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[music]

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[music]

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sharing with the board and the
public.

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There are no voting items at this
section. It is intended to highlight

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good things happening across the
district and keep everyone informed.

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Does the board have any good news at
the district?

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I've heard wonderful things about
Hornet days and all the back to

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school events and all the meet the
teachers and all of that.

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And so, it's wonderful to see
everyone getting ready

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for the new school year

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and kids are excited

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and parents are excited for school to
get started.

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And it's just great to see that
enthusiasm. So,

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Thanks. I know it's a lot of hard
work from all the buildings

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to be ready to go for that.

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And I appreciate all the planning
that the staff has done and our

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new superintendent have done over the
summer months.

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While uh the board has hasn't been on
vacation, but we've been slowed

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down during July and August.

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But the superintendent and the staff
has really committed a lot of time

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and effort into getting ready for
this new school year.

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So, thank you to all for all the
effort you put in there.

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When I was thinking about the good
news of the district, I was thinking

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how I'd love to be a fly in the wall
in that first day in elementary

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school classes.

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When the teacher always asked, what
did you do that was fun and exciting

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this summer?

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From wide ranges, from camping with
family to learning how to swim,

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or visiting grandma

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and grandpa.

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Um, it's just uh pretty exciting to
see um I just wish that I could be

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part of that in a couple weeks when
kids are back in session. So,

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um that uh yeah, that's my good news
of the district.

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Just I wish I could be in the
classroom that first day.

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You can.

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[laughter]

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I'd be another distraction.

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A lot a lot of kids didn't regulate
that first day. So,

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Um, does anyone have any anything
else?

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All right.

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I'll turn the time over to Dr. Wenzel
and the superintendent report.

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Thank you.

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Uh, just a few items to share with
you this evening.

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First, I would like to officially
recognize and welcome Scott Tatum,

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Dr. Scott Tatum, who is our Director
of Secondary Education.

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and joined us uh first of the month
and or third of the month,

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and has been uh came in rare to go
and has led some professional

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learning.

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Um, has been connecting with
secondary leaders and really adding a
lot of

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depth to our conversations and our
improvement plan.

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So, welcome Scott and really excited
to have you on board.

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Thank you.

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Welcome. Thank you.

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Uh, we have, um, we're continuing the
past practice of, um, having news

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in the in the newspaper monthly and
and kind of creating some content,

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and so we have a two-page spread
going in this week.

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Uh, kind of back to school, uh, a
little bit on me with a Q&A,

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uh, a focus on attendance because
that's a real priority for us this
year.

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And so just encourage you to look at
that and if you have ideas, we want

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to do really intentional storytelling
in that space to talk about the

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strategic work we're doing, how we're
trying to improve, um, spotlight

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some board members as part of

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So, just to encourage your ideas

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as we create content throughout the
year for that.

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Uh, we have had you

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uh, you referenced the, you know, the
good work of coming together this
summer

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and their husband, a lot of

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leadership planning and then a lot of
learning on the part of teachers.

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And so just some of the learning
that's happened in the last week or
so

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has been around math, reading and
writing, new grade book,

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leadership meetings.

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And so it's just exciting to see
teachers who are very motivated,

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come together, really think about

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how can we work together to create

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the best possible opportunities for
our students.

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and to coming back from summer and to
just feel that energy in the room.

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Um, and in alliance with our theme
this year.

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And so we have a theme which is
rowing together,

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which you will hear more about at our
kickoff on Thursday

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at 8:30 in the auditorium.

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But it's really about this idea of
alignment,

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and how can we combine our efforts to
get

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the best possible results for our
students.

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And there's we've been playing with
that metaphor all summer.

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But there's lots of ways to think
about what it means to row together,

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what it means to be in sync.

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How we depend on one another, how we
leverage each other's strengths.

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Uh in in in a in a boat, you've got
um what's called the engine,

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and they're the people who are the
big husky ones who are really putting
power.

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And then you've got people

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with finesse and you've got the
coxswain who's calling out the
directions,

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and so there's lots of ways to think
about that.

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But it's it's sort of an exciting
opportunity to leverage

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that metaphor, and I would love to
explore that with the board as well.

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What does it mean for us to row
together effectively throughout the
year?

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Uh, our um, our maintenance and
facilities team has been

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rowing together hard this summer.

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And so Phil shared just a list of
some of the projects.

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But um, Central Kitchen uh Central
Kitchen, lighting

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in the elementary portables, entry
access control at Kibler,

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GPS installation for buses,

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restroom flooring at Thunder
Mountain,

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roof replacements at Westwood and EHS
main entry,

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counseling and autoshop,

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painting the grand stands,

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paving near the district office.

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Pretty long list, um, but I think
just shows commitment to taking

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care of the physical plant.

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Really wanting the community to be
proud.

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Also focusing on our grounds and
having really focused efforts

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this year on how we present to the
community.

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Because we know that that
presentation is critical

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in terms of how they see the quality
that we're delivering for students.

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So that's been a real effort and uh,
and thank you

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to the team for that work.

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And then tonight of course, we'll
hear more about the budget

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and we've been working hard on that.

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And really thinking about how we're
aligning resources to

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our strategic plan and wanting to be
very intentional so that we're
getting

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the best in terms of teaching and
learning from the investment

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the community makes in education.

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So there's an opportunity tonight
both in the hearing

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and in your questioning to push on
that and uh ask questions

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and probe our priorities

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in terms of our budget.

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And that is it for you.

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All right. Thank you Dr. Wensley.

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Uh, next on our agenda is a
presentation uh about

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Evergreen Elementary and the project.

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Well, good evening, board.

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It's been a while since I've been
here.

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Been uh, you know, growing up the
peninsula, it's uh, a ways.

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A kid flatter in the Bay Area. So
it's okay.

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It's good to be here. Good to be
here.

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How was your summer that's you're
sharing what the kids would say

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what you did this summer.

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Yeah.

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Yes, yes, yes.

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Yeah, uh, Ryoto was going to be here
tonight.

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But he was unable to make it. So
you're stuck with me.

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Um, so we'll just go quickly through
the project, uh, an update,

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go over the schedule and then open it
up for some questions.

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Um, that looks good.

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[laughter]

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The project is moving along
extraordinarily well.

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Um, I remember the first time I came
and looked at the site

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doing the uh early validation phase
when I was with Kyle.

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Uh, I took a drive out to the project
site, and I couldn't believe it.

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I have never had a project like this
in my entire career.

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Uh, sidewalks are there, there's
utilities, everything you need.

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But with that, uh, the permitting,

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uh, the building permit submittal
happened uh, on the 21st.

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The 100% DD set, we've received that,
so everything so far is on schedule.

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You'll see a little later.

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Uh, they have uh, footings poured

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in most all the areas right now.

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Uh, a lot of the form work is in
place. In fact, they are planning on

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uh, starting some of the floor pours
as early as

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next week. Uh, they will be
prefabbing walls on site.

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Uh, it's pretty amazing, pretty
amazing.

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Um,

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Uh, we've executed uh uh pre-contract
amendments.

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Uh, one was for the validation phase,
uh and then we had two GMPs.

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Uh, one and two.

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We will be uh at the next board
meeting uh presenting GMP 3.

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which GMP3 will encompass the entire
project budget.

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So you will know what it's going to
cost.

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Uh, with progressive design build,

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uh we already know that.

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There's just some things to iron out
and get put in place.

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Um,

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Uh, we talked a little bit about the
uh uh happenings.

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Uh, there will be some additional
resolutions.

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One is a constructibility review that
just talks about what they've looked
at,

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uh how they can ensure it can be
constructed.

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Uh, the constructibility review is
usually conducted um on a more

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traditional uh the design bid build.

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We're doing progressive design build.

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So that happens progressively
throughout the project.

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Uh, but there's this little agency
called OSPI that requires that

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we show documentation of a
constructibility review.

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Uh, so we will do that.

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Uh, there will also be the value
engineering report.

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Um, and that is also um something
that happens

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progressively throughout the project.

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Uh, with progressive design build,
the nice thing is,

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you look at that as you go along.

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You can identify uh, you know, what
needs to happen to bring

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the project on budget.

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You develop betterments, there aren't
necessarily alternates.

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Uh, so it's a great way to do it, but
we still have to check the

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OSPI box with a value engineering
report and certification.

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Uh, quick look at the schedule.

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As you can see, we are right on
track.

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Um, and in fact, um they are ahead of
schedule right now.

196
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Um, I'm not going to disclose how
much.

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[laughter]

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Yet.

199
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But it is going uh very well.

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Um, again, start of foundation, you
can see uh took her in August.

201
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We are there.

202
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Start framing, you see that's
actually out a little further.

203
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Uh, more towards October.

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We are looking at likely starting
that this month.

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So,

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uh pretty incredible.

207
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Uh, we're planning the move-ins,
we're planning to make sure that

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there is a way to allow for adequate
time.

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Uh, looking at all possibilities.

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And some of the things uh we do with
the construction team, the the

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uh progressive design build team,

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uh behind the scenes is we are really
working with them to ensure

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that they uh understand all the
obligations and they are very well

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aware. Um, you all selected a
excellent team and and they're on it.

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Any questions?

216
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Great team you have there.

217
00:13:08,606 --> 00:13:09,439
[laughter]

218
00:13:09,956 --> 00:13:11,319
That is a good team.

219
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Few questionable people in there.

220
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[laughter]

221
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What's it look like?

222
00:13:16,766 --> 00:13:17,599
What's that?

223
00:13:17,666 --> 00:13:19,876
Design, what what does it look like?

224
00:13:22,616 --> 00:13:25,049
I am not very good at explaining.

225
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It is a uh uh uh multi-story school,

226
00:13:29,326 --> 00:13:30,659
uh two.

227
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Um, it will have a pre-K wing, uh it
looks very schoolish.

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[laughter]

229
00:13:36,686 --> 00:13:40,579
Uh, there are parameters that it has
to fit within the area, uh uh

230
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I would say they're neutral colors.

231
00:13:43,736 --> 00:13:46,929
Um, it's going to accommodate uh the
appropriate number of

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students, I believe 600.

233
00:13:50,386 --> 00:13:54,436
Just the design, don't you have a
perspective or a

234
00:13:54,656 --> 00:13:57,876
David, we have those on our website.
I can send them to you.

235
00:13:58,006 --> 00:13:58,959
Okay.

236
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Thank you.

237
00:14:00,386 --> 00:14:01,719
Yeah.

238
00:14:03,066 --> 00:14:05,066
I can look at them on a plan.

239
00:14:05,356 --> 00:14:06,689
Well.

240
00:14:07,426 --> 00:14:09,826
Um, it'll have a pitch roof.

241
00:14:13,236 --> 00:14:14,569
Windows.

242
00:14:15,026 --> 00:14:19,099
There are renderings on the uh
website, on the school website.

243
00:14:19,166 --> 00:14:20,039
Okay.

244
00:14:20,106 --> 00:14:21,516
Does it have a flat roof?

245
00:14:22,166 --> 00:14:22,999
[laughter]

246
00:14:23,066 --> 00:14:23,899
It's a slope roof.

247
00:14:23,966 --> 00:14:24,799
[laughter]

248
00:14:27,036 --> 00:14:29,529
Has the design for the entrance been
finalized?

249
00:14:29,596 --> 00:14:31,416
I know there was some

250
00:14:32,736 --> 00:14:36,666
So at 60% DD, most everything is
finalized.

251
00:14:36,916 --> 00:14:42,899
Uh the front entrance, um, I believe
is finalized to include

252
00:14:42,966 --> 00:14:49,966
um kind of the access and more of a
uh a court yard type area.

253
00:14:51,466 --> 00:14:52,299
Okay.

254
00:14:52,366 --> 00:14:54,209
So I believe that's all in place.

255
00:14:54,276 --> 00:14:57,929
Um, and in fact, at 60% DD uh is when
they really start to put

256
00:14:57,996 --> 00:15:00,606
their estimate together.

257
00:15:01,034 --> 00:15:06,527
100% DD. Again, we're not quite to CD
yet, so there are still some things
to be worked out.

258
00:15:06,594 --> 00:15:10,857
But if you think about it, at 100%
DD, they're going to give you a
guaranteed

259
00:15:10,924 --> 00:15:14,244
maximum price for the uh, project.

260
00:15:14,504 --> 00:15:17,407
Um, there are some areas that will
still have to be worked out.

261
00:15:17,474 --> 00:15:22,917
Again, I wish Ryan was here because
he's more into the details of this
than I am right now.

262
00:15:22,984 --> 00:15:26,307
But uh, um, for the most part,
everything has been finalized.

263
00:15:26,374 --> 00:15:29,307
There are some final remaining
details.

264
00:15:29,374 --> 00:15:33,677
Um, perhaps some of the interior
finishes, although for the most part
that is done.

265
00:15:33,744 --> 00:15:38,187
Uh, there could be some exterior
items that still need to be
finalized.

266
00:15:38,254 --> 00:15:39,517
but for the most part, you will be.

267
00:15:39,584 --> 00:15:40,484
[cough]

268
00:15:41,414 --> 00:15:44,124
Do you have a timeline for 100% CDs?

269
00:15:48,954 --> 00:15:53,094
90% construction documents are
October 19th.

270
00:15:53,274 --> 00:15:57,204
So, shortly thereafter, the 100%'s
will come.

271
00:15:58,264 --> 00:15:59,217
Thank you.

272
00:15:59,284 --> 00:16:00,814
Yeah. And then,

273
00:16:03,884 --> 00:16:05,217
I think

274
00:16:06,664 --> 00:16:10,407
Yes. I just wanted to jump in and
offer just a perspective of the
weekly meetings

275
00:16:10,474 --> 00:16:12,747
we've been having. So,

276
00:16:12,814 --> 00:16:14,957
um, one of the things we've been
pushing is risk.

277
00:16:15,024 --> 00:16:17,137
So just so we can stay on top of that

278
00:16:17,204 --> 00:16:20,167
because that in these projects,
that's really what you have to
monitor.

279
00:16:20,234 --> 00:16:22,207
Um, I think we're hearing some great
news tonight.

280
00:16:22,274 --> 00:16:24,257
The project's going really well so
far.

281
00:16:24,324 --> 00:16:27,117
And but then weather happens and
sometimes unmitigated things

282
00:16:27,184 --> 00:16:31,257
can occur in a construction project.

283
00:16:31,324 --> 00:16:33,894
So, our occupancy is July 21st,

284
00:16:34,024 --> 00:16:37,477
and and the tightness of the schedule
when this was conceived is that
there's

285
00:16:37,544 --> 00:16:39,407
not a lot of float.

286
00:16:39,474 --> 00:16:42,687
So there's not a lot of wiggle room
in the original schedule.

287
00:16:42,754 --> 00:16:46,527
The fact that things are progressing
well is a really positive sign.

288
00:16:46,594 --> 00:16:49,567
Um, so that's why we keep asking
about risk.

289
00:16:49,634 --> 00:16:53,007
So with the July 21st occupancy, it
allows us,

290
00:16:53,074 --> 00:16:53,957
uh, it's the 21st, right?

291
00:16:54,024 --> 00:16:57,307
27th. 27th. 27th, sorry. July 27th.

292
00:16:57,374 --> 00:17:00,567
Um, it allows us about three weeks,
right,

293
00:17:00,634 --> 00:17:02,717
before before everybody arrives.

294
00:17:02,784 --> 00:17:04,637
And so we're really pushing on that.

295
00:17:04,704 --> 00:17:07,767
Um, our partners are well aware and
and monitoring that.

296
00:17:07,834 --> 00:17:09,777
But, you know, we're beginning with
the end in mind.

297
00:17:09,844 --> 00:17:12,947
The end in mind is that folks walk in
there mid-August and it pops.

298
00:17:13,014 --> 00:17:14,857
The furniture is in place,

299
00:17:14,924 --> 00:17:18,547
there's a celebratory feel, it looks
great.

300
00:17:18,614 --> 00:17:20,857
And we've hit a lot of the punch
list,

301
00:17:20,924 --> 00:17:23,217
there's just maybe a small amount of
work to do.

302
00:17:23,284 --> 00:17:26,674
And so we're just, I just want you to
be aware that the timeline's pretty
tight.

303
00:17:26,874 --> 00:17:27,887
We're in good shape right now.

304
00:17:27,954 --> 00:17:29,937
We're monitoring risk,

305
00:17:30,004 --> 00:17:33,197
and we're really pushing on making
sure that we can get in there

306
00:17:33,264 --> 00:17:36,997
to be able to make the building our
own and have that warm feel that we
want

307
00:17:37,064 --> 00:17:40,794
when the kids and parents and stuff
arrive.

308
00:17:42,084 --> 00:17:43,424
Thank you.

309
00:17:46,261 --> 00:17:49,717
a little more clarity. 90% uh, CDs

310
00:17:49,784 --> 00:17:55,997
uh, October 100% should be uh, mid to
late December.

311
00:17:56,064 --> 00:17:59,627
Um, and again, what what they'll be
doing uh, during this

312
00:17:59,694 --> 00:18:03,497
um, this next phase of their work is

313
00:18:03,564 --> 00:18:06,867
they're starting all their buyouts
with all the subcontractors,

314
00:18:06,934 --> 00:18:09,207
getting all their pricing.

315
00:18:09,274 --> 00:18:11,727
They're going to give us a GMP based
on everything they have,

316
00:18:11,794 --> 00:18:16,687
but they're going to be doing uh, uh,
buyout, their actual buyouts.

317
00:18:16,754 --> 00:18:19,877
Um, it's at that point you can see
what you would consider buyout
savings,

318
00:18:19,944 --> 00:18:24,847
which would also talk about other
items that maybe you don't have in
the project,

319
00:18:24,914 --> 00:18:30,487
or what you want to do, um, with with
those buyout savings.

320
00:18:30,554 --> 00:18:33,957
And that'll happen, um, uh,
sporadically,

321
00:18:34,024 --> 00:18:35,917
uh, as we go along.

322
00:18:35,984 --> 00:18:37,437
You don't want to do it too soon,

323
00:18:37,504 --> 00:18:42,734
uh, because there is still as uh, uh,
Dr. Wincell, uh, mentioned, there's
risk.

324
00:18:42,844 --> 00:18:45,707
Uh, they have a contingency built
into their contract for that,

325
00:18:45,774 --> 00:18:48,757
but we want to make sure that
everything is covered.

326
00:18:48,824 --> 00:18:53,807
Uh, if we do have to expedite uh,
schedule, we're able to do some of
that uh, also

327
00:18:53,874 --> 00:18:55,207
with some of the construction.

328
00:18:55,274 --> 00:18:56,574
You said earlier procurement.

329
00:18:56,641 --> 00:18:57,474
What's that?

330
00:18:57,541 --> 00:18:58,374
Some early procurement?

331
00:18:58,441 --> 00:18:59,667
They have items.

332
00:18:59,734 --> 00:19:00,577
Yeah, yeah.

333
00:19:00,644 --> 00:19:02,947
They've uh, uh, I know some of the
mechanical,

334
00:19:03,014 --> 00:19:06,297
uh, again, some of the framing,

335
00:19:06,364 --> 00:19:10,587
uh, all the things that we would
anticipate to be long lead items.

336
00:19:10,654 --> 00:19:12,204
Uh, we've worked on that.

337
00:19:15,384 --> 00:19:16,977
Uh, trying to think what else.

338
00:19:17,044 --> 00:19:18,494
Um,

339
00:19:19,854 --> 00:19:23,867
You have most anything, anything that
was likely to be a long lead item,

340
00:19:23,934 --> 00:19:27,367
they they purchased.

341
00:19:27,434 --> 00:19:33,394
Usually that, uh, as you're well
aware, it ends up electrical,
mechanical, those type of things.

342
00:19:35,994 --> 00:19:39,737
And do you have commissioning
scheduled before occupancy or?

343
00:19:39,804 --> 00:19:40,887
Yes. Before.

344
00:19:40,954 --> 00:19:45,967
Yes, it will, it will be uh, uh,
before occupancy and also during
occupancy

345
00:19:46,034 --> 00:19:49,157
because you still have to commission
once the building is occupied

346
00:19:49,224 --> 00:19:51,177
and has everybody in it,

347
00:19:51,244 --> 00:19:53,507
you have to adjust your systems to

348
00:19:53,574 --> 00:19:54,964
it substantially

349
00:19:55,284 --> 00:19:57,044
Yeah. commission before. Yeah.

350
00:19:57,581 --> 00:19:58,414
Occupancy.

351
00:19:58,481 --> 00:20:00,823
Yep, yep. The idea is to have a turn
key.

352
00:20:00,890 --> 00:20:03,263
cool. So everybody comes in.

353
00:20:03,330 --> 00:20:09,340
All of your technology works, uh, the
heating works, everything, uh the
building

354
00:20:09,680 --> 00:20:12,623
Um, I will say with new construction

355
00:20:12,690 --> 00:20:17,740
and you get into something, uh there
can be bugs, things that have to be
worked out.

356
00:20:17,810 --> 00:20:20,173
Uh it's the the nature of the wood.

357
00:20:20,240 --> 00:20:24,753
But for the most part, everything
should be up and running and ready
to.

358
00:20:24,820 --> 00:20:26,523
make it a better product. What's
that?

359
00:20:26,590 --> 00:20:30,253
Better product when the
commissioning's done prior to the
building being full of

360
00:20:30,320 --> 00:20:33,780
It is. It is. It is.

361
00:20:34,800 --> 00:20:35,923
Appreciate it. Thank you.

362
00:20:35,990 --> 00:20:38,130
You bet. Thank you. Thank you.

363
00:20:39,280 --> 00:20:45,220
All right. Uh, next is a presentation
on the strategic roadmap.

364
00:20:45,890 --> 00:20:46,723
[paper rustling]

365
00:20:46,840 --> 00:20:50,490
Thank you. Thank you. Thank you.
You're welcome.

366
00:20:51,390 --> 00:20:52,640
[paper rustling]

367
00:20:54,390 --> 00:21:00,573
Uh, so, more than an official
presentation, this is really just an

368
00:21:00,640 --> 00:21:05,293
opportunity to share thinking about
where we are strategically with a
draft district

369
00:21:05,360 --> 00:21:07,893
improvement plan.

370
00:21:07,960 --> 00:21:12,113
Uh, to kind of, uh, get you, um,
aligned

371
00:21:12,180 --> 00:21:16,753
with where we're at in our thinking
about how we can make the biggest
difference for

372
00:21:16,820 --> 00:21:17,653
students in Enumclaw this year.

373
00:21:17,720 --> 00:21:23,993
And I think the process will be to
put this to you in October for
approval

374
00:21:24,060 --> 00:21:27,163
along with school improvement plans.

375
00:21:27,230 --> 00:21:31,943
So what we hope to show you is that
there's great alignment between the
mission

376
00:21:32,010 --> 00:21:35,803
and vision, the five commitments that
are on the wall, the district
improvement

377
00:21:35,870 --> 00:21:39,180
plan, school improvement plans, and
teacher goals.

378
00:21:39,310 --> 00:21:42,943
And so what you'll see is a through
line of all the work we're trying to
do

379
00:21:43,010 --> 00:21:45,943
in a really coherent manner that
makes a lot of sense,

380
00:21:46,010 --> 00:21:50,043
that allows you as governors of the
district to be able to monitor
progress

381
00:21:50,110 --> 00:21:56,643
and assure constituents that we're
really leaning into important
improvement work this year

382
00:21:56,710 --> 00:21:58,910
on behalf of the students that we
serve.

383
00:21:59,330 --> 00:22:05,980
So with that, uh, our improvement is
really based on three big ideas.

384
00:22:06,160 --> 00:22:08,943
And those are ideas all come from
research,

385
00:22:09,010 --> 00:22:14,243
and they're grounded in what's on on
the board.

386
00:22:14,310 --> 00:22:19,143
But the three big rocks are that the
central office shifts

387
00:22:19,210 --> 00:22:23,500
to be able to help principles become
stronger instructional leaders.

388
00:22:23,590 --> 00:22:25,283
And we can talk more about what that
means.

389
00:22:25,350 --> 00:22:30,733
Second, we work really hard on
principal leadership and capacity as
instructional

390
00:22:30,800 --> 00:22:31,633
leaders.

391
00:22:31,700 --> 00:22:35,663
And so there's some training and some
support that we provide principles

392
00:22:35,730 --> 00:22:39,410
so they are becoming the best
instructional leaders they can.

393
00:22:39,610 --> 00:22:44,000
That's everything from skill and time
and time and support to allow them to
do that work.

394
00:22:44,100 --> 00:22:48,703
And then the third piece, if you
think of legs of a stool, the third
piece is

395
00:22:48,770 --> 00:22:49,603
collaboration.

396
00:22:49,670 --> 00:22:55,406
And it's teachers working effectively
together to be able to discuss
teaching

397
00:22:55,473 --> 00:22:59,596
and learning, look at data, and make
a difference for students by changing
the

398
00:22:59,663 --> 00:23:04,896
way they teach or improving the way
they teach or improving the way they
teach based on the professional
dialogue

399
00:23:04,963 --> 00:23:05,796
that they have together.

400
00:23:05,863 --> 00:23:10,726
So these are three big ideas that are
animating our improvement efforts
this

401
00:23:10,793 --> 00:23:14,926
year, that we believe, and research
suggests, will really help us make a

402
00:23:14,993 --> 00:23:18,283
difference in terms of student
learning outcomes in Enumclaw.

403
00:23:18,753 --> 00:23:23,026
And so there's a lot packed into all
of this, there's a lot of leadership

404
00:23:23,093 --> 00:23:27,726
and thinking and strategy that lies
behind each of those three things.

405
00:23:27,793 --> 00:23:32,426
The central office read a book that
was based on University of Washington
research,

406
00:23:32,493 --> 00:23:37,426
that was about how you can transform
the central office to shift the way
we do

407
00:23:37,493 --> 00:23:40,223
things to provide more support for
schools.

408
00:23:40,293 --> 00:23:44,926
And that's everything from HR,
thinking about the processes that we
have,

409
00:23:44,993 --> 00:23:49,726
uh, and is there a way to streamline
those processes to facilities and
maintenance,

410
00:23:49,793 --> 00:23:54,626
uh, kind of being even more strategic
about how we communicate the projects

411
00:23:54,693 --> 00:23:57,926
we're working on and responsiveness
to the needs of school,

412
00:23:57,993 --> 00:24:01,026
to finance coming alongside
principles in new ways.

413
00:24:01,093 --> 00:24:04,426
So we got a list from the principles
of all the things that we could do

414
00:24:04,493 --> 00:24:07,026
that might make a difference for
them, to save them time,

415
00:24:07,093 --> 00:24:09,726
to help them focus more on teaching
and learning,

416
00:24:09,793 --> 00:24:14,926
and the central office staff, the
cabinet, is going to go through that
carefully by function

417
00:24:14,993 --> 00:24:18,126
and come back to the principles and
say, this is what we plan to focus on

418
00:24:18,193 --> 00:24:19,686
based on your feedback.

419
00:24:19,753 --> 00:24:24,226
And we think that by shifting the way
that by shifting the way that we do
business as a central office,

420
00:24:24,293 --> 00:24:28,496
we can ultimately save you time, be
more efficient, and help you be an
instructional

421
00:24:28,563 --> 00:24:29,396
leader.

422
00:24:29,463 --> 00:24:30,766
So that's one body of work.

423
00:24:30,833 --> 00:24:35,866
The second body of work is around
principal leadership, and it's really
about looking at some of the tools
that

424
00:24:35,933 --> 00:24:40,896
we have as a state, which is the
Association of Washington Principals,
they have a framework for leadership,

425
00:24:40,963 --> 00:24:43,806
and so principles are setting goals
against that framework.

426
00:24:43,873 --> 00:24:47,806
And then they'll be meeting with me
one-on-one, we'll be discussing their
school improvement plan.

427
00:24:47,873 --> 00:24:51,096
Scott and Lindsey will be joining me
monthly to walk through classrooms

428
00:24:51,163 --> 00:24:54,696
with principles at elementary and
secondary, to look at instruction,

429
00:24:54,763 --> 00:24:58,796
and then come back and talk about
what we saw and ask how they would
give feedback.

430
00:24:58,863 --> 00:25:02,422
And so that will be an ongoing
learning experience for principles
where

431
00:25:02,489 --> 00:25:06,452
they're really setting specific goals
around improvement for students

432
00:25:06,519 --> 00:25:11,682
and then growing in their own ability
to give feedback on instruction, to
carve out time

433
00:25:11,749 --> 00:25:13,896
to do that work and to make that the
focus.

434
00:25:13,963 --> 00:25:17,116
And then finally, um, the collective
efficacy, which is,

435
00:25:17,183 --> 00:25:21,956
um, working better together, rowing
together, if you will,

436
00:25:22,023 --> 00:25:22,996
is the PLC work.

437
00:25:23,063 --> 00:25:26,466
And so, the district has done PLCs
for a long time.

438
00:25:26,533 --> 00:25:29,766
Many districts do, but to do PLCs
well,

439
00:25:29,833 --> 00:25:35,236
really requires understanding what
effective PLC work looks like,

440
00:25:35,303 --> 00:25:39,196
doing training, having common
practices around that work,

441
00:25:39,263 --> 00:25:40,996
and then building capacity over time.

442
00:25:41,063 --> 00:25:45,636
So, we are introducing a three-year
partnership with PLCs at work,

443
00:25:45,703 --> 00:25:48,966
which is a national cohort, and we
will be uh

444
00:25:49,033 --> 00:25:52,996
year one is really the leadership
team working with that cohort.

445
00:25:53,063 --> 00:25:57,166
And it's about identifying essential
standards in math and language arts

446
00:25:57,233 --> 00:25:59,976
that we want students to know and be
able to do.

447
00:26:00,043 --> 00:26:01,596
And then it's about working with
teachers.

448
00:26:01,663 --> 00:26:04,306
So it's a very, it's a recipe,
basically.

449
00:26:04,373 --> 00:26:08,236
You're following a recipe that is
research-based in year one, two and
three,

450
00:26:08,303 --> 00:26:13,396
starting with leadership, then moving
to teachers, and really embedding
that in the life of the district.

451
00:26:13,463 --> 00:26:16,406
So that is sort of our theory of
improvement.

452
00:26:16,473 --> 00:26:18,976
If we do these things well,

453
00:26:19,043 --> 00:26:24,496
we believe that teachers will have
more effective instruction and
students will learn more.

454
00:26:24,563 --> 00:26:25,996
So that's a theory.

455
00:26:26,063 --> 00:26:30,256
And then within that, we've got five
goals that we've identified for this
year,

456
00:26:30,323 --> 00:26:33,763
that I really think will likely go
beyond this year.

457
00:26:33,863 --> 00:26:38,486
um, one might not, hopefully. One is
Evergreen Elementary School. That's
goal five.

458
00:26:38,553 --> 00:26:42,486
But the other four are really tied
both to the five commitments

459
00:26:42,553 --> 00:26:46,396
and to what the state is measuring in
terms of district effectiveness.

460
00:26:46,463 --> 00:26:49,876
So they are mathematics, they're
English language arts,

461
00:26:49,943 --> 00:26:52,863
they are attendance, and graduation
rates.

462
00:26:53,063 --> 00:26:57,096
And so what we did, you heard a
little bit from Leah uh previously

463
00:26:57,163 --> 00:27:00,436
around this cohort of eight districts
that we're comparing to.

464
00:27:00,503 --> 00:27:03,566
We found eight demographically
similar districts.

465
00:27:03,633 --> 00:27:10,396
We looked at their growth patterns
over time. How much were their
students growing and achieving versus
Enumclaw?

466
00:27:10,463 --> 00:27:17,463
And based on that data, we have set
specific goals for math, language
arts, attendance, and graduation
rate,

467
00:27:17,563 --> 00:27:21,696
which are now embedded in a draft
district improvement plan,

468
00:27:21,763 --> 00:27:27,536
and the schools then are setting
their school improvement plans
perfectly aligned to this district
improvement plan.

469
00:27:27,603 --> 00:27:32,106
So they'll have school-based goals
for math, attendance, English
language arts

470
00:27:32,173 --> 00:27:36,063
and where it makes sense graduation
rates for the high school.

471
00:27:36,263 --> 00:27:41,356
Uh, and then of course, we've got a
very specific goal around Evergreen
Elementary where we've got a steering
committee

472
00:27:41,423 --> 00:27:47,596
and our commitment is of course to
deliver the school on time, on budget
and to celebrate an excelling school
year.

473
00:27:47,663 --> 00:27:52,146
So, just wanted to kind of take you
behind the scenes on our strategic
thinking.

474
00:27:52,213 --> 00:27:53,546
It's really grounded in data.

475
00:27:53,613 --> 00:27:58,736
The comparison cohort group gives us
a very clear-eyed view of where we
are.

476
00:27:58,803 --> 00:28:02,396
We've compared to the state in the
past and that's helpful for a
baseline.

477
00:28:02,463 --> 00:28:07,666
But we know that if we look at a
comparison group of demographically
similar districts, actually the bar's
higher,

478
00:28:07,733 --> 00:28:09,996
and that's who we should be looking
at.

479
00:28:10,063 --> 00:28:13,863
And so we feel like we've got
ambitious but achievable goals.

480
00:28:14,063 --> 00:28:16,566
Uh, these are based in the five
commitments.

481
00:28:16,633 --> 00:28:20,416
They're aligned to a lot of the good
work that's happened already in
Enumclaw

482
00:28:20,483 --> 00:28:27,196
and they really vision a way of
working together in the future that's
going to get even better results for
our students.

483
00:28:27,263 --> 00:28:29,676
So just wanted to give you an
overview of where we've been

484
00:28:29,743 --> 00:28:31,763
on that journey so far.

485
00:28:31,863 --> 00:28:33,516
This will be ongoing work.

486
00:28:33,583 --> 00:28:36,746
There'll be ways of measuring this,
being accountable to this,

487
00:28:36,813 --> 00:28:42,026
and the board ultimately, as we talk
about the superintendent evaluation
at our October, uh, retreat,

488
00:28:42,093 --> 00:28:47,463
should, you know, I think the
discussion should really connect my
evaluation with this work.

489
00:28:47,663 --> 00:28:53,336
You know, am I as the superintendent
delivering on our shared commitments
around improvement,

490
00:28:53,403 --> 00:28:58,463
particularly in learning, but also
with Evergreen Elementary School uh
as we move forward.

491
00:28:59,463 --> 00:29:01,563
What questions might you have?

492
00:29:03,663 --> 00:29:06,263
Define instructional leadership.

493
00:29:06,463 --> 00:29:11,056
Instructional leadership is really uh
in comparison to

494
00:29:11,123 --> 00:29:15,196
a traditional leadership style in
schools, which was about management.

495
00:29:15,263 --> 00:29:21,556
So traditionally, uh the school
principal was charged and this is
1950s through 1970s

496
00:29:21,623 --> 00:29:24,496
with being a really adept business
manager.

497
00:29:24,563 --> 00:29:28,986
That person was all over the
finances, making sure the buses ran
on time,

498
00:29:29,053 --> 00:29:33,896
making sure the school schedule was
set. All of those sort of management
issues.

499
00:29:33,963 --> 00:29:36,696
Now, that work is still important,
right?

500
00:29:36,763 --> 00:29:41,486
We still safety remains critical and
it's part of that school principal's
framework.

501
00:29:41,553 --> 00:29:46,496
So we're not discounting that work,
but what's become new based on
research in the last 30 years

502
00:29:46,563 --> 00:29:52,286
is that when the principal is an
instructional leader, meaning
understands what good teaching looks
like,

503
00:29:52,353 --> 00:29:56,896
knows how to walk into a classroom
and diagnose effective instruction,

504
00:29:56,963 --> 00:30:02,463
knows how to give feedback to
teachers in a way that can spur
reflective thinking

505
00:30:02,561 --> 00:30:05,414
and growth that the research shows

506
00:30:05,481 --> 00:30:08,634
that that kind of leadership actually
moves the needle on student learning.

507
00:30:08,701 --> 00:30:11,294
And without that kind of leadership,
schools don't make

508
00:30:11,361 --> 00:30:14,634
as much growth as schools that have
that leadership.

509
00:30:14,701 --> 00:30:19,364
So a lot of the focus in the last 20
to 30 years in school leadership

510
00:30:19,431 --> 00:30:21,874
has been around, how can we shift to
build

511
00:30:21,941 --> 00:30:23,954
the capacity of principles to do that
work,

512
00:30:24,021 --> 00:30:27,374
while also making sure that we're
taking care of the basics.

513
00:30:27,441 --> 00:30:30,904
And part of that central office
transformation is coming alongside

514
00:30:30,971 --> 00:30:33,004
to make sure we can help as much as
possible

515
00:30:33,071 --> 00:30:36,764
with the running of the schools so
that principles have the capacity

516
00:30:36,831 --> 00:30:39,334
to take on the instructional
leadership piece.

517
00:30:39,401 --> 00:30:42,114
So they fully understand what it is
to be an effective teacher

518
00:30:42,181 --> 00:30:44,804
and then they can provide feedback
and support.

519
00:30:44,871 --> 00:30:45,904
That's right.

520
00:30:45,971 --> 00:30:48,044
So it's about, it's about
understanding the curriculum.

521
00:30:48,111 --> 00:30:51,904
It's about understanding effective
pedagogy or effective instruction.

522
00:30:51,971 --> 00:30:57,971
and then being able to lean in and be
a lead teacher in that work.

523
00:30:58,531 --> 00:30:59,364
Well, there's

524
00:30:59,431 --> 00:31:02,034
And our principles are excited, I
would say, about it.

525
00:31:02,101 --> 00:31:06,044
I mean, many of them, um, I think
identify as instructional leaders
already,

526
00:31:06,111 --> 00:31:09,044
and they're really excited about this
idea of alignment,

527
00:31:09,111 --> 00:31:11,981
having a common vision, learning
together.

528
00:31:12,211 --> 00:31:15,214
Uh so just for example, we did an
exercise at our retreat where we

529
00:31:15,281 --> 00:31:18,574
looked at part of the framework we
have for effective instruction.

530
00:31:18,641 --> 00:31:20,604
And it's about intentionality. It's
purpose.

531
00:31:20,671 --> 00:31:24,144
It's one of the five dimensions in
the five dimensions in the University
of Washington framework.

532
00:31:24,211 --> 00:31:26,934
and we split up and we started to
define, what would you see

533
00:31:27,001 --> 00:31:30,274
if we saw this specific indicator in
a classroom.

534
00:31:30,341 --> 00:31:32,804
And so there was really, the room
came alive, people started

535
00:31:32,871 --> 00:31:36,164
discussing instructional practice.

536
00:31:36,231 --> 00:31:39,831
And that's how you build capacity,
connecting those ideas around the
framework.

537
00:31:41,353 --> 00:31:44,356
Well, their schedule allow them to be
in the classroom more?

538
00:31:44,423 --> 00:31:45,256
Is that?

539
00:31:45,323 --> 00:31:46,889
That is the goal. That is the goal.

540
00:31:46,956 --> 00:31:49,489
And they're as you know, principles
are often pulled

541
00:31:49,556 --> 00:31:50,749
in a lot of directions.

542
00:31:50,816 --> 00:31:53,529
And so the conversation we had as
recently as this morning

543
00:31:53,596 --> 00:31:57,089
was doing some goal setting around
that.

544
00:31:57,156 --> 00:31:59,609
And and Lindsey fairly made the point
that you have to build that

545
00:31:59,676 --> 00:32:02,959
into your schedule, you have to carve
out time and really

546
00:32:03,026 --> 00:32:06,349
be committed to saying I'm blocking
it this out,

547
00:32:06,416 --> 00:32:08,869
uh and and just making that a
priority.

548
00:32:08,936 --> 00:32:10,749
And I think it will be because

549
00:32:10,816 --> 00:32:13,199
then I'll be visiting them and asking
them about

550
00:32:13,266 --> 00:32:15,129
kind of what their classroom visits
have been like.

551
00:32:15,196 --> 00:32:16,969
So, it is attention, for sure.

552
00:32:17,036 --> 00:32:20,146
and we want to support them to be
able to have that time.

553
00:32:20,676 --> 00:32:22,009
That's great.

554
00:32:22,246 --> 00:32:25,439
When you say you have school-based
goals, is that by building?

555
00:32:25,506 --> 00:32:29,159
Is that what you mean by
school-based, not grade level or

556
00:32:29,226 --> 00:32:30,059
It is.

557
00:32:30,126 --> 00:32:33,052
So every year, uh I I principles
develop a school

558
00:32:33,119 --> 00:32:36,942
improvement plan in partnership with
their staff.

559
00:32:37,009 --> 00:32:38,752
And and that school improvement plan

560
00:32:38,819 --> 00:32:41,369
is is very specific about how they
want to get better.

561
00:32:41,499 --> 00:32:44,002
Sometimes that will drill down to
grade level,

562
00:32:44,069 --> 00:32:46,362
because they're looking at
performance,

563
00:32:46,429 --> 00:32:49,622
they're looking at the results of
students,

564
00:32:49,689 --> 00:32:52,082
And let's say we have um our results
from last spring

565
00:32:52,149 --> 00:32:55,152
and last year's second graders really
didn't perform

566
00:32:55,219 --> 00:32:58,469
very well in math.

567
00:32:58,619 --> 00:33:00,872
Well, as the school principal, I'm
really going to be thinking

568
00:33:00,939 --> 00:33:02,262
about them as third graders.

569
00:33:02,329 --> 00:33:04,742
And I'm going to be thinking about
what do we need to do specifically

570
00:33:04,809 --> 00:33:07,692
this year, particularly with that
cohort of students to support

571
00:33:07,759 --> 00:33:10,352
their learning in math because three
quarters of them did not

572
00:33:10,419 --> 00:33:12,332
meet the standard.

573
00:33:12,399 --> 00:33:14,662
So they do drill down and really look
at specific

574
00:33:14,729 --> 00:33:17,812
groups of students and grade levels,

575
00:33:17,879 --> 00:33:19,872
uh and then they set their goals and
those goals

576
00:33:19,939 --> 00:33:22,359
then align with this plan.

577
00:33:22,549 --> 00:33:23,882
Which is why with district goals.

578
00:33:23,949 --> 00:33:25,252
What's that? Which district goals?

579
00:33:25,319 --> 00:33:26,652
Right.

580
00:33:26,799 --> 00:33:27,632
Okay.

581
00:33:27,699 --> 00:33:29,032
Thank you.

582
00:33:33,889 --> 00:33:35,222
Any other questions?

583
00:33:36,609 --> 00:33:39,922
I just want you to keep on going, Dr.
Wenzel, and don't stop.

584
00:33:39,989 --> 00:33:40,862
Right.

585
00:33:40,929 --> 00:33:44,192
I'm I'm I'm really excited for our
staff to, uh,

586
00:33:44,259 --> 00:33:46,982
to get a glimpse of this, uh, on
Thursday.

587
00:33:47,049 --> 00:33:51,249
I think that'll be pretty powerful
and, uh, pretty awesome, so.

588
00:33:51,689 --> 00:33:53,022
Any other questions?

589
00:33:53,599 --> 00:33:54,702
Thank you.

590
00:33:54,769 --> 00:33:57,412
I I do want to call out that part of
the feedback from principles is

591
00:33:57,479 --> 00:34:01,212
that this is a little bit of a shift
in terms of um a slightly

592
00:34:01,279 --> 00:34:04,212
greater focus on state assessment
results

593
00:34:04,279 --> 00:34:06,649
and I'll be addressing that on
Thursday.

594
00:34:06,759 --> 00:34:09,722
I I think that, I first of all, I
understand that.

595
00:34:09,789 --> 00:34:11,982
I understand that there's a tension
in education between

596
00:34:12,049 --> 00:34:14,672
sort of a holistic approach to
student development

597
00:34:14,739 --> 00:34:17,872
and state assessments and I think I
think we all are aware

598
00:34:17,939 --> 00:34:20,112
of that tension.

599
00:34:20,179 --> 00:34:22,892
And the state assessment measures
what the state says students

600
00:34:22,959 --> 00:34:26,949
need to know and be able to do in
every grade level.

601
00:34:27,229 --> 00:34:28,512
And we need to pay attention to that.

602
00:34:28,579 --> 00:34:29,762
That's important.

603
00:34:29,829 --> 00:34:32,782
And so I think both things are true.
I think we want

604
00:34:32,849 --> 00:34:35,062
to celebrate uh teachers and the art
of teaching

605
00:34:35,129 --> 00:34:38,002
and their connections and
relationships,

606
00:34:38,069 --> 00:34:40,582
uh and so I'll I'll hopefully find
the right words to bridge that,

607
00:34:40,649 --> 00:34:43,582
but I do appreciate that this will be
new, a new focus

608
00:34:43,649 --> 00:34:46,649
for for some of the districts.

609
00:34:47,889 --> 00:34:49,142
What great goals.

610
00:34:49,209 --> 00:34:51,732
Thank you for all the effort. They're
only been on the job

611
00:34:51,799 --> 00:34:53,232
six weeks now?

612
00:34:53,299 --> 00:34:54,582
Jeez, thank you.

613
00:34:54,649 --> 00:34:57,169
There's a lot of time and effort you
put in, so.

614
00:34:57,239 --> 00:34:58,072
to the staff.

615
00:34:58,139 --> 00:34:58,972
And to you.

616
00:34:59,039 --> 00:35:00,398
A lot of support from the cabinet and
others.

617
00:35:00,465 --> 00:35:02,085
I know. I know.

618
00:35:02,175 --> 00:35:03,508
But thank you.

619
00:35:03,995 --> 00:35:05,348
All right. uh that uh

620
00:35:05,415 --> 00:35:08,968
that ends our section in the
communications in our agenda.

621
00:35:09,035 --> 00:35:13,098
Next is hearing of persons desiring
to address the board as a whole.

622
00:35:13,165 --> 00:35:16,688
Uh if you want to address the board,
there's blue cards outside.

623
00:35:16,755 --> 00:35:18,778
Uh this is a public comment portion
of the meeting.

624
00:35:18,845 --> 00:35:20,658
It gives the community members an
opportunity to address the board

625
00:35:20,725 --> 00:35:22,458
on matters related to the district.

626
00:35:22,525 --> 00:35:24,658
The board's role during this portion
is to listen.

627
00:35:24,725 --> 00:35:29,758
We typically do not engage back and
forth discussion or take action items
raised during public comment.

628
00:35:29,825 --> 00:35:32,225
Anyone public comment?

629
00:35:32,925 --> 00:35:34,098
Okay.

630
00:35:34,165 --> 00:35:36,558
Uh next, um is a big one.

631
00:35:36,625 --> 00:35:39,158
Um, it's our budget presentation,
hearing resolution.

632
00:35:39,225 --> 00:35:42,625
Next section of our agenda is the
district's annual budget.

633
00:35:42,725 --> 00:35:45,758
process for the 2026-2027 school
year.

634
00:35:45,825 --> 00:35:47,758
The section includes three steps.

635
00:35:47,825 --> 00:35:50,558
First, uh a presentation of the
proposed budget and provide an

636
00:35:50,625 --> 00:35:54,258
overview of the district's financial
plan for the coming year.

637
00:35:54,325 --> 00:35:59,758
Second, we will hold a public hearing
to provide an opportunity for public
comment on the proposed budget,

638
00:35:59,825 --> 00:36:03,058
and finally the board will consider
resolution 1182,

639
00:36:03,125 --> 00:36:07,225
which will formally adopt the
2026-2027 budget.

640
00:36:07,525 --> 00:36:09,725
All right. Time is yours.

641
00:36:09,925 --> 00:36:11,625
Thank you, Director Gamblin.

642
00:36:11,825 --> 00:36:17,058
Um, thank you for giving me this
opportunity. I'm excited to talk to
you today about the uh budget
adoption.

643
00:36:17,125 --> 00:36:20,058
We're able to meet last month uh for
an update, but as stated,

644
00:36:20,125 --> 00:36:23,858
we'll have an opportunity to look at
the budget together, the completed
budget

645
00:36:23,925 --> 00:36:28,225
and proposed budget for 26-27 for our
district.

646
00:36:28,325 --> 00:36:33,625
Um, and then of course, uh consider
it um for adoption through a
resolution in a moment.

647
00:36:33,925 --> 00:36:36,458
I want to start with the commitments.
We talked about this a month ago.

648
00:36:36,525 --> 00:36:39,758
Again, all the work that we are doing
in the business office and
specifically with our

649
00:36:39,825 --> 00:36:46,258
budget for 26-27 should really
support the work of these five
commitments that we have.

650
00:36:46,325 --> 00:36:51,558
not only student well-being, but
proficiency in both literacy and
math,

651
00:36:51,625 --> 00:36:54,758
as well as students on track for grad
and of how to move forward into the
world

652
00:36:54,825 --> 00:37:00,325
with the skills that we've supported
them and helped them uh develop.

653
00:37:00,725 --> 00:37:05,758
So, uh timeline wise, you remember
last month we were here in the budget
development update phase.

654
00:37:05,825 --> 00:37:09,258
We are uh here today for both the
hearing and board adoption.

655
00:37:09,325 --> 00:37:13,758
As a reminder, we started way back in
February with our enrollment
projections, um and working through

656
00:37:13,825 --> 00:37:19,825
it has been a long process as usual,
but it's a very important process
that we go through each year.

657
00:37:20,725 --> 00:37:26,458
I want to start by talking about the
five separate funds that make up our
budget for our school district.

658
00:37:26,525 --> 00:37:33,058
So the five funds are the general
fund. Remember, this is our primary
fund, um, the big one that we talk
about mostly.

659
00:37:33,125 --> 00:37:37,458
is our operating budget, day-to-day
uh operations of the district and
really delivering

660
00:37:37,525 --> 00:37:42,158
our educational services, our
education to students.

661
00:37:42,225 --> 00:37:44,758
all the components uh within that.

662
00:37:44,825 --> 00:37:49,558
Our capital projects fund, again,
it's used for really our school
facilities, our properties,

663
00:37:49,625 --> 00:37:52,258
uh any repairs, construction, things
of that,

664
00:37:52,325 --> 00:37:54,458
[clears throat] things of that
nature.

665
00:37:54,525 --> 00:37:55,958
And of course long-term
infrastructure.

666
00:37:56,025 --> 00:38:00,258
We use our capital projects fund to
be thinking forward about what is
going to be coming next, um,

667
00:38:00,325 --> 00:38:05,758
uh for capital and our capital
projects in our district. Our debt
service fund.

668
00:38:05,825 --> 00:38:09,258
This is related to the voter approved
district bonds, and it serves

669
00:38:09,325 --> 00:38:14,325
the payments of any long-term debt we
have through those bonds.

670
00:38:15,025 --> 00:38:17,558
Our ASD fund. Again, this is student
generated funds.

671
00:38:17,625 --> 00:38:24,258
These again support extra curricular
and student activities, all of those
amazing things that our students uh
can do.

672
00:38:24,325 --> 00:38:27,958
We want to make sure again,
athletics, clubs, events, cultural
activities, um some examples

673
00:38:28,025 --> 00:38:32,258
there for you, but our ASB fund
houses all of those monies.

674
00:38:32,325 --> 00:38:35,258
And then finally, transportation
vehicle fund.

675
00:38:35,325 --> 00:38:41,458
Uh this fund is pretty restricted. We
receive revenues through the
depreciation process through the
state.

676
00:38:41,525 --> 00:38:46,758
And then of course, we use those just
to pay for the purchase of buses, our
transportation fleet,

677
00:38:46,825 --> 00:38:50,258
as well as potentially major repairs
if needed.

678
00:38:50,325 --> 00:38:54,258
Um, we do have one other fund that's
not generally talked about. It's
called the Private Purpose Trust
Fund.

679
00:38:54,325 --> 00:39:00,258
And that is when families might want
a scholarship trust to be uh some
funds to be given to the district and
families often have a say

680
00:39:00,325 --> 00:39:05,258
in how they want that scholarship to
be distributed to students.

681
00:39:05,325 --> 00:39:10,258
We work with EHS on that. It's a much
smaller fund that we use, but it is
something that you may hear about.

682
00:39:10,325 --> 00:39:12,825
It's just not one of the five major
funds.

683
00:39:13,005 --> 00:39:18,825
Mr. budget briefly, can you uh
comment on where each of the dollars
come from that support those funds?

684
00:39:19,225 --> 00:39:20,558
The private purpose trust?

685
00:39:20,625 --> 00:39:23,825
No, these funds that are listed
there, where the money comes from.

686
00:39:24,325 --> 00:39:25,718
into those funds.

687
00:39:25,785 --> 00:39:31,758
Correct. Yeah. So, um, back to
general fund, so really the state
apportionment uh is the biggie and
we'll go over it here in a minute.

688
00:39:31,825 --> 00:39:35,758
Um, federal, federal dollars are
there as well, some federal funds.

689
00:39:35,825 --> 00:39:40,958
And then a large portion of the
general fund, a very important
portion is the educational programs
and operations levy

690
00:39:41,025 --> 00:39:44,758
that um our community has graciously
helped support us with for many
years.

691
00:39:44,825 --> 00:39:48,258
That generally makes up the revenues
of the general fund.

692
00:39:48,325 --> 00:39:49,958
Capital projects fund, that's a good
question.

693
00:39:50,025 --> 00:39:55,758
A lot of the funds in there, um, are
going to be made up of the technology
levy, our technology levy every year,

694
00:39:55,825 --> 00:39:58,758
those monies go into capital projects
because

695
00:39:58,825 --> 00:40:03,325
when we talk about our one-to-one
device program, our instruction

696
00:40:03,648 --> 00:40:05,391
normal technology tools, those are
capital investments.

697
00:40:05,458 --> 00:40:08,611
So the that levy, the tech levy lives
here,

698
00:40:08,678 --> 00:40:11,081
that's where revenues come in from
taxes every year.

699
00:40:11,148 --> 00:40:17,641
And then some biggies, especially
you'll see in this year's budget of
the revenues to construct the new
school.

700
00:40:17,708 --> 00:40:23,571
So from the land sale, from uh early
um procurement mitigation fees,

701
00:40:23,638 --> 00:40:26,261
and then also some state funding,
some scalp funding.

702
00:40:26,328 --> 00:40:31,051
Impact and mitigation fees, those
also go into there, um and there's
some interest as well.

703
00:40:31,118 --> 00:40:33,911
So those are the major pieces of cap
project fund.

704
00:40:33,978 --> 00:40:37,171
Um the debt service is um taxpayer
dollars.

705
00:40:37,238 --> 00:40:41,151
So remember, when we pass a bond, uh
the district we did that in 2015,

706
00:40:41,218 --> 00:40:45,341
we're about halfway through that
cycle, you remember we we refina- we
refinanced that

707
00:40:45,408 --> 00:40:48,801
because you can refinance at the 10
year or the halfway point of bond
payments.

708
00:40:48,868 --> 00:40:53,521
But when the um taxpayers or the uh
the voter approve uh bonds happen,

709
00:40:53,588 --> 00:40:59,021
then we can go right out to a bank
and we sell that to receive all of
those funds in the capital projects
immediately.

710
00:40:59,088 --> 00:41:03,541
We did that in 2015 to construct
whatever the bond was for

711
00:41:03,608 --> 00:41:09,751
and in our case last it was for the
modernization of the high school and
the construction of the Black
Elementary school.

712
00:41:09,818 --> 00:41:14,431
Uh once that happens, we need to
repay the principal and interest over
time

713
00:41:14,498 --> 00:41:19,191
from those uh those uh taxpayer
dollars that are levied every year
for that bond.

714
00:41:19,258 --> 00:41:24,621
So every year, taxpayer dollars are
coming in through that levy that was
passed, through the bond that was
passed,

715
00:41:24,688 --> 00:41:30,231
and then they're going out to repay
at about the same exact rate every
year, uh to repay that debt.

716
00:41:30,298 --> 00:41:36,421
And then ASB, a lot of that are
generated from um student activities.

717
00:41:36,488 --> 00:41:40,991
You have um ASP cards, you have a lot
of fundraisers at the ASP level.

718
00:41:41,058 --> 00:41:45,761
Um you have some fees associated with
athletic events or classes,

719
00:41:45,828 --> 00:41:50,721
those are the main uh fund generating
um uh revenues.

720
00:41:50,788 --> 00:41:57,101
And then transportation vehicles, as
I mentioned, it's that depreciation
schedule, the state every year,

721
00:41:57,168 --> 00:42:01,478
depending on where we're at with our
cycle, they fund money to for
purchase of of new buses.

722
00:42:02,028 --> 00:42:06,391
Um we'll jump into enrollment
projections, simply because
enrollment is the driver,

723
00:42:06,458 --> 00:42:09,531
as we've talked about before, of uh
our operation funding.

724
00:42:09,598 --> 00:42:13,681
So most of our general fund will
fluctuate based on our FTE.

725
00:42:13,748 --> 00:42:19,551
We uh are uh we have a unique
opportunity in our district, many
districts don't have increasing
enrollment.

726
00:42:19,618 --> 00:42:24,511
Um we see the drop in 2021 and then a
recovery over the next year and a
half to two years,

727
00:42:24,578 --> 00:42:27,751
and then since then we've been
steadily increasing our enrollment.

728
00:42:27,818 --> 00:42:32,591
We've talked before about um basing
this on uh full-time equivalent,

729
00:42:32,658 --> 00:42:38,571
so it's not a head count number, the
state doesn't look at your head count
and say, we're going to give you X
amount of dollars per head count.

730
00:42:38,638 --> 00:42:44,261
Because many students, especially the
high school level, have some partial
um partial time in the school day,

731
00:42:44,328 --> 00:42:48,011
and so all of those add up to a a a
percentage or an amount.

732
00:42:48,078 --> 00:42:50,841
And then we have this many full-time
equivalent students.

733
00:42:50,908 --> 00:42:57,908
These are our numbers, um the last
few years we have hit our projection
and gone a little bit over it in
terms of the average for the year.

734
00:42:57,998 --> 00:43:03,131
Um we we project we're projecting
again fairly conservatively for
growth again for this next year.

735
00:43:03,198 --> 00:43:08,161
Again, when we turn in these numbers,
the budgeted number we use for
enrollment

736
00:43:08,228 --> 00:43:10,831
drives the dollars that the state is
going to give us.

737
00:43:10,898 --> 00:43:16,591
And it all beginning in January,
remember it re-it they pay us for the
actual number of students.

738
00:43:16,658 --> 00:43:20,641
And if they paid us too much or too
little, they'll they'll make it right
for the rest of the year.

739
00:43:20,708 --> 00:43:25,521
So, it is important when creating a
budget that we're not too aggressive
in our enrollment projection,

740
00:43:25,588 --> 00:43:31,588
um because we want to be able to make
sure we can cover our expenses with
the projected amount at the end of
that.

741
00:43:32,238 --> 00:43:35,481
Um these next two slides look
specifically at the general funds.

742
00:43:35,548 --> 00:43:40,781
So down here, um you can see that
we're projecting an estimated
beginning fund balance of 11.5
million.

743
00:43:40,848 --> 00:43:45,231
That's about one to one and a half
million higher than we began 25 26.

744
00:43:45,298 --> 00:43:46,961
Um

745
00:43:47,028 --> 00:43:53,451
and so we will know for sure what
that beginning fund balance looks
like in about early November, late
October, early November,

746
00:43:53,518 --> 00:43:58,481
remember our 25 26 fiscal year ends
August 31st.

747
00:43:58,548 --> 00:44:04,661
And then we begin about a month and a
half process of closing the books,
right? All of the reconciliation that
takes place for all of our funds.

748
00:44:04,728 --> 00:44:10,151
And when once we turn those into the
ESD and OSPI, we have our actual
ending fund balance,

749
00:44:10,218 --> 00:44:13,711
which creates the beginning fund
balance for 2627.

750
00:44:13,778 --> 00:44:19,191
For revenues, we're projecting
$90,717,720.

751
00:44:19,258 --> 00:44:24,311
Our anticipated expenditures are
$89,351,841.

752
00:44:24,378 --> 00:44:29,761
Uh we are including in this um in
this um in this budget, just like we
did last year, an interfund transfer.

753
00:44:29,828 --> 00:44:35,591
Uh last year we had 1.5 million, we
did transfer that from general over
to capital projects.

754
00:44:35,658 --> 00:44:40,791
Um as you know, we didn't pass that
levy in early 2025, but we were able
to strategically

755
00:44:40,858 --> 00:44:45,001
take a lot of those projects that we
knew we needed to get to as a
district.

756
00:44:45,068 --> 00:44:49,791
Um really prioritize those projects,
uh often modify those projects a
little bit,

757
00:44:49,858 --> 00:44:52,141
um to make them more financially
feasible.

758
00:44:52,208 --> 00:44:57,101
But getting a lot of the work done,
some of the work that Dr. Winl um uh
spoke of earlier,

759
00:44:57,168 --> 00:45:00,998
um and a lot of the work we're doing
this summer through um

760
00:45:01,398 --> 00:45:03,578
Stream Britton and his team is

761
00:45:03,645 --> 00:45:06,198
really hitting, his teams are really
hitting at some of that work.

762
00:45:06,265 --> 00:45:10,978
And so, this, although we have it in
the budget, it remains to be seen

763
00:45:11,045 --> 00:45:13,338
as we go throughout the year, if we
are going to transfer that.

764
00:45:13,405 --> 00:45:17,588
So if something's in the budget in
terms of a transfer, it's not

765
00:45:17,655 --> 00:45:20,728
required that we transfer it, but
it's possible if this budget is
adopted.

766
00:45:20,795 --> 00:45:25,098
And so it's something we're going to
keep an eye on, depending on our
needs,

767
00:45:25,165 --> 00:45:26,958
depending on our fund balance.

768
00:45:27,025 --> 00:45:29,628
Given those, uh, expenditures and
transfers,

769
00:45:29,695 --> 00:45:35,658
uh, we would end up having a net gain
of about 300,000, 365,000

770
00:45:35,725 --> 00:45:38,905
in this budget for an estimated
ending fund balance.

771
00:45:39,355 --> 00:45:42,718
When we look at revenues, um, back to
kind of what we talked about a little
bit.

772
00:45:42,785 --> 00:45:46,338
Um, our major source of revenue is
that general state apportionment,

773
00:45:46,405 --> 00:45:48,638
kind of think of it as basic
education apportionment.

774
00:45:48,705 --> 00:45:52,258
Um, and then the next highest is the
state special

775
00:45:52,325 --> 00:45:53,818
purpose funding.

776
00:45:53,885 --> 00:45:58,588
Really a lot of that is state funding
around special education and other
programs.

777
00:45:58,655 --> 00:46:03,928
The federal special purpose is
smaller when you think of title
funds, some

778
00:46:03,995 --> 00:46:07,538
further special education funds, the
federal money is that's a

779
00:46:07,605 --> 00:46:09,335
smaller piece of the pie, but it is
still significant.

780
00:46:09,955 --> 00:46:13,768
Um, this is the portion we talked
about, the educational programs and
operations

781
00:46:13,835 --> 00:46:15,138
levy, that EP&O levy.

782
00:46:15,205 --> 00:46:18,908
As you can see, without that, we
would be, uh, it would be very
difficult.

783
00:46:18,975 --> 00:46:24,398
And so that's why it's important that
our districts and other districts
have

784
00:46:24,465 --> 00:46:27,555
that local support non-tax.

785
00:46:27,635 --> 00:46:31,048
Um, some of this is can be, some of
this can be interest gained,

786
00:46:31,115 --> 00:46:36,658
but most of it is things like, um,
could be rental fees that come in.

787
00:46:36,725 --> 00:46:39,688
It could be, uh, most of it is
actually food service fees.

788
00:46:39,755 --> 00:46:42,948
So schools that, uh, have paid for
lunch.

789
00:46:43,015 --> 00:46:45,758
A few of our elementary schools
don't. We have free lunch,

790
00:46:45,825 --> 00:46:50,788
um, this year, but many of our
schools and all of our secondary
schools have paid lunch.

791
00:46:50,855 --> 00:46:54,578
So throughout the year, all of those
lunch payments come in to

792
00:46:54,645 --> 00:46:57,058
[tap] pop by and procure the food.

793
00:46:57,125 --> 00:47:01,075
Um, and that is, uh, in the local
support non-tax.

794
00:47:01,395 --> 00:47:05,388
When we look at the expenditure side,
same numbers. We're just highlighting

795
00:47:05,455 --> 00:47:07,538
that 89 million anticipated
expenditure.

796
00:47:07,605 --> 00:47:10,668
And so we look at the pie a little
differently. The buckets changed.

797
00:47:10,735 --> 00:47:13,168
This is the money going out from our
general fund.

798
00:47:13,235 --> 00:47:17,168
The regular instruction or basic
education is our largest portion of
funding.

799
00:47:17,235 --> 00:47:20,328
Within each of these funding, each of
these pieces of the pie, you

800
00:47:20,395 --> 00:47:24,668
can think of the supplies, the
programs that are purchased,

801
00:47:24,735 --> 00:47:28,358
the um, instructional, um, expenses.
A lot of this is staffing.

802
00:47:28,425 --> 00:47:32,868
Each one of these, each one of these
pieces of the pie, it does include

803
00:47:32,935 --> 00:47:35,698
staffing for that area or that type
of service.

804
00:47:35,765 --> 00:47:39,058
So regular instruction, we have our
vocational education,

805
00:47:39,125 --> 00:47:40,748
which is our CTE instruction.

806
00:47:40,815 --> 00:47:46,398
Um, a lot of materials and supplies
as well in here, but again, um,
mostly staff and costs as well.

807
00:47:46,465 --> 00:47:48,798
Special education, same thing
applies.

808
00:47:48,865 --> 00:47:50,618
about 17%.

809
00:47:50,685 --> 00:47:55,268
And then our state and federal
programs, our title programs, our MLL
programs,

810
00:47:55,335 --> 00:47:58,148
things of that nature, cultural
program supports for students

811
00:47:58,215 --> 00:48:00,738
is in this bucket and then, um, our
support services.

812
00:48:00,805 --> 00:48:05,578
So think our operational support, um,
grounds, transportation, food
service,

813
00:48:05,645 --> 00:48:08,358
custodial, uh, support, staffing.

814
00:48:08,425 --> 00:48:10,668
and lots of supplies.

815
00:48:10,735 --> 00:48:15,438
In here we would also see things like
utilities, um, continually rising

816
00:48:15,505 --> 00:48:17,605
insurance rates, things of that
nature.

817
00:48:18,265 --> 00:48:20,628
Same calculation down here at the
bottom. We are projecting a

818
00:48:20,695 --> 00:48:26,285
slight gain, um, in our, um,
anticipated ending fund balance.

819
00:48:26,415 --> 00:48:27,728
Kyle, real quick, on the last slide.

820
00:48:27,795 --> 00:48:29,798
What would you, like, what's the
personnel, like?

821
00:48:29,865 --> 00:48:32,795
How much of this goes to people?

822
00:48:32,905 --> 00:48:37,508
Of all of this, about 83% of this
goes towards staffing, salary

823
00:48:37,575 --> 00:48:39,098
and benefits.

824
00:48:39,165 --> 00:48:40,575
Yeah, great question.

825
00:48:41,255 --> 00:48:45,028
And I would say, um, districts are
all pretty much between 80 and 85.

826
00:48:45,095 --> 00:48:48,228
I think in the past we've been up
closer to 84, 85.

827
00:48:48,295 --> 00:48:51,708
And we've really kind of worked hard,
I think, over time to get that number

828
00:48:51,775 --> 00:48:56,138
down, uh, a little because again, the
more capacity we can create,

829
00:48:56,205 --> 00:49:01,458
um, that's not staffing, allows us to
allows us to think through

830
00:49:01,525 --> 00:49:04,328
instruction and programs and supports
for students.

831
00:49:04,395 --> 00:49:08,728
Um, obviously the staffing component
is important because you want to make

832
00:49:08,795 --> 00:49:10,978
sure you're retaining your staff as
well as attracting staff as well.

833
00:49:11,045 --> 00:49:12,128
So it's finding that balance.

834
00:49:12,195 --> 00:49:13,528
Great question.

835
00:49:13,745 --> 00:49:17,618
Our EP&O levy, we project to collect
14,648,000.

836
00:49:17,685 --> 00:49:20,648
Again, this is for supporting
students, staff and school
operations.

837
00:49:20,715 --> 00:49:25,818
Um, you'll hear me say it time and
again, the importance of this support
we receive

838
00:49:25,885 --> 00:49:31,028
from our amazing community. But of
the EP&O funds, here's how we project
or

839
00:49:31,095 --> 00:49:32,468
plan to spend those funds.

840
00:49:32,535 --> 00:49:37,948
A lot of it goes to unfunded
salaries. We've talked quite a bit
before about,

841
00:49:38,015 --> 00:49:42,368
um, the state's funding model. And,
um, the state's funding model. And,
um, when we provide for students, we
we need

842
00:49:42,435 --> 00:49:47,158
to make sure we do that in a way
that, um, is a good balance of our
funds, but

843
00:49:47,225 --> 00:49:50,935
provides the supports and the
staffing needed to meet student
needs.

844
00:49:51,105 --> 00:49:55,678
Um, a lot of positions, especially in
classified, only about two-thirds of
our

845
00:49:55,745 --> 00:49:57,278
classified positions are funded by
the state.

846
00:49:57,345 --> 00:50:02,238
So, a lot of it goes there and then,
of it goes there and then, of course,
um, certificated staff as well.

847
00:50:02,305 --> 00:50:03,638
Uh, there are un-

848
00:50:03,710 --> 00:50:08,053
one positions there as well as um a
base level of funding.

849
00:50:08,120 --> 00:50:12,023
The state calls it the base level of
funding for staff, certificate to
staff.

850
00:50:12,090 --> 00:50:16,383
Anything above and beyond that, um
finding that balance of retaining
staff is important.

851
00:50:16,450 --> 00:50:20,250
That's that's. Only that model is
also tenure, correct, from the state.

852
00:50:20,840 --> 00:50:27,840
So they they base a a teacher and
their prototypical model from the
state will base off a tenure model,
right?

853
00:50:30,120 --> 00:50:34,193
Yeah, it's It is built in. Yeah.

854
00:50:34,260 --> 00:50:36,240
been in in our district.

855
00:50:36,550 --> 00:50:39,053
for well, we've had staff number
we've been here for 40 years.

856
00:50:39,120 --> 00:50:40,843
Yeah, we have. So.

857
00:50:40,910 --> 00:50:47,910
It's it is built in. They do have a
um they do have a base amount that
they provide for all certificated
staff.

858
00:50:48,660 --> 00:50:53,413
And then there's a multiplier for
your um for both regionalization,
meaning where you live in the state.

859
00:50:53,480 --> 00:50:58,593
There's higher costs, some areas uh
more than others, so they have a
multiplier for regionalization.

860
00:50:58,660 --> 00:51:03,093
And then a multiplier also for
tenure. Um they have scaled that
back.

861
00:51:03,160 --> 00:51:07,013
And so when we used to get as a
district, I would say four years ago,

862
00:51:07,080 --> 00:51:11,933
a a more of a bump because we have a
more of a bump because we have a more
experienced staff than some districts
nearby.

863
00:51:12,000 --> 00:51:18,330
Um most of that bump has gone away
because they've taken that part out
of the funding model for the most
part.

864
00:51:19,010 --> 00:51:25,880
Transportation and food service comes
in at about 13% of um this spending
out of the EP and O Levy dollars.

865
00:51:26,080 --> 00:51:28,613
Uh you have athletics activities and
fine arts.

866
00:51:28,680 --> 00:51:33,660
It's an important piece that we our
public knows, is one of the one of
the reasons we, um,

867
00:51:33,730 --> 00:51:35,963
they provide the EP and O Levy to us,
11%.

868
00:51:36,030 --> 00:51:43,030
Professional development, um
facilitators, mentorship, teacher
orientation, professional
development, opportunities and
classes about 10%.

869
00:51:43,780 --> 00:51:50,780
Um miscellaneous operations, as you
can see, we're going from kind of
highest to to the to the lowest
amount spent in the EP and O Levy.

870
00:51:52,650 --> 00:51:55,483
Safety and security, um very
important.

871
00:51:55,550 --> 00:52:01,163
Not just our resource officers, um
staffing, health room, critical
substitute, security cameras,

872
00:52:01,230 --> 00:52:04,633
um supervision throughout the year of
those pieces.

873
00:52:04,700 --> 00:52:10,673
student support services and uh early
learning uh there at 6% and 3%.

874
00:52:10,740 --> 00:52:14,653
Again, this is the projected amount,
every year it changes a little bit
depending on our need.

875
00:52:14,720 --> 00:52:20,153
But we know that it is important that
we know that it is important that we
when we go out for the leby and we
talk about the needs,

876
00:52:20,220 --> 00:52:27,220
and we talk about these things, we
always want to be checking in as well
and doing a look back at the end of
the year of where did our spending
go? Does this shift a little bit and
if so, how can we talk about it and
explain it?

877
00:52:31,240 --> 00:52:37,083
I want to, um, I want to talk briefly
about something that Dr. Winse was
sharing earlier is,

878
00:52:37,150 --> 00:52:44,150
um, the district improvement plans.
And while I don't have them written
out in detail, um, here are our major
themes, math outcomes, literacy
outcomes, graduation rates,
attendance, and then, of course,
Evergreen Elementary.

879
00:52:48,630 --> 00:52:55,630
And as was referenced, we want to
make sure that when we work through
not only our expenditures and looking
throughout the year formatively at
what we're spending on,

880
00:52:59,100 --> 00:53:05,100
but when we create a budget, uh we
want to be thinking about now how to
how to help support these goals.

881
00:53:05,460 --> 00:53:10,293
And this is not all encompassing, but
these are just a few topics, a few
bullets there of how we are

882
00:53:10,360 --> 00:53:16,373
already working on aligning our
budget with our improvement goals as
a district.

883
00:53:16,440 --> 00:53:19,743
So a few up here, they're related to
staffing and instruction.

884
00:53:19,810 --> 00:53:26,810
We had that, we had the instructional
leadership realignment, as was
referenced, we now have a director of
secondary education and a director of
elementary education.

885
00:53:27,580 --> 00:53:34,313
This was accomplished by, um, not
hiring a deputy superintendent, but
replacing the deputy superintendent
with one of these positions.

886
00:53:34,380 --> 00:53:41,380
That was an important shift for our
system and it's really exciting to
see, um, what's already happening in
our system because of that decision
and that shift, um, led by Dr. Winse.

887
00:53:43,620 --> 00:53:48,013
Uh, instructional technology support.
So we are adding also an
instructional technology Tosa.

888
00:53:48,080 --> 00:53:55,080
As you can see, really, it's going to
be strengthening implementation and
support for not only our tech
systems, but really classroom
practices as well.

889
00:53:55,700 --> 00:54:02,303
Uh, I know our community loves
acronyms, can you uh remind our
community what a Tosa is?

890
00:54:02,370 --> 00:54:06,483
Yeah, Tosa is usually certificated
staff and it stands for teacher on
special assignment.

891
00:54:06,550 --> 00:54:13,550
pretty kind of a generic term for
someone that's not in the classroom
as a as an instructor with, you know,
25, 27 kids, um but on a special
assignment really meeting the need
more broadly.

892
00:54:16,670 --> 00:54:20,463
Are they going to be assigned from in
staff already in district?

893
00:54:20,530 --> 00:54:23,083
We're we're posted and interviewing
this week.

894
00:54:23,150 --> 00:54:23,993
Okay.

895
00:54:24,060 --> 00:54:25,843
So we'll look at both internal and
external.

896
00:54:25,910 --> 00:54:27,723
So the the an additional add.

897
00:54:27,790 --> 00:54:28,623
Yeah.

898
00:54:28,690 --> 00:54:35,690
And then just intentional ESA
support, continuing continued
investment in our ESAs, our
educational staff associates.

899
00:54:35,963 --> 00:54:42,446
Um really providing that academic,
behavioral, social, emotional
support. So we have a lot of staff
that play a very, very important
role.

900
00:54:42,513 --> 00:54:49,513
psychologists, counselors, other
support staff across the district to
really help us get get places in all
of these areas that um we want to
continue to invest in.

901
00:54:52,433 --> 00:54:55,383
As far as programs and other
supports, just kind of in general,

902
00:54:55,503 --> 00:55:02,503
being mindful about continuing our
investment in interventions,
learning, curriculum, all of these
things that will help these outcomes.

903
00:55:03,644 --> 00:55:04,860
we're going to be mindful of

904
00:55:04,927 --> 00:55:05,760
what that looks like

905
00:55:05,827 --> 00:55:07,056
and create some capacity to

906
00:55:07,123 --> 00:55:08,890
make sure those things can happen.

907
00:55:09,400 --> 00:55:12,136
Uh, balance long-term investment.

908
00:55:12,203 --> 00:55:13,586
We also want to continue

909
00:55:13,653 --> 00:55:15,746
finding those opportunities to
strengthen teaching and learning,

910
00:55:15,813 --> 00:55:17,956
but we need to make sure we balance
those investments because uh with

911
00:55:18,023 --> 00:55:21,870
staffing school operations and future
needs.

912
00:55:22,090 --> 00:55:25,316
Um, when we think about Evergreen
elementary as a goal,

913
00:55:25,383 --> 00:55:29,643
we want to make sure that we're
planning forward for that.

914
00:55:29,710 --> 00:55:31,986
Uh, there are costs to that. There
are operational costs,

915
00:55:32,053 --> 00:55:36,056
um, a lot of it in staffing and, and,
and utilities,

916
00:55:36,123 --> 00:55:38,896
insurance, all of those things will
increase slightly.

917
00:55:38,963 --> 00:55:40,126
Um, but there are going to be costs

918
00:55:40,193 --> 00:55:42,426
associated when we open the doors of
that school.

919
00:55:42,493 --> 00:55:44,476
And so it's something we want to be
mindful about

920
00:55:44,543 --> 00:55:47,176
as we balance having the capacity to
do some great things for

921
00:55:47,243 --> 00:55:49,256
instruction and students.

922
00:55:49,323 --> 00:55:51,896
And then also being cognizant of what
it's going to look like to

923
00:55:51,963 --> 00:55:53,652
open a new school.

924
00:55:53,719 --> 00:55:55,545
I just want to jump in with one
thought on this slide because

925
00:55:55,612 --> 00:55:56,832
I think this is important.

926
00:55:56,899 --> 00:56:00,232
We say that a budget is a value
statement,

927
00:56:00,299 --> 00:56:01,895
Right? This is where we're spending
our money,

928
00:56:01,962 --> 00:56:03,679
this is what we believe in.

929
00:56:04,219 --> 00:56:06,385
And so, I, I would love us to get

930
00:56:06,452 --> 00:56:09,215
as we put our heads together and look
at strategically

931
00:56:09,282 --> 00:56:12,535
at the district and continue to
refine our efforts.

932
00:56:12,602 --> 00:56:15,455
I think this conversation about how
we're aligning those resources to

933
00:56:15,522 --> 00:56:18,879
get the better outcomes we're looking
for as

934
00:56:19,279 --> 00:56:23,025
uh as listed above is just a really
important conversation.

935
00:56:23,092 --> 00:56:25,585
And I think that's where you can kind
of push and interrogate

936
00:56:25,652 --> 00:56:28,055
and ask what impact will this have on
some of these goals that we've

937
00:56:28,122 --> 00:56:31,162
set, and that helps us get further
aligned.

938
00:56:31,229 --> 00:56:34,545
So, I think it's appreciate you
showing what that looks like and

939
00:56:34,612 --> 00:56:36,902
want to celebrate that.

940
00:56:36,969 --> 00:56:39,355
And I'm excited because this is, um,

941
00:56:39,422 --> 00:56:43,915
well, these are the things that we
start to see taking shape in this

942
00:56:43,982 --> 00:56:46,199
new budget.

943
00:56:46,419 --> 00:56:48,955
Um, we're, you know, as you
mentioned, we're kind of six

944
00:56:49,022 --> 00:56:52,445
weeks in to, to a new vision and a
new structure,

945
00:56:52,512 --> 00:56:55,935
and um, I'm excited about this being
a continual process and

946
00:56:56,002 --> 00:56:59,265
as we go through the year refining it
for the 27, 28 budget,

947
00:56:59,332 --> 00:57:01,349
um, and and planning things as well.

948
00:57:01,809 --> 00:57:05,375
Okay, so I'm going to ask a question
about and it might be to you or to
you.

949
00:57:05,442 --> 00:57:09,062
Well the tech toss that be helping
with math and literacy outcomes?

950
00:57:09,129 --> 00:57:10,232
That's the intention.

951
00:57:10,299 --> 00:57:14,155
So we've explicitly had that
conversation about how do we link

952
00:57:14,222 --> 00:57:18,959
that role very specifically to some
of the outcomes we have listed and so

953
00:57:19,149 --> 00:57:20,012
that's our goal.

954
00:57:20,079 --> 00:57:21,479
Okay, okay, perfect.

955
00:57:21,749 --> 00:57:25,529
I just want to add just for
clarification for our community.

956
00:57:25,809 --> 00:57:28,035
Uh, teachers on special assignment,

957
00:57:28,102 --> 00:57:31,665
um, historically our district is, is
compared to other districts of

958
00:57:31,732 --> 00:57:36,995
size, we have very, very few Tosas
compared to other districts.

959
00:57:37,062 --> 00:57:39,062
and

960
00:57:39,129 --> 00:57:41,855
I think a lot of times our community
gets caught up in the admin costs

961
00:57:41,922 --> 00:57:46,155
of things and when you start adding
in districts and looking at their

962
00:57:46,222 --> 00:57:48,875
other district budgets

963
00:57:48,942 --> 00:57:52,435
and you start looking at the use of
their Tosas, which then goes

964
00:57:52,502 --> 00:57:56,439
and it kind of hides a little bit of
their admin budget.

965
00:57:56,669 --> 00:58:00,215
So just historically, yes, we're
adding a Tosa, but it's

966
00:58:00,282 --> 00:58:03,645
we're actually far behind in how many
Tosas we have compared to

967
00:58:03,712 --> 00:58:05,852
other districts.

968
00:58:05,919 --> 00:58:08,715
Not saying that there is a benchmark
of use of Tosas,

969
00:58:08,782 --> 00:58:11,055
but I just wanted to make sure that
we kind of just

970
00:58:11,122 --> 00:58:14,612
kind of when we want to compare
Apples to apples.

971
00:58:14,679 --> 00:58:16,962
Just, just to draw that up very
quickly.

972
00:58:17,029 --> 00:58:20,872
A Tosa in some districts is also
called an instructional coach.

973
00:58:20,939 --> 00:58:23,715
And these are people who are experts
in a specific part of

974
00:58:23,782 --> 00:58:28,055
teaching and learning who work with
teachers to co-teach, to look at

975
00:58:28,122 --> 00:58:31,315
lessons, to give them feedback in
partnership with the principal

976
00:58:31,382 --> 00:58:34,625
and they're embedded in the system to
be instructional experts who can

977
00:58:34,692 --> 00:58:36,979
help people get better.

978
00:58:37,319 --> 00:58:39,985
And so, the research suggests that
it's an effective mechanism

979
00:58:40,052 --> 00:58:42,592
to improve teaching and learning.

980
00:58:42,659 --> 00:58:45,355
And so, I'm, I'm celebrating that
we're moving in that

981
00:58:45,422 --> 00:58:47,205
direction with this role.

982
00:58:47,272 --> 00:58:49,895
And I think in the future, there can
be a good conversation about

983
00:58:49,962 --> 00:58:52,425
is there more opportunity in
mathematics, in English language

984
00:58:52,492 --> 00:58:56,912
arts to try to build that expertise
within the system.

985
00:58:56,979 --> 00:59:00,162
Is that person focused specifically
in elementary or

986
00:59:00,229 --> 00:59:04,235
So, it can be. We've defined this
role as a K-12 role because it's

987
00:59:04,302 --> 00:59:07,515
just one person within an admittedly
wide scope.

988
00:59:07,582 --> 00:59:10,335
And so we are going to have some
focused conversations, uh,

989
00:59:10,402 --> 00:59:14,075
this year about how to leverage that
position because it is a wide scope

990
00:59:14,142 --> 00:59:17,092
for impact.

991
00:59:17,159 --> 00:59:19,495
So often it is elementary secondary,
but this year we went,

992
00:59:19,562 --> 00:59:23,055
we didn't want to limit ourselves
because we wanted this person to be

993
00:59:23,122 --> 00:59:25,815
able to engage uh with all schools,

994
00:59:25,882 --> 00:59:28,665
but but I think the challenge there
is to make sure that we've got it

995
00:59:28,732 --> 00:59:31,519
well defined so that we can show
impact.

996
00:59:37,029 --> 00:59:39,995
All right, along those lines, you you
did hear I know I threw all the

997
00:59:40,062 --> 00:59:42,395
data up and it's hard not to look at,
but I do want to say,

998
00:59:42,462 --> 00:59:44,765
you've heard about the peer
districts. Um, you've heard Dr.

999
00:59:44,832 --> 00:59:47,805
Wenzl talk about, um, having, uh,

1000
00:59:47,872 --> 00:59:51,015
finding a a cohort group or a peer
group that actually is very similar

1001
00:59:51,082 --> 00:59:54,089
to us in many ways as a district.

1002
00:59:54,299 --> 00:59:56,749
Uh, what was talked about before was
on the instructional side.

1003
00:59:57,079 --> 00:59:59,335
Um, thinking about our goals in terms
of student proficiency and

1004
00:59:59,402 --> 01:00:01,749
student growth.

1005
01:00:02,359 --> 01:00:03,810
Um, it also has a lot of

1006
01:00:03,877 --> 01:00:05,920
great. Uh, it's a great resource for
us

1007
01:00:05,987 --> 01:00:09,670
to do some comparisons on the
financial site as well.

1008
01:00:09,737 --> 01:00:12,340
So, um, this is a list of these peer
groups

1009
01:00:12,407 --> 01:00:15,077
or a peer cohort.

1010
01:00:15,347 --> 01:00:18,460
I have a note here that when we
identified these peer districts,

1011
01:00:18,527 --> 01:00:21,180
the work that was done by the team to
really hone in on

1012
01:00:21,247 --> 01:00:23,270
out of 295 districts in the state,

1013
01:00:23,337 --> 01:00:25,780
who would be a great, which group
would be a great

1014
01:00:25,847 --> 01:00:29,067
comparison set, which districts
should be in this cohort group.

1015
01:00:29,187 --> 01:00:31,950
And this was, um, based on some of
the things you see up here,

1016
01:00:32,017 --> 01:00:35,157
but also factors such as low income
rates.

1017
01:00:35,547 --> 01:00:38,230
It's not shown, but all of these
districts have between

1018
01:00:38,297 --> 01:00:42,997
32% and 36% free and reduced rate or
low income rate.

1019
01:00:43,107 --> 01:00:45,090
And there's a direct correlation
between low income

1020
01:00:45,157 --> 01:00:47,427
or poverty and student achievement.

1021
01:00:47,494 --> 01:00:50,910
So it's important that we're not just
taking any district across the state

1022
01:00:50,977 --> 01:00:53,500
that might have a very low poverty
rate or a very high

1023
01:00:53,567 --> 01:00:56,010
low income poverty rate

1024
01:00:56,077 --> 01:00:58,750
and thinking that we're a match with
them.

1025
01:00:58,817 --> 01:01:00,590
Um, in many ways. We might be, but
not in terms of trying

1026
01:01:00,657 --> 01:01:03,817
to get us dialed in as we can about
this peer group.

1027
01:01:03,917 --> 01:01:07,810
Another one is ELL or MLL, so English
language learner, multi-langu
learners.

1028
01:01:07,877 --> 01:01:13,920
Um, the 3% to 12%, there's a really
wide range across the state of uh,
ELL, um, learners.

1029
01:01:13,987 --> 01:01:17,090
And so all of these are fairly close
between 3 and 12%.

1030
01:01:17,157 --> 01:01:20,730
And then of course, enrollment as you
see between 2500 and 12,000.

1031
01:01:20,797 --> 01:01:22,990
Um, while this may seem kind of
broad,

1032
01:01:23,057 --> 01:01:27,040
they're all, we're all kind of
considered small to medium-sized
districts.

1033
01:01:27,107 --> 01:01:29,877
There's no, there's no real good
reason to compare

1034
01:01:29,944 --> 01:01:32,977
ourselves with a Skyhomish, a very
small district

1035
01:01:33,044 --> 01:01:35,590
because that their structure is very
different.

1036
01:01:35,657 --> 01:01:38,870
Um, the same goes for a Lake
Washington or Seattle, right?

1037
01:01:38,937 --> 01:01:40,910
It it's we might have some
similarities here,

1038
01:01:40,977 --> 01:01:43,930
but being a district that large in
size is not going to compare

1039
01:01:43,997 --> 01:01:47,730
to some of our kind of medium, small,
medium sizes of a district.

1040
01:01:47,797 --> 01:01:50,910
So that's these are some of the
reasons that this peer cohort became
very close

1041
01:01:50,977 --> 01:01:55,197
in metrics to ours.

1042
01:01:55,377 --> 01:01:58,200
And so, um, what we want to focus on
right now for this presentation is
just

1043
01:01:58,267 --> 01:02:02,440
taking a quick snapshot of our per
student spending comparison

1044
01:02:02,507 --> 01:02:04,957
and that fiscal column right here.

1045
01:02:05,117 --> 01:02:08,630
Um, and it's often a question amongst
the community, especially

1046
01:02:08,697 --> 01:02:12,100
when we go out to support, when we
ask for support on our levies.

1047
01:02:12,167 --> 01:02:14,120
It's, well, how are you, how are you
doing spending money?

1048
01:02:14,187 --> 01:02:16,870
And is it, are you spending too much
or or not enough?

1049
01:02:16,937 --> 01:02:19,800
And, um, we are right there, when we
look on a per student basis,

1050
01:02:19,867 --> 01:02:23,390
we continue to be right in line with
spending compared to our identified
peer districts,

1051
01:02:23,457 --> 01:02:27,050
in fact, a little bit less on the per
student amount.

1052
01:02:27,117 --> 01:02:31,517
The average is about 18,250 per
student.

1053
01:02:31,697 --> 01:02:35,540
uh, annually, and so we fall just
underneath that.

1054
01:02:35,607 --> 01:02:36,790
So this is an important thing to look
at.

1055
01:02:36,857 --> 01:02:38,860
You can think of it a couple ways.
One, we want to make sure

1056
01:02:38,927 --> 01:02:42,330
we're not spending outspending all of
these districts,

1057
01:02:42,397 --> 01:02:45,537
especially if our achievement isn't
matching that spending, right?

1058
01:02:45,817 --> 01:02:50,990
But also if you're too far low, if
you're too far low, if you're too far
down, it also says something about
priorities.

1059
01:02:51,057 --> 01:02:54,370
And so I think this is a time, this
next year in two years, we can really
start to work on

1060
01:02:54,437 --> 01:02:56,320
what that alignment is,

1061
01:02:56,387 --> 01:02:57,740
what that balance is,

1062
01:02:57,807 --> 01:03:00,700
so that as we continue to find the
right ways to spend

1063
01:03:00,767 --> 01:03:04,580
and to invest in learning and
instruction.

1064
01:03:04,647 --> 01:03:06,570
Um, we should also be cognizant and
aware of

1065
01:03:06,637 --> 01:03:09,040
of how we're matching up with these
other districts

1066
01:03:09,107 --> 01:03:12,150
as we also look at their their
learning and their test scores.

1067
01:03:12,217 --> 01:03:16,320
Another interesting component here is
the students per FTE. So think of
this as

1068
01:03:16,387 --> 01:03:21,270
staff FTE, so for each staff member,
how many students are they in charge
of?

1069
01:03:21,337 --> 01:03:25,610
Now we know it's not, it's not you
have nine students and it's just the
one person.

1070
01:03:25,677 --> 01:03:30,490
It's, it's all comprehensive, but
it's all comprehensive, but it's just
a good snapshot of, um, of that.

1071
01:03:30,557 --> 01:03:33,820
And so we can see here that not only
do we have a little bit, um, you
know, lower than average

1072
01:03:33,887 --> 01:03:36,800
on the per student spending,

1073
01:03:36,867 --> 01:03:40,580
but we also have a a little bit
better ratio than some of these
districts here, slightly

1074
01:03:40,647 --> 01:03:43,620
on a supporting students basis.

1075
01:03:43,687 --> 01:03:46,500
So, you know, these are metrics that
don't tell the whole story,

1076
01:03:46,567 --> 01:03:51,590
but they, they inform us about our
current state and where we want to
move.

1077
01:03:51,657 --> 01:03:55,170
So that dollars per student would be
taking the total revenues divided by

1078
01:03:55,237 --> 01:03:59,040
full time equivalence.

1079
01:03:59,107 --> 01:04:02,730
Yeah, uh, total expenditures divided
by the full-time equivalence.

1080
01:04:02,797 --> 01:04:08,047
because it's just that this is about,
um, uh, yeah, the amount we spend per
student. Exactly though.

1081
01:04:09,247 --> 01:04:13,210
Um, we want to continue to leverage
the this data to analyze our
expenditures, um,

1082
01:04:13,277 --> 01:04:16,250
and our staffing including central
office comparisons.

1083
01:04:16,317 --> 01:04:20,420
We talked about that a little bit,
um, Director Gamlin, you, you
referenced it, it's it's

1084
01:04:20,487 --> 01:04:23,780
an important thing that we are aware
of and we look at.

1085
01:04:23,847 --> 01:04:26,110
Um, we're not going to match Apples
to Apples a lot of the time,

1086
01:04:26,177 --> 01:04:29,197
but it is something we need to be
aware of and be watching.

1087
01:04:29,347 --> 01:04:32,510
Uh, and then, you know, Dr. Winsel
has really led us into making sure
we're

1088
01:04:32,577 --> 01:04:35,500
emphasizing operational efficiency
and then having a

1089
01:04:35,567 --> 01:04:37,560
focus on student learning.

1090
01:04:37,627 --> 01:04:40,180
I mean, that's what we're you're
going to be hearing again and again,

1091
01:04:40,247 --> 01:04:42,916
and that's uh, that's part of what
we're showing here.

1092
01:04:42,983 --> 01:04:49,716
Has this been increasing over the
years um, a lot due to more kids
needing special services?

1093
01:04:49,783 --> 01:04:50,616
Yeah.

1094
01:04:50,683 --> 01:04:53,616
Um, I don't have the exact number,
but if we were to look back five,
eight, 10 years ago,

1095
01:04:53,683 --> 01:04:56,996
you know, the first student spending
would have been less.

1096
01:04:57,063 --> 01:04:58,986
So it it is it is moving up,

1097
01:04:59,053 --> 01:05:03,850
um, some of it is, um, some of it is
required by law.

1098
01:05:03,917 --> 01:05:10,917
we need to be spending on some of
these needs and and it's admirable,

1099
01:05:11,824 --> 01:05:12,657
it's great. We want to make sure
we're providing those services, but

1100
01:05:12,724 --> 01:05:13,557
the services are also getting a lot
more expensive.

1101
01:05:13,624 --> 01:05:20,060
Um, but when you think about
insurance rates, our our insurance um
for 26, 27 went up about 40%.

1102
01:05:20,127 --> 01:05:25,190
And that's in line that's less than
quite a few of the districts because
we have a a better rating than many

1103
01:05:25,257 --> 01:05:28,940
districts. But um, things like
utilities and insurance also drive
this up.

1104
01:05:29,007 --> 01:05:36,007
And if you look over the past 10
years, a little more stable, and then
now it's just having a lot of
increase in the last three or four
years. That's part of this as well.

1105
01:05:39,587 --> 01:05:42,400
All right, we're going to take a
quick look at the last four funds.

1106
01:05:42,467 --> 01:05:47,890
So we talked about general. This is
our capital. We already talked a
little bit about where a lot of these
revenues come from.

1107
01:05:47,957 --> 01:05:54,610
This this is a much larger revenue
and expenditure total than we have
looked at in the past.

1108
01:05:54,677 --> 01:06:01,010
We've been around 7 to 10 million
thinking about mitigation fees that
might come in especially from the
Tinn Trails development,

1109
01:06:01,077 --> 01:06:08,077
thinking about our two to two and a
half million tech levy, but uh we've
not been up in this range for quite a
long time. And that is directly
related to the school construction.

1110
01:06:11,227 --> 01:06:17,047
So as we receive impact and
mitigation, as we receive all of
those sources of construction funding
that we talked about,

1111
01:06:17,177 --> 01:06:20,517
uh we're anticipating revenues of
about 67 million.

1112
01:06:21,017 --> 01:06:27,130
Um, as uh Kyle, can you just, can you
recap how that that funds are coming
in and

1113
01:06:27,197 --> 01:06:29,880
the land sale and please explain
that.

1114
01:06:29,947 --> 01:06:33,770
Uh, the $40 million comes from the
land sale, that one larger site

1115
01:06:33,837 --> 01:06:38,530
that we have agreed to to sell back
to to sell back to Black Diamond LLC,
which is Oak Point.

1116
01:06:38,597 --> 01:06:42,990
Um, and that transaction will
finalize here, uh mid-September when

1117
01:06:43,057 --> 01:06:49,460
the um, probably late September, if
the um, probably late September, if
the building permit is issued in
mid-September as it is scheduled to
be.

1118
01:06:49,527 --> 01:06:52,640
Um, and then once we receive that 40
million,

1119
01:06:52,707 --> 01:06:59,707
that will really enable us to uh to
uh to uh pay our expenses for the
construction for most of 26, 27.

1120
01:07:01,897 --> 01:07:05,500
But as we get into the midway point
of the fiscal year in 26, 27,

1121
01:07:05,567 --> 01:07:12,567
we will then rely on that second
financing agreement that we entered
into with Oak Point, which is up to
25 million in mitigation fees.

1122
01:07:13,807 --> 01:07:17,510
essentially a loan or a borrowing of
those mitigation fees that would
really have come to us,

1123
01:07:17,577 --> 01:07:22,300
maybe in five, six, seven, eight
years, further down the road,

1124
01:07:22,367 --> 01:07:26,140
but we will be able to borrow them up
front, and then they will be uh paid
back when

1125
01:07:26,207 --> 01:07:31,370
when developers, uh when construction
happens and sub- developers are able
to

1126
01:07:31,437 --> 01:07:34,980
uh pay those mitigation fees in the
future instead of coming to us.

1127
01:07:35,047 --> 01:07:37,130
They will go back to Oak Point.

1128
01:07:37,197 --> 01:07:42,990
Again, the beauty though is if for
any reason those mitigation fees do
not come in from the developers,

1129
01:07:43,057 --> 01:07:50,057
we are not responsible for paying
back any portion of that 25 million
that is not paid for, which is a huge
bonus for us.

1130
01:07:50,257 --> 01:07:55,500
Um, but there's a risk that Oak Point
was willing to take, and that is part
of the structure that agreement.

1131
01:07:55,567 --> 01:08:01,010
So the 40, the 25, including an extra
3 million, um given by Oak Point for

1132
01:08:01,077 --> 01:08:07,620
the recreational facilities on that
site, they have two beautiful fields
up there. We have a large soccer
field and a baseball field,

1133
01:08:07,687 --> 01:08:10,460
uh uh being constructed as well on
that site.

1134
01:08:10,527 --> 01:08:17,190
And then finally, there will be some
state construction assistance
funding, Scap funding, um that we
will receive from the state as well.

1135
01:08:17,257 --> 01:08:19,660
And that um part of that is
encompassed in here.

1136
01:08:19,727 --> 01:08:24,800
Some of this we won't receive until
September, October, November of the
following fiscal year,

1137
01:08:24,867 --> 01:08:28,590
so it's not really calculated into
what those revenues are.

1138
01:08:28,657 --> 01:08:32,840
And then about a similar amount, we
are expected to go out the door.

1139
01:08:32,907 --> 01:08:36,910
I could see it maybe being only 55,
60 at that moment,

1140
01:08:36,977 --> 01:08:42,357
but we want to make sure we put the
capacity in there to make those
expenditures balanced with our
revenues.

1141
01:08:42,467 --> 01:08:47,390
And if we don't pay it then, we'll be
paying it out from September to
December in that following year.

1142
01:08:47,457 --> 01:08:50,237
But um we want to create that
capacity as well.

1143
01:08:50,787 --> 01:08:53,900
Um, additions and repairs, similar to
the things that are going on.

1144
01:08:53,967 --> 01:09:00,967
Um, that's about how much money
maximum we would be able to spend on
that and that is even anticipating if
we did transfer the million dollars
over from general fund.

1145
01:09:03,427 --> 01:09:07,330
And then um this really is directly
directly directly related to our
technology levy,

1146
01:09:07,397 --> 01:09:12,700
spending out what we receive in the
tech levy for equipment purchases, um
one one to one devices,

1147
01:09:12,767 --> 01:09:15,657
teacher, teacher devices, etcetera.

1148
01:09:18,557 --> 01:09:21,020
Our debt service fund, um this is
really dictated.

1149
01:09:21,087 --> 01:09:26,550
Uh, we get support from uh usually
Piper Sandler, our financing um
support group.

1150
01:09:26,617 --> 01:09:31,830
And they uh really help us understand
exactly how much we should be levying
each year for

1151
01:09:31,897 --> 01:09:37,370
uh from taxpayers to pay back our
debt service fund as we talked about.

1152
01:09:37,437 --> 01:09:40,550
And so we'll be receiving, we expect
to receive just over 5 million in
taxes.

1153
01:09:40,617 --> 01:09:45,800
And then paying out a similar amount
in both the bond payments and the
interest, um

1154
01:09:45,867 --> 01:09:52,867
and then leaving our ending fund
balance similar from 3.12 million to
3.2 2 million as an ending fund
balance.

1155
01:09:54,777 --> 01:10:00,390
Um, the ASB fund. We talked about a
lot of these ways money is received
into the ASB fund.

1156
01:10:00,457 --> 01:10:04,544
These are potential expenditures.
This you can see here, we're trying
to to spend

1157
01:10:04,611 --> 01:10:06,971
down. This will be highly um,

1158
01:10:07,051 --> 01:10:10,704
well, this will be dictated upon,

1159
01:10:10,771 --> 01:10:12,574
you know, whether the clubs really
are able to go out and do a lot

1160
01:10:12,641 --> 01:10:14,791
of the activities that they plan on
doing. Um.

1161
01:10:15,991 --> 01:10:18,754
General general student body
spending, athletics, classes,

1162
01:10:18,821 --> 01:10:22,124
um, it's not likely that

1163
01:10:22,191 --> 01:10:25,074
all of this will happen in one year,
but we also want to create a plan

1164
01:10:25,141 --> 01:10:27,054
that enables or allows students to
spend down.

1165
01:10:27,121 --> 01:10:29,624
We've talked in the past a little bit
about overtime needing to

1166
01:10:29,691 --> 01:10:33,394
spend down our ASB fund and so that
is the plan.

1167
01:10:33,461 --> 01:10:35,864
as well. Most of that is at the high
school level,

1168
01:10:35,931 --> 01:10:38,804
but um, uh there are ASB accounts at
the middle school

1169
01:10:38,871 --> 01:10:41,691
levels and also the elementary levels
as well.

1170
01:10:42,571 --> 01:10:44,924
Our transportation vehicle fund, we
have a healthy beginning fund

1171
01:10:44,991 --> 01:10:47,234
balance of 2.1 million.

1172
01:10:47,301 --> 01:10:50,034
And we are looking to spend down.
This is likely um, four buses,

1173
01:10:50,101 --> 01:10:53,234
uh, four to five buses could be
purchased with that amount of

1174
01:10:53,301 --> 01:10:55,724
money.

1175
01:10:55,791 --> 01:10:58,034
Um, it remains to be seen yet how
many we will purchase, but

1176
01:10:58,101 --> 01:11:00,124
we want to create that capacity.

1177
01:11:00,191 --> 01:11:01,554
Um, we don't anticipate major
repairs.

1178
01:11:01,621 --> 01:11:05,344
We actually have not used that fund
for repairs for quite a few years.

1179
01:11:05,411 --> 01:11:07,134
If needed, we could, but that's not
where we've budget the money

1180
01:11:07,201 --> 01:11:08,934
for expenditures.

1181
01:11:09,001 --> 01:11:11,074
But you can see be a slight spin
down.

1182
01:11:11,141 --> 01:11:12,654
Um, it's something we can continue to
talk about in

1183
01:11:12,721 --> 01:11:14,102
the future.

1184
01:11:14,169 --> 01:11:16,482
Can you explain to us about how our
transportation

1185
01:11:16,549 --> 01:11:19,002
is different from

1186
01:11:19,069 --> 01:11:22,002
other school districts where they um,
they lease out or

1187
01:11:22,069 --> 01:11:25,412
some other different things that they
do?

1188
01:11:25,479 --> 01:11:29,359
But how our transportation fund is a
little different?

1189
01:11:29,719 --> 01:11:33,252
Um, in terms of we, many districts do
lease buses,

1190
01:11:33,319 --> 01:11:37,082
um, but we do keep it all in house.

1191
01:11:37,149 --> 01:11:38,092
So that is one of the differences.

1192
01:11:38,159 --> 01:11:40,522
Um, several districts around us do
that as well.

1193
01:11:40,589 --> 01:11:43,022
But I think it uh the differences is
maintaining

1194
01:11:43,089 --> 01:11:46,022
a fleet that you want to maintain a
similar fleet,

1195
01:11:46,089 --> 01:11:48,122
you want to make those purchases so
that you can efficiently

1196
01:11:48,189 --> 01:11:50,032
operate the the maintenance of.

1197
01:11:50,099 --> 01:11:52,602
Uh, we have three amazing mechanics
that that work on

1198
01:11:52,669 --> 01:11:54,522
our team, uh to to to run those.

1199
01:11:54,589 --> 01:11:57,122
Our staffing as well is fully
internal.

1200
01:11:57,189 --> 01:11:59,202
We don't um lease out or vendor out
with a vendor

1201
01:11:59,269 --> 01:12:02,372
for for uh transportation as well.

1202
01:12:02,439 --> 01:12:05,372
I think one of the other things that
we've talked about in the

1203
01:12:05,439 --> 01:12:08,072
way our system differs is just the
the distance that we that

1204
01:12:08,139 --> 01:12:09,812
we drive.

1205
01:12:09,879 --> 01:12:12,512
The miles that we drive, uh, we're I
think the first or

1206
01:12:12,579 --> 01:12:16,572
second largest um on on the west side
of the state as far

1207
01:12:16,639 --> 01:12:19,522
as a region,

1208
01:12:19,589 --> 01:12:23,122
um, uh square miles, I should say,
and so we cover a lot

1209
01:12:23,189 --> 01:12:27,479
of distance to um to route our
students.

1210
01:12:27,649 --> 01:12:29,342
And that does take take a toll.

1211
01:12:29,409 --> 01:12:32,172
So we spend a little more per student
on transportation than

1212
01:12:32,239 --> 01:12:34,672
what an average district would
because of our our region and

1213
01:12:34,739 --> 01:12:37,489
the mileage that we cover.

1214
01:12:40,129 --> 01:12:43,822
All right. Um, this is a draft of the
four-year budget summary.

1215
01:12:43,889 --> 01:12:46,382
So, uh, you may remember uh in your
packets, uh you had

1216
01:12:46,449 --> 01:12:49,132
the memo, you had the overview,
14-page overview

1217
01:12:49,199 --> 01:12:52,132
of all of the detail of the large
F195, which is the

1218
01:12:52,199 --> 01:12:57,622
OSPI report of all of the revenues
and spinning the budget.

1219
01:12:57,689 --> 01:13:00,222
Part of that is the F 195 F, which
stands for the four-year

1220
01:13:00,289 --> 01:13:02,209
forecast.

1221
01:13:02,399 --> 01:13:04,632
And this is a snapshot of the
forecast, it was also

1222
01:13:04,699 --> 01:13:06,902
in that overview document.

1223
01:13:06,969 --> 01:13:09,602
And really what this is showing is
over the next four years,

1224
01:13:09,669 --> 01:13:12,602
what do we plan or predict or
forecast each of these funds

1225
01:13:12,669 --> 01:13:16,129
to do?

1226
01:13:16,639 --> 01:13:19,372
Um, revenues, expenditures, any
transfers, the change

1227
01:13:19,439 --> 01:13:21,972
in fund balance, and then again the
ending fund balance.

1228
01:13:22,039 --> 01:13:24,362
So, do we really know this is going
to happen?

1229
01:13:24,429 --> 01:13:27,162
Not exactly, but we want to at least
have a plan and be

1230
01:13:27,229 --> 01:13:29,532
thoughtful about where we should be
heading with each fund.

1231
01:13:29,599 --> 01:13:31,832
So you can see here on the four-year
forecast, we have

1232
01:13:31,899 --> 01:13:34,419
a slight increase over the years.

1233
01:13:34,649 --> 01:13:37,022
You'll notice that the inner fund
transfer that was one

1234
01:13:37,089 --> 01:13:38,127
and a half million this last year.

1235
01:13:38,194 --> 01:13:41,032
And really we're tapering off of
that, just because we don't

1236
01:13:41,099 --> 01:13:43,832
know yet if that's where those monies
and those um the monies

1237
01:13:43,899 --> 01:13:46,099
will be spent.

1238
01:13:46,669 --> 01:13:49,432
Um, ASB fund, again, that's the spin
down a little bit that

1239
01:13:49,499 --> 01:13:53,632
you see, we'd like to see that ASB
fund um be spent down slightly.

1240
01:13:53,699 --> 01:13:56,732
And that could be a combination of
receiving less funds, um,

1241
01:13:56,799 --> 01:13:59,732
it could be a combination through
fees or um ASB cards, things

1242
01:13:59,799 --> 01:14:02,032
of that nature.

1243
01:14:02,099 --> 01:14:04,332
It could be providing more
opportunities for our students

1244
01:14:04,399 --> 01:14:07,769
to have access to at a reasonable
level.

1245
01:14:08,269 --> 01:14:11,202
Um, and uh, and those are things that
we really need to

1246
01:14:11,269 --> 01:14:14,032
be considering and then also making
sure that those students,

1247
01:14:14,099 --> 01:14:17,432
um, have the the power so to speak
to, um, to be a part

1248
01:14:17,499 --> 01:14:19,502
of all the activities.

1249
01:14:19,569 --> 01:14:21,872
So that's something we need to be be
aware of.

1250
01:14:21,939 --> 01:14:24,872
Our debt service fund, really stable,
we want to make sure we

1251
01:14:24,939 --> 01:14:28,772
just stay consistent with um working
with our um our financial

1252
01:14:28,839 --> 01:14:31,792
planners to make sure we pay off all
of those debts.

1253
01:14:31,859 --> 01:14:33,799
Capital projects funds.

1254
01:14:34,309 --> 01:14:36,282
This is the one that is very large
this year.

1255
01:14:36,349 --> 01:14:38,882
We could see us after the
construction of the school,

1256
01:14:38,949 --> 01:14:41,482
um, depending on mitigation fees that
come in in future

1257
01:14:41,549 --> 01:14:43,752
years.

1258
01:14:43,819 --> 01:14:46,652
Um, it could grow a little bit if we
receive more mitigation

1259
01:14:46,719 --> 01:14:50,052
fees and we're waiting to purchase
those final two land

1260
01:14:50,119 --> 01:14:53,312
uh the conveyance of land.

1261
01:14:53,379 --> 01:14:56,012
There are two remaining to be
conveyed to us, a future middle

1262
01:14:56,079 --> 01:14:58,462
school site and a future elementary
site.

1263
01:14:58,529 --> 01:15:01,579
Those could be used um together as
needed.

1264
01:15:01,829 --> 01:15:03,769
Uh, and then finally the
transportation vehicle.

1265
01:15:05,094 --> 01:15:07,347
funds. Uh we could see us spending
that down a little bit as well

1266
01:15:07,414 --> 01:15:11,654
as we kind of continue to look and
refine our transportation needs.

1267
01:15:12,954 --> 01:15:18,007
Last slide, AMSOC disclosure, you
have a document in your board packet.
It's a requirement,

1268
01:15:18,074 --> 01:15:23,227
um by law, according to um ESSB 5187.

1269
01:15:23,294 --> 01:15:27,247
And this requirement is that when we
receive money from the state for our
AMSOC.

1270
01:15:27,314 --> 01:15:29,747
So our material supplies and
operating costs.

1271
01:15:29,814 --> 01:15:36,814
We're required to um publicly show
what our budget shows as how much
we'll receive

1272
01:15:36,934 --> 01:15:39,264
according to that enrollment that we
project.

1273
01:15:39,854 --> 01:15:44,237
We're receiving of the basic
education fund 6,300,000

1274
01:15:44,304 --> 01:15:48,584
uh roughly will be receiving in the
AMSOC allocation.

1275
01:15:48,784 --> 01:15:53,014
And then we're required to say in our
budget how much of that is going to
be spent out.

1276
01:15:53,084 --> 01:15:56,257
And we're going to be spending out
9.278 million.

1277
01:15:56,324 --> 01:16:00,617
Which means the difference is about 3
million will be spending more than
receiving.

1278
01:16:00,684 --> 01:16:04,387
The reason this is important is
because the state has a law now that
says, if we're going to

1279
01:16:04,454 --> 01:16:07,897
going to give you this money for
supplies and operating costs.

1280
01:16:07,964 --> 01:16:10,907
But if you're not going to spend it
all, let's say we came in at 5
million.

1281
01:16:10,974 --> 01:16:13,807
We would need to have a public um uh
statement of how.

1282
01:16:13,874 --> 01:16:16,777
we were going to spend that
additional money.

1283
01:16:16,844 --> 01:16:19,497
In our case, we don't have additional
money. I don't think many districts
do.

1284
01:16:19,564 --> 01:16:23,427
with the rising costs of your
insurance and utilities specifically,

1285
01:16:23,494 --> 01:16:26,507
but it is important that we follow
that we follow that process and
there's a document um

1286
01:16:26,574 --> 01:16:30,204
that you'll be signing as well um
that states that.

1287
01:16:31,184 --> 01:16:33,857
That is the last um of my slides.

1288
01:16:33,924 --> 01:16:37,297
So any further questions, I
appreciate that you're able to ask
some questions along the way,

1289
01:16:37,364 --> 01:16:42,984
but is there anything else um before
you move to the uh public hearing
regarding the budget?

1290
01:16:45,184 --> 01:16:46,087
Good evening.

1291
01:16:46,154 --> 01:16:48,394
ask very well. Okay, thank you. Thank
you.

1292
01:16:48,694 --> 01:16:50,534
Thank you, Mr. Facher.

1293
01:16:51,081 --> 01:16:51,914
All right.

1294
01:16:51,981 --> 01:16:58,981
Uh, that concludes phase one. Uh,
phase one. Uh, phase two is the board
will welcome public comment at this
time.

1295
01:17:00,014 --> 01:17:03,967
The purpose of this hearing is for
the board to listen to community
input regarding the proposed.

1296
01:17:04,034 --> 01:17:07,334
2026, 2027 budget.

1297
01:17:10,084 --> 01:17:17,084
All right. Looks like no one is
interested in the taking part of the
public comment.

1298
01:17:17,954 --> 01:17:20,597
I now that concludes, well, I guess.

1299
01:17:20,664 --> 01:17:24,767
in accordance with the open public
meetings Act, the board will must
conclude this public comment period.

1300
01:17:24,834 --> 01:17:28,904
before any final action or vote can
be taken on this budget.

1301
01:17:29,124 --> 01:17:32,927
So that concludes the opening uh for
public comment.

1302
01:17:32,994 --> 01:17:39,994
Now we're going to phase three. Phase
three will then be Resolution 1182,
the 2026, 2027 budget.

1303
01:17:41,234 --> 01:17:45,534
Do I have a motion to uh approve
Resolution 1182?

1304
01:17:45,824 --> 01:17:48,694
I make a move to approve Resolution
1182.

1305
01:17:49,024 --> 01:17:51,844
I have a motion from Director
Stoffer. Do I have a second?

1306
01:17:52,244 --> 01:17:55,194
I'll second. I have a second from
Director Mason.

1307
01:17:55,434 --> 01:17:56,767
Any discussion?

1308
01:17:58,394 --> 01:18:00,647
Um, I just want to let our public
know that uh the budget overview,

1309
01:18:00,714 --> 01:18:04,397
This nice little packet, 14 pages
plus um.

1310
01:18:04,464 --> 01:18:09,197
some really nice uh 200 pages of uh
night stand bed reading.

1311
01:18:09,264 --> 01:18:14,374
uh is on our budget is on included in
our agenda saying.

1312
01:18:14,494 --> 01:18:17,407
All right. We have a motion and a
second, that that's discussion.

1313
01:18:17,474 --> 01:18:20,777
All those in favor? Aye. Any opposed?

1314
01:18:20,844 --> 01:18:22,177
Motion has passed.

1315
01:18:22,974 --> 01:18:26,767
All right. Next section of our agenda
is administration and business.

1316
01:18:26,834 --> 01:18:31,447
This is where where the board reviews
many of the operational and
governance items of the district
including

1317
01:18:31,514 --> 01:18:36,637
project approvals, school naming,
policies, financial reports, payroll
and vouchers.

1318
01:18:36,704 --> 01:18:40,164
Some items are informational while
others require board action.

1319
01:18:40,284 --> 01:18:43,504
Uh the first is the financial report.

1320
01:18:43,724 --> 01:18:45,947
And then the second is payroll and
vouchers.

1321
01:18:46,014 --> 01:18:48,534
Do I have a motion for payroll and
vouchers?

1322
01:18:50,584 --> 01:18:53,884
I move that we uh approve payroll and
vouchers as submitted.

1323
01:18:54,254 --> 01:18:56,824
I have a motion from Director Fisher.
Do I have a second?

1324
01:18:57,714 --> 01:19:01,244
I'll second. I have a second from
Director Stofer.

1325
01:19:02,724 --> 01:19:04,057
Any discussion?

1326
01:19:06,454 --> 01:19:08,727
All right. All those in favor?

1327
01:19:08,794 --> 01:19:10,704
Aye. Any opposed?

1328
01:19:10,844 --> 01:19:12,177
Motion has passed.

1329
01:19:14,914 --> 01:19:16,727
All right. Next is the consent
agenda.

1330
01:19:16,794 --> 01:19:22,267
Uh this groups together routine items
that are reviewed by the board in
advance and can be approved in one
vote.

1331
01:19:22,334 --> 01:19:28,104
This allows the board to handle
standard operational items efficiency
while still maintain transparency.

1332
01:19:28,394 --> 01:19:33,787
The first is the personnel report,
which includes routine employment
related items such as hires,
resignations.

1333
01:19:33,854 --> 01:19:36,327
retirements, leaves or position
changes.

1334
01:19:36,394 --> 01:19:40,724
The board approves these as part of
its formal personnel action process.

1335
01:19:41,564 --> 01:19:44,724
The next is the other consent consent
items.

1336
01:19:44,824 --> 01:19:49,157
The other consent items tonight
include the June 2026 donation
report, renewal of the district's uh
dairy bid.

1337
01:19:49,224 --> 01:19:56,094
and approval of the board meeting
schedule for 2026, 2027 school year.

1338
01:19:57,924 --> 01:20:01,504
Do I have a motion to approve the
consent agenda?

1339
01:20:03,588 --> 01:20:04,421
I make a motion to

1340
01:20:04,488 --> 01:20:06,858
approved the consent agenda.

1341
01:20:07,398 --> 01:20:08,711
Do I have a second?

1342
01:20:08,778 --> 01:20:09,701
I'll second.

1343
01:20:09,768 --> 01:20:11,001
Have a second.

1344
01:20:11,068 --> 01:20:12,708
From Director Mason.

1345
01:20:13,998 --> 01:20:15,521
Um, discussion.

1346
01:20:15,588 --> 01:20:16,921
in our packet

1347
01:20:17,068 --> 01:20:21,021
we did get our uh, draft meeting

1348
01:20:21,088 --> 01:20:23,658
schedule. Did that look efficient for
everyone?

1349
01:20:23,998 --> 01:20:27,121
Dates, locations, themes, times?

1350
01:20:27,188 --> 01:20:28,521
Yes.

1351
01:20:30,348 --> 01:20:34,438
Does the October 14th Board retreat
work for everyone?

1352
01:20:34,845 --> 01:20:37,078
Yes.

1353
01:20:37,878 --> 01:20:39,211
Okay. Okay.

1354
01:20:39,798 --> 01:20:41,628
All right. What else now?

1355
01:20:42,128 --> 01:20:42,991
Okay.

1356
01:20:43,058 --> 01:20:43,991
All right.

1357
01:20:44,058 --> 01:20:47,211
We have a motion from Director
Stofer, a second from Director Mason.

1358
01:20:47,278 --> 01:20:48,931
All those in favor?

1359
01:20:48,998 --> 01:20:49,951
Aye. Aye.

1360
01:20:50,018 --> 01:20:51,351
Any opposed?

1361
01:20:51,528 --> 01:20:53,148
Motion has passed.

1362
01:20:53,718 --> 01:20:56,671
All right. The final section of our
agenda is board process and debrief.

1363
01:20:56,738 --> 01:20:59,211
This is a time for board members to
reflect on how the meeting went.

1364
01:20:59,278 --> 01:21:04,271
discuss board-level processes that
allows us to talk about governance

1365
01:21:04,338 --> 01:21:07,071
practices, future agenda topics or
ways we can improve how we operate

1366
01:21:07,138 --> 01:21:08,471
as a board.

1367
01:21:11,578 --> 01:21:12,461
All right.

1368
01:21:12,528 --> 01:21:18,511
I'd like to thank uh, Rosemary
Dumpler for a donation to the Avid
program.

1369
01:21:18,578 --> 01:21:20,028
And that was very generous.

1370
01:21:20,095 --> 01:21:20,928
Yes.

1371
01:21:20,995 --> 01:21:26,068
And as well as the other people, um,
you know, plus stationeries and

1372
01:21:27,638 --> 01:21:28,541
Can

1373
01:21:28,608 --> 01:21:29,941
can we

1374
01:21:30,608 --> 01:21:34,128
I don't know, thank her as a board,
some way?

1375
01:21:34,915 --> 01:21:35,748
Sure.

1376
01:21:35,815 --> 01:21:36,648
Yeah.

1377
01:21:36,715 --> 01:21:38,195
Okay, yeah, that would be nice.

1378
01:21:39,455 --> 01:21:41,695
Now she's uh, been very active.

1379
01:21:41,875 --> 01:21:45,234
She's been a lot of, a lot of uh,
high school events. She was there,

1380
01:21:45,301 --> 01:21:47,334
stuff like that. So, she was there
for, I think the senior exit

1381
01:21:47,401 --> 01:21:50,701
interviews and stuff like that. So,

1382
01:21:51,765 --> 01:21:53,685
All right. Very generous. Okay.

1383
01:21:54,155 --> 01:21:56,298
And then, no need for executive
session.

1384
01:21:56,365 --> 01:22:00,605
Uh, now I would like to adjourn the
meeting at 7:54.