[0:00] There's a head against start-in.

[0:07] Wherever the union gets done, just want to say that, or an I.B., they're affecting maybe a handful that might be part of the meeting virtually. So when those individuals join, Sean has had them on. We will meet them, so we'll deal with that. Those folks that are joining in virtually.

[1:03] Let's go ahead and review the agenda for tonight.

[1:06] Basically,

[1:10] one big item is the district office and school leadership recommendations that

[1:16] reached the long-term budget committee target budget reduction amount and utilizing the criteria

[1:22] that we established.

[1:27] And so then we'll do some committee group work and possibly a poll, or poll, we'll see.

[1:35] And then some time for some Q&A again, but

[1:41] since we last met the district office leadership

[1:44] and the school, leadership, have met, and our committee,

[1:50] you know, what we heard at the last meeting that lived at,

[1:54] that we needed to meet at the leadership,

[1:59] given the effort to, especially when it comes to,

[2:02] like, the underlying conditions.

[2:04] I think we saw from the picture of the immunologists

[2:07] that it is heavily FTE or condition.

[2:12] percentage wise, so we wanted to rely on the experts that managed those resources.

[2:18] Those are goal-print calls and the district office is executive team.

[2:22] So we've had numerous clients from our last meeting to kind of rely on the criteria.

[2:28] And so we'll share how we arrive at the target budget reduction amount.

[2:33] So hopefully it should make sense based on what we've been discussing.

[2:39] So

[2:42] to begin, the reminder of our target reduction amount is the $13.4 million.

[2:49] And again, this is not right out the gate that over the next nine, ten years,

[2:55] following the Demontra First Projection.

[2:58] And so some of the criteria was that we had the last thing he was to use the Demontra First Projection

[3:04] to look at the school staffing levels that reflect school and

[3:09] woman's eyes, I believe that the five administrators have done that.

[3:14] And the review staffing outside of the classroom at both the school level

[3:20] and district office in particular focusing on admin,

[3:24] specializing in classified conditions from the FEDR, the state

[3:30] of this classification or condition.

[3:34] We didn't want to focus on the T-shirt category,

[3:37] because we wanted to focus the adjustments

[3:42] outside of that category.

[3:45] And then you mean our report policy

[3:47] that adjusts for class size.

[3:51] We looked at the data for the last 20 years,

[3:53] and thought that the T-shirt FD condition

[3:56] we're always being adjusted because of the policies that we want, and we can continue to

[4:02] follow that or policy forward as we follow the demographers.

[4:09] At some point, we, I think,

[4:11] the school leadership also recognized that at some point, our school capacity and motivation

[4:17] will get to a point where something different than the recommendations that you'll see tonight

[4:23] has to be done, but you'll see what we have to say about that, we're not, we're not online.

[4:30] We, you'll see something in the area of capital, money being redirected to M&O, and we get,

[4:38] you'll see something relative to the options to, there's our main plan.

[4:43] And again, we wanted to go back to the individuals that managed to be, for instance,

[4:49] the conditions to come up with the recommendations from the school and district leadership so kind of review.

[4:58] So the one that we have always been doing is the first one.

[5:03] So just by continuing to follow or classify policy, that gets us forward and active in the 13.4.

[5:13] Obviously all forward and active doesn't come in next year.

[5:17] It's basically going to follow the development that the students that show up.

[5:23] So obviously, the numbers are greater than the number.

[5:27] We still can see in a smaller policy, the numbers would be greater than the amount.

[5:32] It may be better than we had numbers and maybe even better higher than what the

[5:38] number was rejecting.

[5:40] This number wouldn't yield as much of a savings.

[5:43] but we're generating the 80M to cover those additional positions.

[5:48] So this is just continuing to do what we have been doing and following the board policy from that goal.

[5:56] We all unanimously, at the school and the district office, supported this being on here.

[6:05] The transfer of capital to the MNO, you know, that we do want to remain below that 25% threshold,

[6:14] threshold, we will give you 100% of the transfer, the 4 million, as we need to cover the 13.4 million.

[6:25] So these first two items are the EVR, I would say. The typical part comes when you put back in on the M&L budget 85% of it is on staff.

[6:41] So there's

[6:45] no other way to wrap it that to say that the remainder of the target production amount will come by removing positions that are being funded from the M&O budget.

[6:57] So that amount is $5 million and so at least it's not the entire 13.4 billion dollars that we have to make up from addition over the next 9-10 years.

[7:12] but it is a big amount and so just

[7:19] to go to a slide to just to break down that 85 million dollar or roughly 83 to 85% that is

[7:32] budget for salary and benefit in the current

[7:35] school year. And so that amount breaks down to at the school level, $67.5 million dollars

[7:44] if we're salary and benefit for a position at the school level. And at the district office,

[7:49] the salary and benefits is $17.4. So that's the $8.5 million or so in our current year's

[7:56] budget, it's $4.25 that is the salary and benefits. And so this is where the $5 million

[8:03] involved with the reduction is going to come from.

[8:05] And so the distribution is 80% at the school level

[8:09] and 20% at the district office.

[8:19] Coming back to the remaining $5 million.

[8:23] And identifying the positions of the schools

[8:25] having been applied in the district office

[8:27] have identified to come up with the five women you'll

[8:31] see in the next set of slides.

[8:34] Is that you'll see the total amount of positions

[8:37] You're going to see the dollar amount associated with those conditions.

[8:42] You're going to see that they're broken down into conditions in the admin category,

[8:48] the classic public category, the specialist category.

[8:52] None of the five million dollar reduction amount are classic digital conditions.

[9:00] So they are all in the other three categories.

[9:05] in admin classified and specialist positions.

[9:10] We saw the distribution with 80% at the school

[9:14] that is 20% at the district office

[9:17] of that $5 million.

[9:20] We're not gonna show you the exact positions

[9:24] that are in those categories

[9:26] because we believe that we need to tell the individuals

[9:30] that are being impacted by the reduction

[9:33] Before the information becomes public, we need to help individually from unit of school leadership or the district of leadership for you're not going to see the exact conditions that are making up the reduction.

[9:50] But I can tell you that I know from my area and speaking on behalf of the other areas in the school.

[9:57] It was hard, it took us several attempts to come up with the conditions that are identified,

[10:05] but they were following the

[10:10] same set order and identify the part of what we needed to focus on.

[10:16] And the condition will be identified, but it is going to be five million dollars worth of this.

[10:24] So how we invited that, the amount of $40% of the $5 million is going to come from the district office.

[10:36] The remaining 60% is going to come from the school level.

[10:41] The district office began to make some reductions in the prior school year.

[10:47] We kind of got started early.

[10:48] So I'll also show you the slide of some of the work that was done in the pre-going

[10:55] out of last four years of this school year when you put two years together for district office.

[11:03] And then what the schools division are on the list, the total reduction and the district office

[11:12] And the school levels are pretty much what we think of it.

[11:17] So that was deliberate.

[11:21] We knew that we needed to make the reduction

[11:24] that far away from the classroom,

[11:27] and looking at the data to show where the growth

[11:29] and conditions were.

[11:31] But with all that said, we used the breakdown

[11:34] of how we get to the climate.

[11:40] So to get to the five million,

[11:42] And we're impacting 16 positions.

[11:46] And if you can see, I haven't changed out

[11:49] part of how many are admin, classified and specialists.

[11:52] There are 56 positions that are a little over 56 positions

[11:57] that are reductions out of the environmental budget.

[12:01] We worry to identify four positions

[12:05] that can satisfy the maintenance of ever

[12:10] and not be in violation with the planting.

[12:14] And we have, but in order to be outside of the memo,

[12:18] that are able to transfer or position out of the

[12:23] immunobudges to a non-immunobudges.

[12:25] But the majority of the position reduction

[12:28] are, are flat out, reduction out of the immunobudges.

[12:35] So the dollar amount associated with the 56th position

[12:39] is a little over 4.6 million and just under 400,000 or transfer the weight of the M&O budget.

[12:48] When you add the total reduction in transfer together you get the 60.19

[12:55] condition and just over the five million dollar target or remaining amount to reduce

[13:01] to get us to the 13.4.

[13:05] So that took a lot of work.

[13:10] And I can tell you that when we arrived at these photos,

[13:17] the schools worked on their reduction

[13:21] independently from the district leadership.

[13:25] But when we saw what they came up with,

[13:26] we supported what they identified.

[13:29] and they can do what we identified for your district office.

[13:34] I can tell you that those school and district office

[13:39] leadership unanimously support, it hurts, you know,

[13:44] it was a struggle to come up with these big conditions to be identified.

[13:50] But there was just no other place to go other than I think we believe

[13:56] that we need to do something with,

[13:59] I didn't mind when we might need to look,

[14:01] seriously, look at school closure,

[14:03] we don't believe that we're there yet.

[14:06] So, again, does that have recommendations

[14:09] that does not include school closure?

[14:13] And so, we did weigh that,

[14:15] that we believe that this will get there.

[14:19] So, again, from last year,

[14:22] coming into this year,

[14:24] There were six FTEs that were reduced at the district office, which was just over three

[14:32] quarters of a million, two quarters of a million, seven hundred and two thousand.

[14:40] Outside of a riot at the 13.4 million or just over that or reduction from the leadership,

[14:50] we do believe that we need to, we would want to recommend to the government

[14:54] that they established committee similar to this one, to identify.

[15:00] How low does the percent of school capacity, you know, they should have to drop or we seriously consider a school worker. At some point, it would be financially irresponsible to just allowing to continue to drop, but not beginning to date out that. So we believe that we need to assemble a committee to look at what that would look like. We don't believe that that's something that

[15:29] And I think we all could agree that at some point we need to do that, but we think the

[15:36] worst thing is that it needs to be another level that we need to first get to the

[15:42] reductions that we're waiting on in life.

[15:46] Second theory and kind of related is that we need to have the district leadership support

[15:52] or degrees to begin to explore options to settle the way in land.

[15:56] Hopefully if we've discussed in part room to create a backup capital alert,

[16:01] especially if we're going to start utilizing the more capital to transfer them.

[16:06] Once we transfer that capital to them and know it's being committed to 80%

[16:13] and value of the benefit, it's going to be very difficult to be back.

[16:16] So we need to have something at the back of it and possibly that would be a good way to accomplish that.

[16:25] So those are a set of recommendations from the leadership.

[16:33] So I know it was shorter, but believe me, we've been a lot of time at arriving at these recommendations.

[16:41] And we believe that they fully honor the things that we've been discussing

[16:46] and targeting, I know you're not seeing all the exact conditions, but we just

[16:53] really don't believe that any one position being impacted should learn that

[16:59] their position is on the list and the public being. And so they they look

[17:05] like not before the innovation is public. So with that, I do want to have you guys

[17:12] I want back to the four groups that we have,

[17:15] and obviously to discuss the recommendations

[17:21] from the Ministry of Control leadership.

[17:25] And I agree if we're at a point where the committee

[17:29] kneels that it's time to do a fold

[17:32] and determine if we have any recommendations

[17:35] that we can move forward to the governing board.

[17:37] So, that can take about 15-20 minutes, and we'll open it up.

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[50:37] .

[50:45] . . . .

[51:07] . . . . . .

[56:17] .

[56:18] .

[57:31] Okay, all of our groups have been in the midst of the pandemic, so I'm really looking forward to seeing you again.

[57:34] If you want to make sure it's working, it will let you get started with our first group and have them report out.

[57:53] Starting with questions you, right, yes.

[57:58] We are one

[58:03] question we did have a Sean Management Elementary with the classified cuts at the sites.

[58:12] We wanted to make sure those were consistent at the sites so that you're not fighting this position at this site,

[58:18] but that position at the other side can then so that that state of state is consistent because this is going to be a problem up.

[58:28] So that was just a question for Claire.

[58:32] And then also for the leadership recommendations, we kind of had, excuse me, we'd like to add to this possibly.

[58:43] And that means that it may be set up for subcranial group to go across racial,

[58:47] foreign, foreign, foreigners, and then one thing you want to add to that.

[58:57] So my concern is not cutting the money, cutting the money, but my main concern is how do we get to get that?

[59:05] Because they're there.

[59:07] The circumstances are down, so we're choosing other schools.

[59:12] So if we come to this program, that's going to bring them back, which I was going to allow there to be program.

[59:19] I just don't think that building is just a job.

[59:22] It's only a way of thinking about these certain things.

[59:26] You

[59:33] can definitely add any other suggestions to what we have.

[59:37] I know that there was another table that had some similar things.

[59:40] There are work being done by other groups to explore other options.

[59:45] you know, the primary use of recommendations for the leadership is to arrive at the target

[59:50] reduction amount.

[59:51] But then we also believe that, you know, we didn't want both to think that we have to

[59:55] stop about like the school closure and then to reprimand break out of it.

[1:00:00] Is there anything else that somebody needs to continue, whether it be court committee, or some other working group? For example, we have a strategic initiative committee that I share, and that's part of our strategic plan update. And one of the things that gone there is to come up with stacking for all employees and then to report that out for transparency and provide information as part of the metrics that are being utilized to arrive at a stack.

[1:00:28] So, yeah, those are all definitely things that we can definitely act if we already know that there are some moves that are already working on that on it.

[1:00:50] Yeah, the question is, do I think we

[1:00:55] are ready for polling?

[1:00:57] I would like to see one change and then get the re-options there as far as the adoption of the courses.

[1:01:13] I would actually like to see that we ordered to say, have the district leadership explore options for best and highest use of them.

[1:01:31] We

[1:01:41] currently have voter authorization to sell these for exchange, and that was something

[1:01:46] that we've also mentioned at another table, so we threw it in there because we knew that

[1:01:51] we were beginning to transfer capital to Emil, and so we just kind of felt that we should

[1:01:56] have been considered that as an option, and we could definitely expand that tree

[1:02:00] with all options that the voters have approved toward the district.

[1:02:13] These two groups, we have a poll.

[1:02:16] One of the other, I guess, option we would like to have,

[1:02:21] and then we can look at these.

[1:02:22] So we still have our boundaries.

[1:02:24] We're looking at the boundaries from the schools

[1:02:26] to maybe make the children a little bit more equal

[1:02:28] or see how we can get some more students in.

[1:02:34] I also wanted to ask about Ken's level.

[1:02:37] So I know that came in after COVID and so forth and I know we have a contract, I don't know can they help

[1:02:46] I know some of the slide going forward, can the contract be, we've looked at to see, I don't know it can be 50 right now,

[1:02:53] it's something that they can help us out with where they're going back to pain and more, for these because they are an essential condition that they need on our campuses

[1:03:03] is or if there are any other still like partnerships that you have for any other

[1:03:08] positions that can be so looked at or do you need two percent of the first one or you know

[1:03:13] and I don't know if there's other programs I don't know if this has been any one that as well.

[1:03:22] Yeah and then I think you said another committee that was already maybe in the works for like online

[1:03:27] kind of sort of strike time credits in the testing house and there's a good thing

[1:03:34] and I'm just coming in the meeting with an industry example process.

[1:03:45] Yes, so for the first question I have to do with the first question.

[1:03:52] Yeah, the first question.

[1:03:53] So for the kick-set, I know that in the time that it's been in place,

[1:03:57] we have a variety of different sources.

[1:03:58] We've had one grant, and we applied for another grant.

[1:04:02] So I know that we're going to continue to look at other options.

[1:04:06] I believe that we're in discussions with the city as well.

[1:04:08] in terms of how we can continue to have those

[1:04:13] or this is better than something that we were all looking

[1:04:17] for, any additional resources that provide those

[1:04:20] type of things.

[1:04:30] I want to mention that we are a matter of fact.

[1:04:33] It's time to all rely and have a meeting to chat

[1:04:37] with the city about more support there, not to mention.

[1:04:41] We also have a feeling what it's curious about.

[1:04:43] So, we are aware that any student who is not with us, we know where they are within our boundaries, and we know where we lost help that way.

[1:04:54] And there is an initiative right now, we've been working with the city and the other two theater districts to look at some margins and plans there.

[1:05:03] And there is some additional efforts taking place through some of those strategic goal one.

[1:05:09] But if there are any questions about some of that, you know, where they are, you know what's happening.

[1:05:14] And if you have questions about that, I can share, because I go back to there, 1800 or so, that were in these online places.

[1:05:22] And I can probably tell you a little bit more even into what's probably happening leading to that.

[1:05:29] So we're aware of where students are, possibly wider there, and students who we have, we have

[1:05:37] you pass the track from other districts, but other districts are trying to retain you because,

[1:05:42] again, it goes into the low birth rate, and just the declining number of students who are there.

[1:05:59] So I'm going to make this slide, I don't know if you've done that, but I didn't want to say

[1:06:04] Thank you very much, thank you to the district and to all the heartwork that you've done.

[1:06:08] Come up with this, because that bill is not easy, especially the final decision being made.

[1:06:14] And we, too, talked with this, you, other activities did have different options as well.

[1:06:19] So, thank you for touching on that, I want to leave it on there.

[1:06:23] But we are ready, I guess, especially with a golden, I think everybody else is ready to give us so much to do.

[1:06:37] So I will with that, I have prepared a poll, so it's that in mind, which year's you might

[1:10:16] be interested in that we could develop on the fly or we feel like we're good to just be Q&A.

[1:11:02] How do you know?

[1:11:03] Yes,

[1:11:10] so we will begin developing the presentation for the governing board for the next meeting.

[1:11:16] If we can get it in for that meeting, we do realize that you put out there that we're impacting the commission.

[1:11:24] To us, we all are in agreement that if we could get to closure, the more time it's going to allow to follow whatever policy

[1:11:35] are in place for those submissions that are impacted. So to us, the sooner we could

[1:11:41] are right there, as long as we know it's pretty much a majority or a consensus, we would

[1:11:46] move in that direction. Obviously, it's up to the governing board to accept the recommendations

[1:11:51] and the last item. One, as you might know, that there are going to be, will be on board, but

[1:11:56] they will receive our committee's recommendation. They could potentially take it back to us,

[1:12:02] but if it's not in our committee, what does that mean?

[1:12:09] In the other question.

[1:12:14] Well, I thank you for all of your work

[1:12:17] and for bearing with me to provide

[1:12:20] as much information prior to all the writing

[1:12:25] and final recommendations,

[1:12:27] but I think it was important that those of you

[1:12:30] that did not know the district's budget,

[1:12:32] my sheet help, and that's the problem we can do now,

[1:12:35] but I think it was worthwhile,

[1:12:39] and I hope that we can see that it is something that we're being deliberate to show all the data and what others have said.

[1:12:49] Because I know that in the past when we did a process like this on reduction,

[1:12:54] we didn't go through a formal process like we have engaged in all the different stakeholders.

[1:12:59] And I think that when you see what conditions are identified, there is some uniformity.

[1:13:06] I know that that was something that was brought out, but we did try to work at the

[1:13:10] nature that we're moving in the direction that the technology is different than its

[1:13:14] goalside and addressing some of the anomalies that it is and several of our

[1:13:20] campuses. So again, thank you very much for all the

[1:13:24] your work and as committee member double to this point, we appreciate it.

Governing Board Long-Term Budget Planning Committee Meetings

Transcript