social
workers-
an
example
in
the
2223
sa-
there
was
38.8
in
the
2324
budget,
we
have
14.8
budgeted.
M
We
picked
up
20.6
more
out
of
Esser
for
next
year,
so
the
total
moving
across
is
35.4.
If
that
makes
sense,
so
what
you
saw
were
some
things
that
were
leaving
the
Sia
some
things
coming
into
the
Sia
and
what
we're
trying
to
show
you
here
is
just
what
went
on
with
that.
So
if
you
looked
at
the
College
and
Career
Readiness
counselors,
we
had
4.3
in
2020
to
2023
nsia
and
those
were
actually
picked
up
in
23
24
by
the
high
school
Success
fund.
M
So
we've
got
all
these
positions
moving
around,
but
this
is
to
try
to
give
you
a
picture
of
how
this,
how
that
works
for
the
Sia
the
projected
award
for
next
year
is
30.3
million.
We're
doing
that
because
that's
what
ode
says
it
needs
to
be
I
I
have
some
suspicions
about
that
number,
but
we're
going
to
leave
it
where
it
is
for
now
I
think.
M
Actually
that
number
might
go
up
a
little
bit,
but
it's
not
something
we
can
really
budget
for
or
count
for
at
this
point,
but
the
30.3
we're
using
is
based
on
ode's
estimate
of
what
they
think
we'll
get
I,
actually
think
we're
going
to
get
a
little
bit
more
I.
M
Don't
I
can't
say
that
for
sure,
director
Greenberg
but
I
just
have
a
sense
that
if
this
acts
like
the
the
state
school
fund
and
there's
and
the
Sia
is
funded
based
on
enrollment
and
our
enrollment
did
drop,
but
so
did
everybody
else's
right,
and
so,
unless
there's
something
going
on
with
the
CAT
tax,
that
I
don't
know
about
or
it's
not
collecting
enough
or
you
know
the
resources
aren't
there.
I
would
expect
this
number
to
actually
improve
a
little
bit
but
again,
not
something
we
can
count
on
at
this
point
in
the
budget
process.
M
So
we
built
it
on
the
30.3
next
slide:
High
School
Success.
This
is
a
similar
similar
to
the
previous
page,
so
high
school
Success.
You
can
see
in
that
purple
section
what
was
funded
in
2223,
the
positions
that
were
funded
and
then
kind
of
what,
where
those
went.
So
if
you
look
at
something
like
Flex
credit
teachers,
you
see
six
were
included
in
2223
and
we
have
five
budgeted
in
the
next
year.
M
If
you
look
at
Flex
credit
assistant
administry,
we
had
one
and
it
was
not
funded
in
high
school
Success
in
23
24,
but
it
was
funded
in
Esser.
So
this
again
is
to
try
to
show
you
give
you
some
indication
of
of
what's
not
funded
in
a
certain
spot
anymore.
What
was
picked
up
somewhere
else
and
then
what
wasn't
picked
up
overall,
if
that
makes
any
sense
next
slide,
Sr
update
again
this
is
a
critical
one.
M
You
can
see
that
we
had
over
a
hundred
positions
in
2223
and
if
you
look
across
in
23
24,
you
can
see
where,
where
some
movement
occurred
there.
So
if
you
look
at
the
top
one
Student
Success
coaches,
we
had
nine
and
a
half
that
were
in
Esser
in
2223,
based
on
the
priorities
that
came
out
of
the
integrated
guidance
and
meeting
with
our
administrators
and
what
we
heard.
Those
actually
got
picked
up
in
the
SI
and
were
funded
there.
M
So
you
you
can
do
that
for
all
of
these
to
kind
of
see
what
happened
and
where
those
numbers
landed.
So
a
lot
of
shuffling
of
Staffing
in
terms
of
where
they
are,
but
that
was
caused
by
the
basically
us
doing
following
the
rules
we
needed
to
which
was
going
through,
that
integrated
guidance
process
again
and
re-prioritizing
based
on
the
info
information,
we
had
available
this
winter,
so
those
are
the
changes
there
again.
This
is
for
background
just
to
give
you
that
big
picture
overview.
F
F
M
M
Next
slide:
okay:
this
is
an
interesting
one
and
it's
complicated,
but
we
should
take
a
minute
and
and
and
kind
of
look
it
over.
If
you
look
at
what
we
have
on
the
green
bar,
that's
our
enrollment
and
what's
going
on
with
our
enrollment,
and
then
you
have
all
those
other
bars
listed
there.
So
if
you
look
at
the
darker
Blue
Line,
the
one
on
the
top,
that's
our
classroom
teachers,
okay.
M
So
this
is
school-based
Staffing,
not
total
District
Staffing,
but
this
is
to
try
to
give
you
a
picture
of
what
Staffing
looks
like
in
our
schools,
and
you
can
see
the
number
of
teachers
we
have
based
on
the
enrollment.
So
you
see
the
number
of
teachers
we
have
Compares
pretty
closely
to
what
we
had
back
in
2019-2020,
even
though
our
enrollment's
gone
down.
M
The
one
that
that
makes
a
an
increase
here
is
that
purple
line
where
you
see
Student,
Success,
coaches,
counselors,
academic
coaches,
social
workers
and
the
like
those
are
in
that
purple
line.
Where
you
see
it
was
fairly
flat
in
those
early
years
and
then
bumped
up
the
last
three
years,
again:
kind
of
fits
with
where,
where
we've
been
with
the
Sia
and
those
mental
health
and
wellness
issues
that
we've
seen
and
that
we've
wanted
to
address
the
past
few
years
and
finally,
that
bottom
line
at
the
bottom.
M
That's
our
administrator
count
and
it's
been
flat
to
down
as
you
look
across
so
does
that
make
sense
in
terms
of
what
it
looks
like
for
how
we
staff
our
schools
and
how
comparison
enrollments.
So
this
is.
This
is
essentially
something
we're
going
to
have
to
get
into
we're
going
to
have
to
talk
about
in
future
years.
M
Right
like
we
have
declining
enrollment,
we've
held
firm
on
a
lot
of
Staffing
some
declines,
but
not
much
we're
going
to
have
to
take
a
look
at
these
numbers
and
and
see
how
we
get
into
a
more
sustainable
model
over
time,
based
on
the
numbers.
I
shared
with
you
earlier,
but
we
thought
this
would
be
helpful.
M
Next
slide
average
class
size.
Okay,
so
those
are
pretty
similar.
You
can
see
middles
down
a
little
and
high
school's
down
just
a
little
elementaries
they're,
all
down
just
a
little
but
fairly
flat
compared
to
priors.
That
was
intentional.
The
intention
was
not
to
increase
class
size
this
year.
It
was
to
try
to
maintain
class
size,
and
we've
basically
done
that
here
again,
just
a
big
picture.
Look
for
you!
If
I
go
to
the
high
school
and
we
look
at
the
numbers
there
at
27.5.
M
The
high
school
teachers
will
tell
me
I'm
crazy,
that's
not
true!
They
don't
have
classes
that
size.
That's
because
this
is
purely
just
taking
the
big
number
by
the
little
number.
It
doesn't
address,
plan
time
and
those
other
issues.
So
when
you
look
at
actual
class
size
in
those
schools,
they
would
be
a
higher
number,
especially
a
secondary
Elementary's.
A
little
easier
to
calculate
secondary
gets
a
lot
more
complicated,
but
that's
what
they
look
like
overall
and
this.
This
is
an
Apples
to
Apples
comparison.
M
Next
slide.
Okay,
we
just
mentioned
it.
Class
sizes
budgeted
same
ratios
as
22.23
individual
School
Staffing
was
affected
by
enrollment
changes,
so
there
are
changes
going
on.
We
did
adjust
based
on
enrollment.
You
saw
the
numbers
both
unfilled
and
and
reductions
due
to
enrollment.
We
will
continue
our
staffing
and
support
with
one-time
Messer
funds
for
one
more
year.
M
Overall,
will
deficit
spend
again
and
that
deficit
will
grow
quickly
if
we
don't
make
adjustments
from
year
to
year,
moving
forward
significant
reserves?
We
talked
about
that.
We
reduced
the
general
fund
salaries
and
benefits
by
a
percentage
and
based
on
birth
rates.
Low
enrollment
will
continue
right,
like
there's
nothing
in
the
birth
rate
data
for
our
Statewide
birth
rates.
That
would
suggest
that
enrollment
is
going
to
suddenly
improve.
It
is
a
birth
rates,
especially
in
Washington.
M
County
are
a
high
predictor
of
our
kindergartens
coming
in
five
years
later,
and
that
they're
down
right
so-
and
you
can
just
see
it-
you
can
see
those
large
12th
grade
classes
or
High
School
classes,
leaving
the
system
and
much
smaller
kindergarten
classes
coming
in.
If
I
went
to
the
High
School's
principals
now
and
went
to
their
meeting
and
said
we
got
to
do
something
about
the
enrollment
decline,
they
would
say
what
enrollment
decline.
They
don't
feel
it.
They
don't
see
it
that
the
kids
are
still
there.
M
If
we
had
that
conversation
in
elementary
they'd
say
yep,
we
see
it.
We
know
what's
going
on
because
we
have
those
smaller
class
sizes
coming
in
at
elementary
again,
I
think
we've
said
it
four
times
tonight:
Esser
is
going
away
in
September,
2024
and
again
I.
Think
I've
said
it
three
times
tonight
the
state
school
fund's
not
keeping
up.
We
need
the
legislature
to
fund
us.
M
B
B
That
is
the
image
of
your
budget
document.
I
see
several
of
them
around
the
room.
So
I
know
you
have
the
right
one.
It
is
in
four
main
sections,
our
executive
summary,
our
organizational
section
Financial
section
and
the
informational
section
so
in
our
executive
summary
that
this
is
a
liftable
standalone
document.
B
So
we
actually
do
pull
all
16
pages
of
it
out
and
we
post
it
on
our
budget
webpage
separately,
so
that
you
can
read
that
instead
of
all
270
Pages
or
whatever
it
is
it,
is
it
there's
a
lot
of
stuff
in
there
and
then
what
that
does
is
gives
you
a
high
level
overview
of
the
district
and
the
budget
and
what
went
into
it.
B
We
have
our
superintendance
budget
message
on
page
three
and
then
a
summary
by
Fun
on
page
nine
that
that
one
just
kind
of
shows
some
history
over
the
last
five
years
budget
to
budget.
If
you're,
looking
at
things
like
our
grant
fund
and
our
capital
projects
funds,
you
will
see
a
lot
of
movement
there
with
the
edition
of
the
student
investment
account,
High,
School,
Success,
Esser,
and
then
it's
starting
to
come
down
again
and
for
a
capital
projects
fund.
B
Page
13
is
our
Benchmark
data.
I
did
add
this.
One
I
did
not
show
this
to
you
at
budget.
101
and
I
wanted
to
note
this
one
here,
because
I
did
make
a
change
to
it.
This
year
we
normally
use
Statewide
data
and
compare
average
class
sizes
and
our
financial
information
spending
per
pupil
for
our
instructional
Support
Services
functions
and
we
changed
it,
and
the
reason
is
that
there
are
197
districts
in
the
state
and
80
of
those
have
1
000
students
or
less
and
another
104
districts
have
less
than
1
000
students.
B
So
to
compare
ourselves
to
a
district
that
has
five
students,
they
have
a
really
great
class
size
because
they
have
one
teacher.
So
we
what
we
did
was
we
changed
it
to
using
what
we
call
the
10K
districts.
It's
a
group
of
financial
leaders
around
this
around
the
state
who
are
the
13
largest
school
districts,
and
so
we've
used
that
and
we've
changed
those
those
graphics
and
on
that
page,
to
compare
to
those
districts
instead
and
also
on
that
the
financial
information.
Well,
we
have
several
of
them
on
there.
B
There
are
several
that
say
that
they
are
not
available
and
I'm,
hoping
that
that'll
be
ready
by
our
adopted
document.
There's
a
shortage
in
Auditors
right
now.
We
have
several
districts
in
the
state
who
are
not
finished
with
their
audits.
Yet
so,
hopefully
we
will
have
that
updated
by
the
adopted
budget
and
then
that
last
one
is
just
our
enrollment
history
and
projections
and
the
same
graph
that
we
show
a
big
picture,
our
big
number,
including
all
our
Charters
and
outside
placement
students,
some
history
and
the
projections
for
the
next
four
years.
B
In
our
organizational
section,
this
talks
about
our
district
structure,
our
school
board
or
administrative
staff
generally
I
don't
share
a
lot
here.
I
actually
did
add
a
couple
of
pages,
page
23.
We
started
adding
Department
Pages
they're,
similar
they're,
set
up
very
similar
to
the
way
that
we
do
our
school
one
pages
that
are
in
our
informational
section,
it's
just
by
department,
so
they
are
in
the
same
format
in
every
every
department
is
in
the
same
format.
B
We
talk
a
lot
about
our
budget
process
and
our
financial
reporting
description
in
here,
and
we
have
a
multi-year
investment
summary.
The
organizational
section
as
a
whole,
as
well
as
the
investment
summary,
will
change
as
we
move
forward
with
our
new
strategic
plan
after
that
is
approved
by
the
school
board.
So
we
did
remove
quite
a
few
things
out
of
it,
which
is
why
this
document
is
significantly
smaller
than
it
has
been
in
the
past.
Even
though
it's
still
almost
300
Pages,
we
removed
a
lot
of
old
strategic
plan
information.
B
We
put
a
little
bit
about
the
draft,
the
a
little
draft
information,
some
of
those
themes
that
are
coming
out,
but
we
plan
to
update
that
for
our
adopted
budget
after
the
plan
has
been
approved,
and
this
is
the
only
page
I
pulled
out-
and
this
is
because
I
did
not
have
this
for
you
at
budget
101,
and
this
is
an
example
of
what
those
Department
Pages
look
like.
So
there
is
one
for
every
Central
department.
The
one
up
here
is
the
superintendent's
office.
It
has
instead
of
enrollment
information.
B
It
has
Staffing
information
budget
information,
what
percentage
it
is
of
the
general
fund,
what
the
overall
funds
look
like.
So
if
you
have
funding
and
grants
as
well
or
other
places
in
the
business
office,
we
have
the
risk
management,
which
is
in
the
insurance
reserve
and
workers
compensation
fund.
So
we
add
that
to
our
general
fund
and
then
we
talk
a
little
bit
about
what's
going
on
in
our
department.
What
are
some
of
our
challenges,
our
outcomes
and
our
goals.
B
In
our
financial
section,
lots
and
lots
of
numbers
of
numbers
are
your
thing:
I
listed
every
fund
overview
there
that
talks
about
the
revenue
and
expenditure
Trends
and
things
that
are
happening
in
each
individual
fund.
Our
variance
analysis
is
on
page
60..
It
is
smaller
this
year
because
we
didn't
have
a
whole
lot
of
movement.
It's
budget
to
budget
not
actual
to
budget
projections
to
budget.
It
is
adopted
budget
to
adopted
budget.
B
On
page
73,
we
have
our
general
fund
budgeted
positions
where
we
break
out
our
positions
that
we
have
budgeted
by
the
bargaining
unit
and
by
the
function.
So
you
can
see
that,
and
that
is
compared
budget
to
budget.
We
have
debt
information
and
some
capital
projects,
information
the
capital
projects
fund.
That
is
also
another
reason
why
the
document
is
smaller.
B
This
year
we
removed
a
lot
of
the
activity
maps
and
things
like
that
that
were
with
the
2014
Bond
and,
as
we
get
more
underway
with
the
2022
Bond
program,
we'll
be
adding
more
information
back
as
we
have
that
and
our
informational
section
just
a
lot
of
information.
So
we
start
with
our
ratio:
teachers
Staffing
by
school.
It's
it
shows
you
what
comes
out
of
those
Staffing
ratios
that
are
in
the
Staffing
allocation
methodology.
B
It
will
show
you
each
individual
school,
what
is
in
the
general
fund
and
how
much
that
School
receives
from
the
levy,
how
much
they
receive
from
SIA
and
if
they
are
in
Middle
School
how
much
they
receive
from
Esser,
and
that
is
very
detailed
down
to
each
individual
School
page
161
Personnel
resource
allocations.
There
are
a
lot
of
changes
on
there.
That
is
where
the
90.4
positions
that
are
were
listed
earlier
in
the
presentation
are,
and
it's
done
by
the
bargaining
unit
as
well,
and
we
have
detailed
by
School
enrollment
history
and
projections.
B
We
have
our
staffing
allocation
methodology,
our
school
summary
pages,
so
the
one
page
per
school
and
really
important
are
glossary
and
acronyms
page
263.
I
learned
a
couple
extra
ones
this
year,
as
I
put
it
together,
so
I
feel
like,
even
though
it's
at
the
end,
we
should
probably
move
that
to
the
top
of
this
list,
and
I
am
going
to
turn
it
back
to
your
turd
Woods.
E
J
Well,
first
of
all,
thank
you
both
and
your
whole
team
for
the
comprehensive
document
and
for
the
comprehensive
overview
of
what
our
budget
is
for
2023,
2024
I.
You
know
I'm,
focusing
on
the
current
service
level
at
the
state.
You
know
projection
at
10.1,
I'm,
I'm,
gonna,
say
I'm
concerned
about
the
state
revenue
report.
That's
coming
out.
J
Yeah,
okay,
that
they're
not
I,
mean
I,
love
your
optimism,
but
I'm.
You
know
concerned
that
we're
not
going
to
hit
that
and
you
know
what
that's
going
to
do
in
terms
of
potential
cuts
and
then
the
so
I
guess
that's
more
of
a
comment
than
but
my
question
is
particularly
about
what
you
were
talking
about
like
down
the
road,
a
piece.
What
we're
looking
at
and
I
remember.
J
You
know
a
couple
of
years
ago,
Mike
you're
talking
about
pers
and
the
effect
of
it
being
kicked
down
the
can
that
being
kicked
down
further,
but
I'm
kind
of
thinking
that
we're
looking
at
two
things
happening
at
the
same
time
and
affecting
our
budget,
because
pers
was
kicked
down
the
road
as
well
as
we're
looking
at
our
number
of
students
going
down
and
I'm
wondering
what,
like
the
potential
impact
tour
budget,
could
be
even
bigger
because
of
hers.
Thank.
M
You
director
Greenberg,
we'll
be
keeping
an
eye
on
that
first
from
a
practical
perspective,
they've
gotten
better
in
terms
of
what
they've
used
for
what
their
assumed
rate
of
return
is
on
an
annual
basis.
So
that's
gotten
better.
It
used
to
be
eight
percent.
That
was
a
number
that
was
a
little
too
big
and
was
kept
biting
us
every
couple
of
years.
M
They
brought
that
number
down
the
short-term
interest
rate
environment
is
much
better
now
than
it
was
even
a
year
ago,
but
where
that
goes,
and
whether
that
holds
and
how
that
affects
pers
allocations
would
be
interesting.
That's
something
we
should
share
at
a
future
board
meeting
to
just
get
some
overall
direction
on
where
pers
is
headed
in
terms
of
potential
changes.
Moving
forward,
I
know
that
they'll,
the
they'll
have
a
meeting
next
September,
whether
well,
where
they
will
start
talking
about
advisory
rates
again.
That
probably,
would
be
a
good
time
to
start.
M
J
Snake
is
kind
of
pushing
out
and
we're
looking
towards
offense
anybody
here
that
might
be
retiring
in
the
next
couple
of
years,
but
I
I,
then
I
had
another
question
or
maybe
it's
more
of
a
comment
about
and
of
course
it
went
out
as
you
were
talking
Mike
and
that's
my.
A
J
But
I
can't
remember
what
it
is
now
so
I'll
come
back,
I'm
sure.
K
On
slide
18,
you
talked
specifically
about
budget
modifications,
I'm
wondering
if
you
could
expand
or
elaborate
a
little
bit
more
on
central
office
reduction
to
three
percent
or
more.
What
does
that
pertain
to
so.
M
The
three
percent
was
a
a
baseline
number
for
all
the
par
for
each
individual
Department
within
the
central
office,
and
you
could
hit
you
had
to
hit
that
number.
That
was
a
non-negotiable
hit,
three
percent,
so
in
the
business
office
it
was
primarily
staff
reduction
in
other
departments.
It
could
be
a
combination
of
staff
and
things
in
terms
of
production,
but
they
had
to
hit
that
number.
M
The
or
more
section
of
that
had
more
to
deal
with
our
teaching
and
learning
side,
where
you
had
not
only
this
three
percent
reduction
but
of
a
number
of
dose
of
positions
that
were
eliminated
through
the
budget
process.
K
M
A
Thanks
for
the
thorough
presentation,
Mike
much
appreciated,
my
my
question
is
you've
emphasized
before
is
that
we
have
Esser
funds
that
are
going
away
next
year
and
I'm
wondering
of
the
roughly
22
million
dollars
in
Esser
funds,
how
much
of
that
is
being
spent
on
Staffing
and
what
that
might
affect
in
the
not
this
year's
budget,
but
the
out-year
budget.
It's.
M
About
half
I
think
it's
10
and
a
half
million,
and
so
that's
certainly
right
like
that.
That
is
kind
of
job
one.
As
we
look
towards
and
I
think
we
gave
you
you
folks
had
some
questions.
Did
we
get
the
responses?
Okay?
So
if
you've
got
those
in
your
packets,
I
think
that
was
one
of
the
questions
and
what
we
really
need
to
do
is
about
the
time
we're
done.
M
Putting
this
budget
to
bed
we'll
be
starting
talking
about
how
we
get
through
the
next
year
and
how
we
deal
with
those
one-time,
Messer
monies
and
as
Dr
balderas
mentioned,
it's
really
going
to
be
out
about
prioritization.
We
have
some
really
great
programs
that
we
built
that
are
not
going
to
be
sustainable
in
the
future.
So
we've
got
some
tough
decisions
to
make
down
the
road.
A
Budget
is
built
on
10.1
from
the
state
if
we
were
to
get
9.9
billion
instead
of
10.1.
What
would
that
difference?
Look
like
in
terms
of
dollars
to
our
budget
and
where
might
that
money
come
from
so.
M
What
what
when
you
think
about
it-
and
you
see
those
big
numbers
tossed
around
at
the
state
level?
For
us,
the
99
versus
10
1-
is
about
six
and
a
half
million
dollars
in
terms
of
decline.
We
would
not
given
the
reserves
that
we
have.
We
would
not
suggest
altering
the
program
in
terms
of
the
budget
and
the
adoption
of
the
budget.
I
can
tell
you
that
my
recommendation
to
the
superintendent
would
be
that
as
we
go
through
next
year.
We
look
at
things
like
open
positions
that
are
occurring
during
the
year.
M
Do
we
need
to
spend
on
certain
things?
I
mean
we
will
certainly
be
looking
for
ways
to
improve
our
financial
position
during
the
year
next
year,
but
but,
generally
speaking,
it's
worth
about
six
and
a
half
million.
What
I've
told
Dr,
balderas
and
others
that
have
asked
me.
Every
100
million
that
you
see
in
the
state
school
fund
is
worth
about
3
million
a
year
for
us.
N
So
I
in
the
questions
that
we
asked
about
Esther
they
had
you
listed
the
positions
that
are
paid
by
that
and
one
of
the
areas
that
we've
been
supporting
with
Esser
is
Middle
School
and
there
are
multiple
positions
in
middle
schools
that
would
be
impacted
by
a
certain
part
of
our
strategic
plan
that
progressed
on
standards
was
kind
of
based
toward
Middle.
N
School
supports
academic
supports
and
those
are
the
some
of
the
positions
that
we
have
listed
in
Esther,
so
I'm
just
I
know
we
don't
have
the
money
and
I
understand
that
we're
spending
down
but
I'm
highly
concerned
about
the
impacts
to
Middle
School
differently
than
others,
because
we're
spending
so
many
positions
out
of
Esser
at
this
time
and
then
the
social
workers,
all
the
social
worker
positions
and
there's
multiple
other
Flex
positions
as
Flex
numbers
are
going
down
as
well.
N
That
will
be
impacted
so
I,
don't
we
don't
have
a
way
to
put
them
into
our
general
fund
currently,
but
just
noting
those
impacts
and
how
we
would
be
using
the
Strategic
plan
to
address
some
of
those
pieces.
As
people
said,
you
know,
class
size,
followed
by
mental
health
and
social
emotional
learning,
support
special
education
and
academic
interventions
as
supports
in
the
strategic
planning.
So
I'm,
just
that's
going
to
be
a
huge
puzzle
and
thinking
about
how
are
we
going
to
be
transparent
and
how
we
process
all
that
with
our
community?
M
H
Or
we
and
I'm
so
much
information
you
all
have
put
together
and
it's
great
one
of
the
things
I
mean
we
have
been
talking
about
state
school
funding,
10
11.8,
10.3
10.1,
whatever
happens,
everything
has
an
impact
on
the
reserves
and
there
is
a
current
minimum
that
we
need
to
have.
How
much
is
that.
M
It's
five
percent
in
the
general
fund
and
five
percent,
the
reserve
fund.
So
if
you
look,
if
you
remember
back
to
the
numbers
we
shared
earlier,
what
you'll
have
is
The
Reserve
fund
will
hit
that
number
in
the
next
couple
of
years,
so
we'll
be
coming
to
the
board,
probably
in
two
years
or
a
year,
maybe
maybe
a
year
and
a
half
and
saying
to
the
board
all
right
you're
about
to
hit
your
five
percent
financial
reserve.
What
do
you
want
to
do?
Do
you
want
to
stop?
M
H
Also
I
mean
we
would
love
to
have
11.8
billion,
but
heavy
have
the
staff
or
the
looked
at
other
other
ways
of
getting
Revenue
other
than
the
state
school
funding.
Have
you
looked
at
other
grants?
Have
we
reached
out
to
community
what
other?
What?
What
are
we
thinking
about
as
a
district,
to
make
sure
that
we
are
not
in
a
really
bad
situation,
where
we
are
cutting
teachers
or
what
what
can
we
do.
M
I
think
we
always
look
towards
other
sources
of
funding.
What
what
we
want
to
be
careful
of
when
we
do
that
director
Garg
is
making
sure
that
those
are
in
alignment
with
our
strategic
plan
and
and
meeting
the
goals
and
objectives
of
the
district.
But
there
are,
there
are
areas
where
we
can
pick
off
and
find
grants
that
help
supplement
our
program,
I
think
with
the
numbers
we're
talking
about
in
terms
of
shortfalls
that
we're
projecting
moving
forward.
We
won't
find
a
grant
large
enough
to
to
help
us
with
that.
M
Right,
like
these
are
Big
dollars
and
but,
but
always
we're
always
on
the
lookout
for
looking
for
other
folks
who
are
willing
to
participate
and
help
us
out
and
and
we'll
continue
to
do,
that.
I
know.
One
of
the
things
is
to
make
sure
that
we
maintain
our
laser
focus
on
the
Strategic
plan
and
that
we're
we're
funding
programs
that
get
us
towards
that
goal,
as
opposed
to
so
what
you'll
see
sometimes
are
some
projects
and
initiatives
that
are
brought
forward.
M
That
may
be
great
and
wonderful,
but
they
become
distracting
to
us
as
an
organization,
not
that
all
of
them
do
some
of
them.
You
know
we're
applying
for
Grants
all
the
time
we
get
them
fairly
routinely,
but
not
not
in
that
large
of
a
dollar
amount.
If
that
makes
sense,
is.
L
That
really
fortunate,
here
that
we
have
a
local
Levy
teachers
level.
We
just
recently
passed
so
to
offset
some
of
the
some
class
size,
but,
as
Mike
mentioned,
we're
talking
a
1.5
billion
dollar
overall
budget
and-
and
we
are
really
we-
we
right
now
have
a
structural
deficit.
We
need
to
fix
it's
a
structural
deficit,
we're
basically
overspending
every
month
and
we're
using
our
savings
account
in
the
future.
M
On
our
on
our
monthly
financial
report
that
we
provide
to
the
board
every
month,
we've
we've
got
five
percents,
the
minimum
we're
running
about
18
I.
Think
next
month,
you'll
see
about
a
19
number,
that's
a
that's
a
fairly
significant
Reserve!
However
I
would
say
it's
a
it's
very
similar
to
The
Reserve
at
the
state
of
Oregon.
They
have
a
reserve
similar
to
ours
in
terms
they're
about
20
percent.
H
M
Right
if
the
9.9
goes
that'll
come
down
about
14
million
next
year,
and
then
it
only
accelerates
again
due
to
that
enrollment
decline
or
experience
it
accelerates.
And
then,
if
we
don't
do
anything
it
just
really
snowballs
into
very
little
Reserve
in
three
years.
D
You
thank
you
so
much
Mike
and
Jessica
I
appreciate
that
you,
you
put
the
numbers
for
us,
so
we
don't
have
to
go
through
the
entire
book.
So
thank
you
for
that.
Mike
I
have
a
very
quick
question
around
the
teacher.
The
positions
that
we
are
decreasing
I
see
that
we
have
22.02
sub
positions
that
will
be
decreased.
I
wanted
to
know:
if
doesn't
the
levy
pay
for
this
positions?
No.
M
The
levy
currently
plays
for
classroom
teachers
and
that's
what
we've
dedicated
it
to
and
that's
and
that's
where
we
fund
it
for
is
those
individual
classroom,
teachers
and
as
Dr
balderas
mentioned
it's.
What
is
it
almost
290
for
next
year
somewhere
in
that
range?
So
it
really
helps,
but
those
are
in
those
classroom
numbers
that
we've
shared
with
you.
G
G
There
are
other
districts
that
do
four,
that
do
three
I
mean
there's,
but
we
learned
when
we
had
to
lay
off
hundreds
of
teachers
that
we
had
to
build
up
some
Reserve
so
that
we
had
something-
and
this
is
exactly
the
reason
this
gliding,
this
gliding
process-
remember
majority
of
the
school
districts
in
the
state
do
not
have
a
levy
we
as
super.
We
live
every
month
every
year
above
what
our
core
revenue
is,
because
our
community,
our
district
values,
that
and
to
try
to
keep
class
size
down.
G
We
value
that,
and
so
we
have
a
levy,
but
most
school
districts
live
without
that.
So
we
are
taking
that
Levy
money
and
still
saying
we
need
10.3
to
keep
us,
but
we,
but
we
have
that
reserve,
and
it
hasn't
always
been
that
way
in
this
in
this
District.
So
it
sounds
like
it's
a
lot
of
money,
but
then
all
you
have
to
do
is
see
what
it
costs
us
to
operate
every
single
day
and
it
goes
real
fast.
G
But
my
question
is
noticing,
on
the
pre-kindergarten
number
that
you
had
and
we
have
a
current
budget
of
2.6
and
we
have
a
proposed
of
2.2
and
I
was
just
a
little
confused
how
it
would
go
down
that
much
when
we're
adding
two
schools.
B
G
And
then
my
last
question
is
on
the
assessment
and
interventions
that
we
were
presented
and
we
know
what
that
is.
I
did
not
see
a
monetary
amount
on
that.
So
is
that
something
that's
still
being
worked
out
as
far
as
what
that
cost
is
going
to
be.
F
Yeah.
Thank
you.
It's
about
the
grant
fund
and
I
know.
This
is
just
my
lack
of
understanding
of
funny
money
and
how
things
move
around,
but
there's
a
huge
difference
between
2019-20
and
the
amount
of
funds
that
are
currently
in
the
grant
fund.
It
Go
went
from
like
25
25
million
to
144.
M
Right
and
it
it'll
head
back
down
as
Esther
goes
away
as
it
was
a
significant
chunk
of
that.
Sia
will
continue,
though.
That's
something
we
didn't
have
three
or
four
years
ago.
F
And
just
if
you
could
speak
to
as
we're
heading
into
maybe
a
permanent
State,
whatever
is
permanent
of
declining
enrollment,
still
costs
a
certain
amount
of
money
to
run
a
building
or
whatever.
So
do
you
see
that
the
amount
per
student
is
going
to
it's
going
to
have
to
increase?
It
seems
like
at
some
point
in
order
to
keep
any
kind
of
reasonable
service
level
in
the
schools.
M
Yeah
I
think
you're
that
that's
a
great
observation
director,
Schultz
I,
think
that
that's
an
issue
that
we
have
to
deal
with
moving
forward
and
one
of
the
one
of
the
even
bigger
complications
is
just
like
when
you're
in
a
nice,
I
I
think
my
whole
entire
career,
The
Sweet
Spot
is
like
that
one
and
a
half
to
two
percent
growth
every
year,
where
you're
bringing
in
the
resources
for
that
and
you
can
fit
some
kids
in
some
classrooms
that
are
smaller
and
you
don't
necessarily
have
to
add
a
teacher
for
every
23
kids
that
come
into
the
district.
M
That
same
thing
happens
on
the
decline.
That's
23,
kids
leave.
They
don't
leave
in
perfect
packages
where
we
can
just
eliminate
a
position.
So
it's
kind
of
fits
and
starts
as
you
lower
your
way
down.
So
as
we
begin
to
lower
our
ratios
for
enrollment,
you
can
see
the
number
that
comes
out
isn't
nearly
as
efficient
as
you
would
think.
It
would
be
because
of
things
like
number
of
schools.
We
have
that
number
of
just
standard
overhead
that
it
takes
to
operate
is
cool.
M
M
K
I
know:
there's
no
right
answer.
It's
more
of
a
comment
than
a
question.
You
know
we
talked
about
in
the
survey
that
classroom
size
is
usually
the
number
one
thing
that
everybody
it's
it's
an
easy
thing
to
measure,
and
with
that
in
mind
you
know
you
talked
about
the
reduction
with
the
being
22
toses
involved,
my
understanding,
you
know
I'm
sure.
Whatever
the
district
decision
is
because
I
know
you
said
we
can
inquire
about
specific
programs,
but
not
make
program
decisions
with
that
in
mind.
K
How
How
would
how
do
you
or
how
does
the
district
go
about
measuring
that
value,
that
worth
of
that
tosa
in
terms
of
how
they're
supporting
maybe
one
group
of
teachers
in
a
building
versus
all
six
12
teachers
versus
all
six
eight?
How
does
the
district
value
that?
Because,
when
we
look
at
the
22
doses,
we
don't
know
on
this
piece
paper
what
their
specifics
are?
They
themselves
may
know
or
may
not
know
their
future
and
where
their
funding
is
or
where
it
isn't
I'm
just
curious.
K
M
I
appreciate
that
and
I
think
that
that's
our
challenge
as
an
Administration
moving
forward
is
how
do
we
keep
our
reductions
as
far
away
from
the
classroom
as
we
possibly
can
and
and
deal
with
reductions
at
the
central
level
and
yet,
at
the
same
time
provide
that
level
of
support
that
we
still
need
to
have
for
those
schools
and
it's
a
tricky
balance
right?
It's
that's!
That's!
That's!
That's
a
that's
the
difficulty
we
have
of
as
we
reduce
Staffing
at
the
central
level.
There
is
an
impact
on
services
to
schools,
and
we
know
that.
M
But
at
some
point,
or
at
least
at
this
point
we
have
said
we're
going
to
keep
Cuts
as
far
away
from
schools
as
possible,
and
that
meant
reducing
at
the
district
level.
K
M
That's
the
care
we
need
to
take
right
is
how
do
we
continue
to
make
those
investments
in
schools
that
meet
the
the
media
goals
and
objectives
of
our
strategic
plan
and,
at
the
same
time,
we
still
have
to
run
those
Services
right?
We
still
have
to
provide.
M
L
So,
for
me
would
be
about
alignment
of
programming,
so
looking
at
efficiency
through
alignment
so
K-12,
we
need
a
an
assessment
system,
that's
K-12
and
we
need
an
intervention
system.
That's
K-12,
differentiated
by
Primary
in
primary
intermediate
grades,
middle
school,
high
school
for
both
math
reading
and
some
behavioral
supports
for
our
kids.
We
don't
have
that
in
the
system
right
now.
The
system
has
been
doing.
L
So
with
that,
though,
our
efficiencies
and
that's
what
you,
when
you
look
at
best
practice
systems
the
the
models
out
there
across
the
country,
they
have
that
and
that's
what
we're
going
to
strive
to
do
is
that's
efficiency
and
that
supports
our
kids
with
a
known
with
the
known
structure
and
that's
where
we're
going
to
head
in
the
future.
So
for
us,
it's
that
backbone
of
efficiency
and
then
how
do
we
support
that?
L
N
Yeah
I
was
one
one
area
that
our
communities
asked
us
to
focus
on
is
the
mental
health,
but,
as
I
looked
through
this
whole
read
this
I
actually
read
this
whole
thing:
I
didn't
see,
there's
not
a
place
where
that
stands
out,
where
our
spending
is
on
that
and
I
know
that,
as
we
look
at
our
strategic
plan,
I'm
sure
that
that
will
come
out
more
I,
don't
know
if
it
would
come
out
in
the
teaching
and
learning
section
or
where
in
our
budget
we
actually
would
track
something
like
that.
M
M
Could
work
on
articulating
that
better
for
you?
We
know
we
have
Behavioral
Health
and
Wellness
teams,
and-
and
we
have
a
model-
that's
out
there
and
it's
it's
funded
in
various
locations,
but
but
that's
something
we
could
begin
to
bring
together
as
something
we
want
to
measure.
M
So
when
we
think
about
the
new
strategic
plan,
we're
going
to
look
at
those
major
initiatives
that
we
want
to
undertake
and
then
we're
going
to
look
at
those
that
we
can
also
begin
to
measure
and
say:
let's
start
measuring
the
effectiveness
of
these
Investments,
so
moving
forward
in
a
standard
year,
it'll
get
back
to
more
of
what
we
did
prior
to
covid,
which
is
we
make
investments
according
to
our
strategic
plan.
We
come
back
and
we
measure
how
effective
those
were
and
we
make
decisions
about
future
Investments.
B
Have
a
spot
I
do
on
page
261
in
the
informational
section
we
talk
about
our
strategic
Investments
and
there
is
a
specific
one
for
Behavioral,
Health
and
Wellness
teams.
Thank
you.
N
Yeah
and
I
think
as
we
go
through
our
our
strategic
plan
like
I'm
envisioning
this
starting
to
align
more
with
those
areas,
precisely
like
you
said
in
in
us
being
able
to
make
those
connections
so
think
about
that
director.
Greenberg.
J
Piggybacking
on
what
Karen
is
speaking
about,
I
mean
I
mean
I.
Thought
I
saw
the
money
at
first
social
workers
coming
out
of
Esser
funds
for
the
next
year,
but
then
for
the
future,
I
mean
as
we're
looking
at
things
and
I
know
talked
about
this
in
the
past.
That
I
hope
that
we
look
at
you
know,
working
with
other
organizations
out
there
to
support
social
workers.
J
You
know
I'd
like
to
think
that
there's
other
dollars
out
there
that
is
not
actually
being
funded
by
education,
that
it's
coming
from
the
mental
health
pot,
where
it
really
I
mean
it
should
be
coming
from
from
our
state
and
also
our
County,
because
you
know
it's
it's
our
whole
community.
That
is
we're
responsible,
yeah.
E
A
Just
like
a
final
comment:
when
I
look
at
our
ending
fund
reserves
and
I'm
thinking
about
that,
I
think
about
what
the
government
Finance
officers
association's
recommendation
is,
which
is
having
three
months
of
operating
expenses
on
hand
right,
you
think
of
what
if
a
major
event
happened
in
our
community
and
you
needed
to
keep
the
school
district
running
for
three
months
and
well,
those
numbers
look
large
here.
I,
you
know
three
months
of
operating
expenses
is
basically
25
of
the
budget,
and
you
were
saying
earlier.
A
This
is
like
20,
so
we're
not
even
making
that
Mark
and
we're
going
to
have
to
cut
into
that
in
the
future
and
I
just
think.
That's
worth
noting,
along
the
way
that
it's
a
big
dollar
amount,
but
actually
in
terms
of
the
security
of
this
organization,
this
community,
our
students,
everybody
we're
eating
into
a
number.
That's
not
even
the
minimum,
that's
recommended
so
just
to
kind
of
put
it
in
perspective.
I
wanted
to
make
sure
to
put
that
on
the
table
as
well.
M
If
we
were
running
much
leaner
and
much
tighter
than
what
we
have
the
last
few
years,
we
would
be
in
a
position
right
now
of
making
larger
cuts
to
make
sure
we
get
to
that
five
percent,
and
so
what
we're
doing
now
is
benefiting
from
those
reserves
growing
over
time
and
able
to
withstand
a
little
bit
of
Stormy
Weather.
We
can't
withstand
all
of
it.
M
You
see
that
over
time
it
becomes
difficult,
but
we
can
make
adjustments
run
year
to
year
that
are
more
incremental
and
more
like
I,
always
say
little
ripples
in
the
water,
not
the
Big
Rapids
we
want
to.
We
want
to
stay
with
those
ripples.
M
I
will
add:
this
is
not
your
last
opportunity.
You
get
to
ask
more
questions,
you
have
the
forms
ready
to
go
and
you
can
ask
us
whatever
you
like
I,
think
I
want
to
credit
our
budget
team.
They
did
a
great
job
of
getting
responses
out
today.
I
was
pleasantly
surprised
that
how
busy
our
office
was
all
day
today
get
getting
the
feedback
you
needed
we're
happy
to
do
that
into
the
future.
M
We
we
kind
of
will
like
to
look
to
if
you
think
a
week
from
Wednesday
we'll
be
looking
for
Budget
approval.
We
want
to
give
you
everything
you
need
and
all
the
ammunition
you
need
to
be
able
to
make
a
decision
on
that
Wednesday.
So
if
you
have
questions,
please
get
them
to
us.
If
you
need
a
meeting,
my
my
calendar
is
open.
We'll
make
Jessica's
calendar
open,
we'll
meet
before
work
during
work
after
work
weekends.
Whatever
you
need.
E
Thank
you
and
thank
you
for
the
five
and
some
pages
that
quick
turnaround
on
the
questions
and
answers
that
we
had
for
you,
but
this
isn't
it
so
we're
gonna
move
if
there
are
no
other
comments,
we're
going
to
move
into
public
comments
and
we
do
have
some
protocol
for
live
testimony,
but,
yes,
Jessica.
We.
B
Are
going
to
go
over?
Well
we're
not
really
going
to
go
over
the
written
comment,
but
I
want
to
point
it
out.
It
is
in
our
slide
deck.
We
received
nine
written
public
comments
and
all
nine
of
them
are
in
the
slides.
We
are
not
going
to
read
all
of
them
to
you
they're
there.
This
slide
deck
will
be
shared
with
you
and
in
blue
after
each
topic,
there
is
a
district
response
that
we've
provided.
Seven
of
these
were
on
the
Rachel
Carson
program.
B
One
is
about
high
school
start
times,
and
the
last
topic
is
about
class
size.
So
we
will
be
sharing
this
presentation
out
with
you
so
that
you
can
read
those
comments
and
the
district
response.
Great
thank.
E
You
so
I
believe
we
are
going
to
start
with
our
live
Zoom
testimony,
but
before
we
do
want
to
read
through
the
protocol
for
live
testimony,
the
budget
committee
has
set
aside
time
for
live
public
comments.
Please
plan
to
limit
comments
to
two
minutes.
E
The
budget
committee
will
not
hear
charges
or
complaints
against
any
District
employee,
District
employees
and
board
members
cannot
be
named
specifically
during
testimony
if
a
commenter
names,
a
staff
or
board
member
once
they'll
be
asked
to
refrain
from
doing
so
again
if
they
name
a
staff
or
board
members
again,
their
testimony
will
be
ended
and
budget
committee
members
will
listen
to
the
commenter.
Only
budget
committee
members
will
not
comment
or
ask
questions.
E
So
with
that
we
will
move
I
believe
into
our
live
Zoom
testimony.
Do
we
have
Larissa
Mason
or
Larissa
Mason
on
the
line?
Yes,
Larissa,
misson,
hello,
Larissa,
thanks
for
joining
us
tonight
and.
K
O
Thank
you.
My
name
is
Larissa
masan
and
I
am
a
teacher
in
the
Rachel
Carson
program,
the
option
program
I'm,
also
a
parent
of
two
BSD
students
and
a
Community
member
and
I'm
here
to
ask
for
the
continued
support
of
the
Rachel
Carson
options
program
in
the
current
proposed
budget.
O
The
Rachel
Carson
program
facilitator,
stipend,
which
is
0.4
FTE
has
been
eliminated
and,
while
my
colleagues
will
soon
share
a
bit
more
about
other
aspects
of
our
program
with
you
and
the
critical
role
of
this
facilitator
position,
I'd
like
to
share
a
bit
about
the
heart
of
our
environmental
science
program,
which
is
creating
a
multi-age
community
where
all
students
know
that
they
belong.
Our
facilitators
play
an
essential
role
in
making
sure
that
the
fifth
graders
from
across
the
district
have
multiple
Avenues
to
learn
about
our
program.
O
In
addition
to
the
open
houses
that
we
have
offered,
we
have
interpreter
Services
where
those
our
facilitators
contact
each
Title
One
Elementary
School
in
the
district
and
set
up
individual
classroom
presentations
where
students
can
meet
with
the
Rachel
Carson
facilitators
and
ask
questions
in
person.
In
addition,
the
facilitators
coordinate
fifth
grade
shadowing
experiences.
We're
interested
students
can
visit
our
classrooms
and
they
can
Shadow
a
seventh
grader
for
a
day
to
learn
more
about
the
program
once
accepted.
The
RC
facilitators
are
the
main
point
of
contact
for
the
incoming
fifth
graders
and
their
families.
O
They
attend
fifth
grade
transition
meetings
for
students
with
IEPs.
They
make
sure
that
all
accommodations
are
in
place
before
the
students
begin
school.
They
work
with
families
to
make
sure
that
the
students
have
the
rain
gear
and
rubber
boots
Etc
necessary
for
our
site
visit
outings
and
they
host
a
summer
Leadership
training
for
the
eighth
graders,
so
that
they're
ready
to
support
and
Mentor
our
youngest
Learners
through
solid
Outreach,
ongoing
family
support
and
Leadership
training.
Our
facilitators
ensure
that
all
of
our
students
belong.
Thank
you.
P
All
right,
thank
you,
hi
everyone.
My
name
is
Kendall
Gibson
and
I
teach
social
studies
at
the
Rachel
Carson
environmental
science
program.
I
am
also
a
parent
of
two
students
in
the
district
as
well.
I
taught
in
the
district
since
2001
with
Rachel
Carson
since
2006.
I'm,
here
to
speak
to
you
about
restoring
funding
for
the
Rachel
Carson
0.4
fde
facilitator
position,
specifically
as
it
relates
to
maintaining
our
long-standing
and
very
Community
Partnerships,
including
Partnerships,
with
the
Oregon
aglink
Oregon
food
bank
and
the
solid
eco.
P
These
Partnerships
exist
and
succeed
because
of
our
continuity
and
the
year-round
commitment
of
the
RC
stop
and
our
program
facilitators.
Since
the
RC
program
started
in
2004
four
separate,
several
acre
natural
areas
have
been
restored
to
their
native
environment
as
part
of
our
work
with
local
environmental
organizations.
P
These
projects
involve
multi-year
commitments
that
include
survey
surveying
an
area
removing
invasive
and
non-invasive
invasive
non-native
plants,
as
well
as
planting
and
caring
for
native
plants.
Once
an
area
has
been
planted
completely,
usually
after
several
years,
the
site
is
left
as
a
natural
habitat
for
plants
and
animals
Eco.
Our
current
restoration
partner
often
refers
to
Rachel
Carson
as
the
model
program
for
which
to
work.
Rc
has
been
the
current
restoration
site
for
five
years
and
the
plan
is
to
continue
there
for
two
more.
P
In
addition,
Rachel
Carson's
staff
families
and
volunteers
joined
together
with
the
Oregon
food
bank
to
create
a
learning
Garden,
which
provides
over
five
thousand
pounds
of
fresh
food
for
people
in
our
community
on
an
annual
basis
through
close
collaboration
and
communication.
The
garden
was
up
and
running
within
a
period
of
10
months,
and
it
continues
to
provide
food
to
those
experiencing
food
insecurity.
P
Another
successful
long-term
partnership
with
Rachel
Carson
includes
our
work
with
the
AG
link
organization
and
the
adopt
a
farmer
program.
Every
year
our
students
visit
paramine
Farm
in
Jervis
Oregon
to
learn
about
agriculture
through
Hands-On
experiences
and
relationships
with
the
farmers.
Visits
to
farm
include
lessons
on
irrigation
plants.
P
E
You-
and
we
have
a
few
folks
here
that
are
present
tonight,
I
believe
as
well,
so
we
invite
you
up
to
the
microphone
and
I
believe
Shaw
Fenton,
if
I'm
pronouncing
your
name
right
and
on
deck.
If
you
want
to
come
up
as
well,
Deborah
Hereford.
E
Yes,
actually,
they
are
on.
You
have
a
green
light
on
your
microphone,
so
you'll
be
good
and
whenever
you
want
to
begin
is
fine
for
us,
if
you'll
state,
your
name
too
yeah,
okay,.
Q
My
name
is
Shea
Fenton
and
I
am
here
today
to
advocate
for
our
Behavior,
Health
and
Wellness
supports
I
am
a
school
counselor
for
our
district,
and
my
co-counselor
and
I
are
tasked
with
providing
a
comprehensive,
School
counseling
program
for
the
more
than
760
students
we
serve
next
year
with
our
school
projections
at
just
over
700.
The
district
has
eliminated
one
of
us
to
be
clear.
That
leaves
one
school
counselor
to
provide
a
comprehensive,
School
counseling
program
to
more
than
700
students.
Q
Excuse
me:
bhw
leadership
and
Costa
support
to
meet
students
needs
I
learned
today
that
much
of
that
support
has
been
cut.
This
month
is
National
Mental
Health
Awareness
Month
concerns
about
Children's
Mental
Health
has
been
ongoing.
National
conversation,
one
exacerbated
by
a
pandemic
that
has
yet
to
end
extreme
gun,
violence
in
our
schools
and
public
spaces.
The
trauma
of
violence
against
black
and
brown
bodies
and
inadequate
Community
Mental
Health
supports
to
address
significant
increases
in
childhood
anxiety
and
depression.
Q
Q
Our
district
was
committed
to
increasing
protective
factors
for
our
students,
harnessing
what
we
have
control
of
just
as
we
teach
them
to
do
by
providing
a
team
of
people
trained
to
listen,
support
and
guide
students,
their
families
and
respond
to
the
crisis
needs
of
our
students
drastically.
Reducing
or
eliminating
those
protective
factors
is
a
grave
mistake
that
will
undoubtedly
cause
harm
to
those
we
serve
and
support.
I
urge
you
to
commit
to
our
students,
mental
health
and
well-being.
Now
is
not
the
time
to
reduce
or
eliminate
necessary
supports.
Thank
you.
R
My
name
is
Deborah
Hereford
and
I'm,
a
teacher
in
the
Rachel
Carson
program
and
a
parent
of
two
BSD
elementary
students
and
I
am
here
with
great
respect
for
the
complexities
of
the
budgeting
process.
To
ask
for
the
continued
support
of
the
Rachel
Carson
options
program,
specifically
as
it
relates
to
the
facilitator
position,
while
the
elimination
of
the
facilitator
stipend
may
make
sense
on
paper.
The
unintended
practical
implications
are
far-reaching
and
directly
impact
the
classroom
experience.
R
R
During
that
time,
we
have
created
a
unique
Middle
School
experience
where
a
wide
range
of
students
successfully
navigate
their
middle
school
years
in
a
typical
year.
Applications
are
three
times
greater
than
available
openings
and
we
make
every
effort
to
attract
a
diverse
group
of
students
from
all
across
the
district.
R
We
are
a
specialized
program
centered
around
Service
Learning
and
environmental
science,
approximately
three
times
per
month.
Students
learn
and
work
at
locations
ranging
from
Commonwealth
Park
to
our
local
Wetland
restoration
site,
no
matter
the
location,
these
site-based
learning
experiences
require
hours
of
planning,
implication,
implementation
and
follow-up
on
the
part
of
our
facilitators.
R
Focus
lesson
plans
are
designed
to
ensure
that
these
outings
are
not
typical
field
trips,
but
instead
opportunities
for
both
learning
and
service
to
our
community
facilitators
make
sure
trips
are
scheduled.
Transportation
is
arranged,
communication
is
sent
out
to
families
and
all
proper
paperwork
is
completed.
R
E
C
You
go
first,
yes,
yes,
hi,
my
name
is
Tammy
Schrader
and
I
am
also
a
teacher
at
the
Rachel
Carson
program
and
Rachel
Carson
program
is
a
middle
school
option
program
that
was
started
in
2004..
It's
been
a
successful
program
that
has
educated
around
1200
students.
It
has
had
the
ability
to
draw
students
from
not
only
around
the
district,
but
also
bringing
students
back
to
the
Beaverton
School
District
from
area
private
schools
and
online
schools
with
our
declining
enrollment
numbers
in
BSD.
This
program
can
continue
to
draw
students
back
to
our
district.
C
Rachel
Carson
environmental
program
needs
to
maintain
its
current
funding
for
a
part-time,
0.4
facilitator
that
is
being
cut
for
next
year.
The
facilitator
position
at
Rachel
Carson
is
fundamental
to
the
success
of
our
program.
The
facilitator
works
with
Community
Partners
and
transportation
to
arrange
82
day
trips,
all
paid
for
by
fundraising
and
two
multi-day
trips
for
180
students
each
year.
These
trips
are
essential
to
many
facets
of
our
program,
bringing
classroom
learning
into
real
life,
Service
Learning,
Community,
Building,
mentoring
and
Leadership,
just
to
name
a
few.
The
facilitator
is
the
connection.
C
Families
have
to
learn
more
information
about
the
program.
The
facilitator
organizes
and
presents
at
open
houses,
scheduling
Shadows
for
almost
200
fifth
graders
works
with
the
district
office
to
fill
64
6th
grade
openings
each
year,
typically
receiving
about
150
to
180
applications
for
those
64
spots
organizes
second
consideration
for
about
75,
fifth
graders
and
communicating
with
the
district
office
and
the
school
office
to
keep
our
enrollment
numbers
at
180
or
about
30
students
per
class.
C
Our
facilitators
are
committed
to
the
work
involved
with
maintaining
a
successful
Middle
School
options
program.
We
have
been
with
the
program
since
its
Inception
and
grew
the
program
to
its
current
size
of
180
students.
We
are
committed
to
creating
a
sense
of
belonging
and
Community
for
all
students.
We
love
what
we
do.
We
continue
to
serve
our
students.
Thank
you.
Miss
Schrader,.
E
I
I
My
name
is
Rebecca
Hall
I'm,
also
a
teacher
at
Rachel
Carson.
As
you
know,
climate
change
is
one
of
the
most
important
topics
of
our
time.
Leading
scientists
are
in
agreement
that
we
need
to
stop
scaring
people
into
action
for
climate
change
and
instead
give
them
hope.
They
believe
that
providing
hope
is
so
important,
because
then
people
will
believe
the
work
they
can.
The
work
they
do
can
stop
the
effects
of
worsening
climate
change.
I
It
is
important
that
people,
including
our
youth,
believe
that
they
can
affect
change
in
their
local
communities
and
Beyond
Beaverton
School
District
has
a
program
that
gives
students
hope
it
gives
young
people
middle
school
students,
the
Knowledge
and
Skills
to
achieve
their
goals.
Not
only
are
they
successful,
but
many
go
on
to
study
environmental
science
in
high
school
and
in
college,
these
students
believe
in
their
ability
to
change
the
world.
They
spent
three
years
changing
the
World
by
participating
in
activities
as
a
part
of
the
Rachel
Carson
program
restoring
habitat
over
several
years.
I
I
The
activities
will
be
greatly
reduced
activities
that
make
students
believe
they
can
affect
change
activities
that
create
a
community
where
every
student
feels
like
they
belong
and
activities
that
make
it
so
that
every
child
can
achieve
I
hope
the
Beaverton
School
District
can
be
proud
of
and
celebrate
the
work
of,
and
success
of,
the
Rachel
Carson
program
and
not
cut
this
funding.
Come
see.
The
program
talk
to
students
go
on
a
trip
with
us.
I
E
E
M
B
For
our
amazing,
before
we
do
that,
I
do
want
to
respond
to
a
question
Tim
chuck
had
earlier
about
Pre-K,
where
the
cost
to
add
two
programs
is
about
half
a
million
dollars
and
I
am
looking
at
the
general
fund
on
page
76,
where
you
do
see
that
decrease
in
that
Pre-K
function.
If
you
add
page
114
in
the
grant
fund,
there
is
an
increase
there
and
the
total
between
the
two
is
an
increase
of
half
a
million
dollars.
So
it's
just
a
shift
of
funding
source.
B
Okay,
as
we
are
looking
at
our
May
17th
meeting
the
things
that
we
will
do
on
that
meeting,
we
will
approve
the
minutes
from
this
meeting.
B
We
will
bring
back
any
question
answers
to
any
questions
that
you
have
for
us
at
that
point.
From
this
meeting
now
that
we
have
answered
the
Pre-K
question,
the
only
one
I
have
is
to
put
a
dollar
amount
to
the
assessment
and
intervention
system
unless
I'm
missing
one.
If,
if
I
am
missing
one,
please
let
me
know
so,
I
can
add
that
to
our
list.
B
Otherwise
we
also
will
be
sharing
out
when
we
share
our
slide
decks.
We
will
give
you
a
PDF
of
the
copies
of
comments
that
you
have
in
front
of
you
and
we
will
re-share
the
link
for
submitting
questions
if
you
have
more
questions
to
submit
to
us
for
us
to
be
able
to
prepare
those
for
those
responses
for
you
for
the
17th.
We're
asking
that
those
are
all
submitted
by
8
am
on
Monday
the
15th.
B
So
we
can
get
those
questions
in
and
we
will
have
more
time
for
committee
discussion,
questions
comments
and
finally,
we
will
hopefully
be
approving
our
budget
and
our
tax
levies.
E
Okay,
can
we
go
back
to
that
slide?
Real,
quick,
the
first
bullet
I
think
we
all
can
continue
to
advocate
for
this
10.3
billion
State
School
fund,
whether
you're
part
of
administration
or
sitting
here
as
a
Committee
Member
or
a
Community
member
for
us
to
be
sharing
these
thoughts
and
with
with
our
legislators,
very
important
to
do
so.
Thank
you,
Jessica
Michael
and
last
but
not
least,
we
have
some
closing
remarks
from
Dr
borderos.
L
And
I'll
be
quick
and
I
appreciate
the
the
comments
tonight
again
that
continues
to
just
drive
our
advocacy
efforts.
You
know
I
know
we're
going
to
be
building
on
this
next
next
week,
but
our
continued
advocacy
down
in
Salem-
and
you
know
what
we're
on
weekly
calls
with
our
elected
officials
or
lobbyists
as
well.
But
you
know
every
program
is
essential
for
our
kids,
as
we
know
it
right
now
is
I
think
we
have
to
be
really
really
intentional,
as
we
continue
to
build
programs.
L
That's
been
stated
by
the
budget
committee
to
ensure
that
they're
sustainable
and
also
reflect
back
on
our
current
programming,
make
sure
that
we
use
an
equity
lens
and
that's
been
talked
about
often
in
terms
of
but
those,
but
the
equity
lenses
can't
be
just
bullet
points
that
we
review.
It
has
to
be
actually
something
that
we
dig
a
little
bit
deeper
on
as
a
budget
committee,
maybe
even
as
a
board
later
on
in
terms
of
what
what
impact
does
that
have
across
our
system?
You
know
we
have
decline.
Enrollment
we
have
extra
dollars.
L
Leaving
and
budgets
are
moral
documents.
Budgets
are
moral
documents.
What
we
fund
is
what
we
believe,
but
with
less
dollars
is
it
gets
hey,
hey
it's
difficult,
it's
hard
because
reductions
has
Mike
stated
and
we're
almost
90
people,
so
any
reduction
is
people.
That's
what
makes
it
so
hard
as
a
superintendent.
These
These
are
really
difficult
decisions
and,
as
a
budget
committee
you'll
make
a
difficult
decision
next
week
as
well.
But
again
we
do
everything
we
can
to
try
and
do
what
we
can
for
all
our
kids
across
all
54
campuses.
L
You
know
38,
000
and
change
that
we
have
now
we
used
to
have
40.
and
we'll
continue
to
do
so
so
guarantee
that
we'll
continue
to
do
what
we
can
with
the
resources
we
do
have
and
I
appreciate
the
staff,
all
the
work
that
you
did
and
answering
questions
today
and
again,
making
yourselves
available
for
the
budget
committee
for
future
questions.
So
thank
you.
E
Thank
you
thank
you
and
with
no
further
Ado,
then
we
will
adjourn
tonight's
meeting.
8
27th
three
minutes
to
spare
and
we'll
see
everyone
again
next
week
on
May
17th.