[00:00:05]
[1. WORKSHOP - 4:30 PM]
LOOKS LIKE WE'VE GOT FOUR OUT OF FIVE BOARD MEMBERS RIGHT NOW, TRACEY MALONE HAS LET US KNOW SHE'S COMING IN HOT, SO SHE'LL BE HERE IN JUST A COUPLE OF MINUTES.IT LOOKS LIKE WE'VE GOT CONTINUOUS GROWTH UP FIRST ON OUR AGENDA.
[2. LEARNING]
SO DID YOU WANT TO SAY ANYTHING, DR.ANZALONE OR I GUESS WE CAN TURN IT RIGHT OVER TO LISA GRESETH, AND HERE WE GO.
[INAUDIBLE] FIRST, SO GLAD TO BE HERE TONIGHT, AND I'D ALSO LIKE TO BOTH WELCOME AND APPRECIATE OUR SCHOOL LEADERS WHO ARE HERE THIS EVENING TO SPEND TIME WITH YOU AND IN DISCUSSION WITH YOU ABOUT THE IMPORTANT WORK THAT'S HAPPENING IN ALL OF OUR SCHOOLS.
YEP. AS USUAL, FOR CONTINUOUS GROWTH, WE'LL START WITH A SHORT INTRODUCTION JUST TO REGROUND US IN THIS BIANNUAL MEANING TWICE A YEAR, AS OPPOSED TO EVERY OTHER YEAR EVENT THAT WE HOLD IN THE FALL, IS REALLY SETTING THE STAGE FOR WHAT IS THE WORK THAT WE'RE ENGAGED IN, AND HOW DOES IT CONNECT WITH COHERENCE ACROSS OUR SYSTEM.
WE WILL START WITH A WARM, INCLUSIVE WELCOME.
WHOOPS. WENT A LITTLE TOO FAST THERE.
AND IT IS THIS WHEN YOU THINK ABOUT THE BOARD VISITS THAT YOU'VE HAD SO FAR TO OUR SCHOOLS, WHAT'S ONE HOPEFUL OR IMPACTFUL THING YOU'VE SEEN OR HEARD? AND I ANTICIPATE THAT THERE ARE MANY THAT YOU HAVE SEEN OR HEARD, BUT JUST ONE THAT YOU'VE SEEN OR HEARD.
RIGHT. WE'VE HAD ONE SITE VISIT.
YEAH. SO WE VISITED SKYRIDGE, AND I THINK, YOU KNOW, ONE OF THE IMPACTFUL THINGS WHAT WHAT CLINT SHARED WITH US WAS, YOU KNOW, WE HEARD IT ABOUT CELL PHONES, RIGHT? EVERYONE'S IT'S IN THE NEWS.
WE SEE IT EVERY DAY FROM WSSDA NEWS.
BUT THAT THERE'S HOPE THAT WE HAVE AT LEAST SOME UNITY HERE.
WE HEARD IT IN THE PRIOR MEETING THAT THERE'S OPPORTUNITY, WE HEARD AT THE CITIZENS ADVISORY COMMITTEE, RIGHT? THAT WE DON'T HAVE TO WE DON'T HAVE TO JUMP AT NECESSARILY SOMETHING THAT'S OVERLY EXCLUSIVE.
AND JUST WE'RE LISTENING TO EVERYBODY.
I THINK THAT'S, YOU KNOW, THE APPROACH WE SHOULD BE TAKING WITH IT.
I TOOK FROM IT JUST SORT OF THE ATMOSPHERE OF HOPE AND BELONGING.
AND I FELT THAT WITH I TOOK SEVERAL PICTURES OF, LIKE, DIFFERENT SIGNS ON THE WALLS AND ENCOURAGEMENT AND THAT IT SEEMED VERY POSITIVE AND HOPEFUL JUST WALKING AROUND LOOKING AT THE BUILDING ITSELF NOT BEFORE WE EVEN INTERACTED WITH KIDS.
ON A SIMILAR NOTE, I THINK ALL THOSE THE THINGS THAT THEY HAD AROUND THE LOCKERS, THE INDIVIDUALS AND, YOU KNOW, STORIES OF THEM.
SO THAT TO ME FELT LIKE WANTING TO LEARN MORE ABOUT EACH AND EVERY INDIVIDUAL THAT'S THERE, AND THAT WAS INFORMATIVE AS WELL AS INCLUSIVE AND BROUGHT HOPE.
THANK YOU. CAN I GO BACK REAL QUICK? I ALSO REALLY APPRECIATED KNOWING WHICH COFFEE CONTAINER WOULD RETAIN THE MOST HEAT FROM THE SCIENCE CLASSROOM.
WHETHER IT'S DOUBLE WALLED PAPER, SINGLE WALLED METAL, INSULATED, IT'S PAPER WITH A LID.
SO IN CASE ANYBODY IS LOOKING FOR THE OPTIMUM COFFEE HEAT RETAINER, WELL, THAT'S.
I SHOULDN'T HAVE LET YOU DO A GO BACK, BECAUSE THAT WAS WHAT I WAS GOING TO SAY.
I SHOULD NEVER DO THAT. I SHOULD KNOW BETTER THAN THAT.
BUT NO, I MEAN, I APPRECIATE, LIKE GOING INTO THE SCIENCE CLASS AND NOT ONLY GOING AROUND TO THE DIFFERENT TABLES, BUT THEN THE KID KIDS WANTING ME TO COME OVER TO THEIR TABLE AND SHOW WHAT THEY'RE WORKING ON.
SO JUST, YOU KNOW, I MEAN, THOSE ARE ALWAYS THE BEST TIMES GOING INTO OUR SITE VISITS.
[00:05:04]
AND AND THEN ACTUALLY, LIKE LISTENING TO THEM EXPLAIN WHAT THEY'RE DOING AND WHY THEY'RE DOING IT, YOU KNOW, THAT'S THAT'S WHY WE DO WHAT WE DO.AND SITE VISITS LIKE CONTINUOUS GROWTH ARE SOMETHING THAT WE DO YEAR AFTER YEAR.
RIGHT. SO IT BUILDS ON OUR EXPERIENCES AND OUR LEARNING.
BUT WHAT I LOVE ABOUT THE THINGS THAT YOU NOTED WERE WHEN YOU THINK ABOUT ANY ONE OF THOSE, WHETHER IT WAS A CLASSROOM EXPERIENCE OR WALKING AROUND THE SCHOOL AND SEEING EVIDENCE OF BELONGING, THAT ALL OF THOSE ARE INTENTIONALLY PLANNED, NURTURED, CULTIVATED, CHALLENGED AS WE GO THROUGH OUR WORK TOGETHER.
AND THAT'S REALLY WHAT CONTINUOUS GROWTH IS ABOUT.
SO WE GET THE PRIVILEGE OF BEING ABLE TO BE HERE TONIGHT AND TALK ABOUT TOGETHER THOSE THINGS.
THEY REALLY COME TO LIFE WHEN YOU'RE ABLE TO GO OUT TO EACH SITE AND SEE THE DIFFERENCE THAT IT MAKES, BECAUSE OF THE INTENTIONALITY AND THE DEDICATION AND DRIVE THAT'S BEHIND THAT.
SO FOR TONIGHT, OUR PURPOSE IS THIS IT'S A IT'S A BIG ONE.
SO I'M GOING TO LET YOU READ IT FIRST.
AND ASK YOU AGAIN FOR A WORD OR A FEW WORDS WITHOUT EXPLANATION, BUT A WORD OR A FEW WORDS THAT ARE STANDING OUT TO YOU ABOUT OUR PURPOSE TONIGHT. SHIFTS IN PRACTICE.
FORWARD. ALIGNMENT WITH THE STRATEGIC PLAN.
MINE WAS ALSO SHIFTS IN PRACTICE.
GREAT. THERE ARE MANY IDEAS AND PRETTY COMPLEX ONES THAT COME TOGETHER INTO THIS.
AND ON THE RIGHT HAND SIDE, A REMINDER OF OUR GOAL STRUCTURE FOR THE STRATEGIC PLAN, WHERE OUR INTENTION IS TO BUILD A CULTURE OF SAFETY AND BELONGING WITH HIGH QUALITY INSTRUCTION AND RESPONSIVE PATHWAYS.
SO THOSE THREE GOAL AREAS REALLY CAPTURE THE ESSENCE OF WHAT THE WORK IS THAT LEADS TO OUR ABILITY TO SEE, VALUE AND SERVE EACH STUDENT. AND SO TODAY, AGAIN ALIGNING WITH OUR PURPOSE; MULTI-TIERED SYSTEM OF SUPPORTS IS ONE OF THE MAIN OBJECTIVES THAT ARE IN THE STRATEGIC PLAN.
AND THE LANGUAGE THAT YOU SEE ON THIS SLIDE IS THE SAME LANGUAGE THAT COMES FROM THE STRATEGIC PLAN.
TO THE RIGHT, YOU SEE THE REMINDER, WHICH WE'VE LOOKED AT BEFORE OF WASHINGTON'S MULTI-TIERED SYSTEM OF SUPPORTS GRAPHIC AND THE COMPONENTS THAT GO INTO FULLY REALIZING A MULTI-TIERED SYSTEM OF SUPPORTS, AND IT'S BIG, RIGHT.
LIKE THIS IS NOT A LITTLE THING.
AND SO AS WE GO THROUGH EACH OF THE THEORIES OF ACTION FOR OUR SCHOOLS, THEY WILL ALL IN SOME WAY CONNECT TO THIS VISION OF MTSS, WHICH IS THAT LEARNERS GET THE ACADEMIC BEHAVIOR AND SOCIAL EMOTIONAL SUPPORT THEY NEED WHEN THEY NEED IT TO PROMOTE, TO PROMOTE MEANINGFUL LEARNING FOR ALL.
SO THIS CAPTURES THE ESSENCE OF WHAT EACH OF OUR SCHOOLS IS WORKING TOWARDS.
THE PARTICULAR WAY IN THE ON RAMP, THE PLACE THAT THEY ARE IS WHERE THE DIFFERENCES WILL BE AND HOW OUR LEADERS ARE WORKING TOGETHER AND OUR SCHOOL STAFF IN ORDER TO BE ABLE TO SHARE, PRACTICE, COLLABORATE TOGETHER, SEE WHAT'S WORKING, WHAT CAN WORK BETTER, WHAT DO WE NEED TOGETHER TO BE ABLE TO REALIZE THE VISION.
THE CONTINUOUS GROWTH IS ULTIMATELY A MODEL OF INQUIRY, OFTEN REFERRED TO AS PLAN, DO, STUDY, ACT.
AND THEN THE DO IS STARTING TO IMPLEMENT THAT WITH STUDY AND ACT BEING REALLY ABOUT WHAT ARE WE FINDING AND THEN WHAT CHANGES WILL WE MAKE SO THAT WE CONTINUE TO GROW AS WE GO ALONG.
THAT'S ULTIMATELY WHAT CONTINUOUS GROWTH IS ALL ABOUT.
[00:10:08]
TALKS ABOUT A PROBLEM OF PRACTICE, AND THEN HOW TO CONTEXT THAT PROBLEM WITHIN A THEORY OF ACTION.AND SO THIS QUOTE COMES FROM THAT DOCUMENT THAT PROBLEMS ARE NOT PROBLEMS IN GENERAL, BUT OF PRACTICE, PROBLEMS IN WHAT PEOPLE THROUGHOUT THE SYSTEM DO DAY TO DAY, AND HOW THEY THINK ABOUT THEIR WORK THAT CONTRIBUTE TO RESULTS FOR STUDENTS.
SO CENTERING ON PRACTICE, THE CELS, CREATING A THEORY OF ACTION DOCUMENT LISTS THIS AS THE BENEFITS OF AN APPROACH SUCH AS THIS.
SO FIRST OF ALL THAT WE UNDERSTAND FULLY, THE PROBLEM OR SITUATION AND WHY WE'RE HERE.
IN OTHER WORDS, WE ARE SEEKING EVIDENCE AND PROGRESS MONITORING THAT LETS US KNOW WHAT'S WORKING AND WHAT'S NOT WORKING, AND THEN THAT WE CAN IDENTIFY THE SUPPORTS WE NEED TO MAKE THE IDENTIFIED CHANGES.
SO IN YOUR BINDER, WHICH YOU DO NOT NEED TO OPEN AT THIS MOMENT, I SHOULD HAVE SAID THAT FIRST.
WHILE YOU DON'T NEED TO OPEN YOUR BINDERS YET, THE FULL CEL CENTER FOR EDUCATIONAL LEADERSHIP DOCUMENT IS INCLUDED IN YOUR BINDERS SO THAT AS AFTER TONIGHT, AS YOU HAVE A CHANCE TO REFLECT ON WHAT YOU HEARD AND SAW, YOU CAN ALSO TAKE IT BACK TO THAT GUIDING DOCUMENT AND WHAT ITS INTENTION IS AND THE STEPS THAT OUR LEADERS ARE GOING THROUGH.
THIS IS THE FIRST TIME THAT WE'VE USED THIS FORMAT AND DOCUMENT, SO WE'RE LEARNING AS WE GO TOO.
IT IS A PLAN DO STUDY, ACT ABOUT THE PLAN, DO STUDY, ACT.
IT'S A META PLAN DO STUDY ACT.
YOU KNOW, FROM WORK WE'VE DONE IN THE PAST THAT WE ALSO TALK ABOUT HOW WE'RE USING WORDS.
SO IN STEP ONE IT IS NOT AT ALL ABOUT WHAT STUDENTS ARE DOING WRONG.
IT'S WHAT'S HAPPENING WITH STUDENTS LEARNING BECAUSE OF THE SYSTEM WE CURRENTLY HAVE.
THEN STEP TWO IS HOW IS TEACHERS? AND I WOULD USE THE WORD THAT AWSP INTRODUCED US TO, WHICH IS STAFFULTY, BECAUSE IT'S REALLY HOW TO ADULTS, RIGHT.
HOW DO ADULTS AFFECT STUDENT LEARNING.
WHAT'S HAPPENING THAT'S LEADING TO THE RESULTS.
THEN THAT LEADS US DOWN TO THE THEORY OF ACTION STORY.
NOTICE THAT IN PARENTHESES IT SAYS CONSTANTLY BEING TESTED, REVISED AND REFINED.
IF THE PRINCIPAL IF THE SCHOOL LEADER DOES X, THEN TEACHERS, STAFFULTY WILL BE ABLE TO DO Y, WHICH WILL HELP ALL STUDENTS LEARN AT HIGHER LEVELS.
AND SO IN YOUR PACKETS TODAY, YOU HAVE A GRAPHIC OF EACH SCHOOL'S THEORY OF ACTION THAT FOLLOWS THAT MODEL.
AND THE INTENTION FOR YOU TO HAVE THAT IN YOUR BINDERS WAS TWOFOLD.
ONE IS, WE'VE HEARD FROM YOU THAT IT'S HELPFUL TO HAVE SOMETHING TO HOLD ON TO AFTER THIS, BECAUSE TONIGHT WILL BE A LOT OF INFORMATION, RIGHT? ALSO THAT IT GIVES YOU A PLACE AS YOU GO TO YOUR SITE VISITS AHEAD OF TIME TO EVEN WONDER ABOUT WHAT MIGHT BE HAPPENING BASED ON THAT SCHOOL'S WORK, AND A PLACE TO KEEP YOUR OWN NOTES AS WELL, AND QUESTIONS THAT WE CAN HELP ANSWER AS WE GO ALONG.
SO TONIGHT, THE WAY THAT WE'RE DOING THIS AGAIN IN OUR CONSTANT REVISION OF HOW WE DO OUR PROCESSES, IS IN ITS ENABLING YOU TO HEAR FROM EVERY SCHOOL.
IT'S ALSO ENABLING OUR LEADERS TO HEAR FROM EACH OTHER, WHICH IS A REQUEST THAT WE'VE HAD.
AND FOR OUR LEADERS TO NOT SAY THE SAME THING FOUR TIMES, WHEN THEY CAN NO LONGER REMEMBER WHAT THEY SAID IN THE LAST TIME. SO THIS IS THE FORMAT THAT WE'LL USE TONIGHT.
SO FOR OUR ELEMENTARY ROUND 20 MINUTES, WHICH GIVES EACH SCHOOL ABOUT, YOU KNOW, 5 MINUTES ISH WITH A MINUTE OR TWO FOR QUESTIONS SO THAT THAT'S THAT THAT SENSE OF, YOU KNOW, WHERE ARE YOU IN TIME?
[00:15:05]
AND ROUND ONE YOU WILL SEE I'M GOING TO USE GRASS VALLEY, HELEN BALLER, WOODBURN AND HLC AS AN EXAMPLE.SO ROUND ONE WILL BE THOSE SCHOOLS SHARING THEIR THEORY OF ACTION WITH COREY, MATTHEW, AND BAMINI, AND ALSO OUR LIBERTY, ODYSSEY, AND HAYES FRIENDS LISTENING IN AS WELL.
THEN ROUND TWO BOARD MEMBERS AND SECONDARY PARTNERS WILL MOVE.
OUR ELEMENTARY PRINCIPLES WILL STAY WHERE THEY ARE.
AND THEN THE SECONDARY ROUND I'LL PUT UP WHEN WE'RE READY FOR THAT.
BUT IT'S GOING TO WORK EXACTLY THE SAME WAY.
I'M GOING TO GIVE YOU ONE MORE DIRECTION BEFORE WE GO OFF TO THE CORNERS THAT WE'LL START IN.
AND THAT'S JUST WHAT IS IT THAT WHEN WE COME BACK, WE'LL BE ASKING YOU IN TERMS OF YOUR REFLECTION SO THAT IF IT HELPS YOU AS YOU'RE LISTENING TO BE THINKING ABOUT LISTENING FOR THAT, YOU'LL HAVE THAT OPPORTUNITY TO DO SO.
SO THE OPTIMISTIC CLOSURE WILL BE BASED ON WHAT YOU SAW AND HEARD.
WHAT IS SOMETHING FOR WHICH YOU ARE EAGER TO SEE THE OUTCOMES? MATTHEW, DID I DO IT OR NOT? THE LAST TIME YOU SAW THIS, IT HAD, IT ENDED WITH A PREPOSITION AND I HAVE SOLVED THAT PROBLEM.
I HOPE YOU NOTICED THAT. SO THIS IS REALLY, IT REALLY BOTHERED YOU LAST TIME.
[LAUGHTER] SO WHAT, WHAT IS IT? AND THE GRAPHIC IS INTENTIONAL WITH THE TELESCOPE, RIGHT, LIKE, NONE OF THIS WORK IS DONE TOMORROW.
NONE OF IT IS DONE AT THE END OF THIS YEAR OR THE END OF NEXT YEAR.
SO WHAT DID YOU SEE OR HEAR THAT MAKES YOU EAGER FOR WHAT'S COMING NEXT? SO BEFORE WE I'M GOING TO STAND UP AND I'LL HOLD THIS.
OKAY. SO WE HAVE ONE CORNER BACK THERE AND ONE CORNER OVER HERE, THE GRASS VALLEY, HELEN BALLER, WOODBURN, AND HLC GROUP WILL START OVER IN THAT CORNER.
YOU'LL NOTICE THAT THERE'S AN INNER CIRCLE AND AN OUTER CIRCLE.
SO THE INNER CIRCLE IS FOR ELEMENTARY LEADERS AND BOARD MEMBERS.
AND THEN THE OUTER CIRCLE IS FOR OUR LISTENERS OF SECONDARY.
THEN WHEN WE GET TO THE SECONDARY ROUND IT WILL SWITCH.
SO OUR ELEMENTARY LEADERS ARE ON THE OUTSIDE AS LISTENERS.
YOU'RE NEVER ON THE OUTSIDE, YOU'RE JUST A LITTLE FURTHER FROM THE CENTER, THAT'S ALL.
OKAY, SO BEFORE WE START OVER, WHAT QUESTIONS MAY I ANSWER? EACH GROUP WILL HAVE A TIMEKEEPER.
SO LEADERS WHAT WE'LL DO IS LET YOU KNOW WHEN WE'RE AT FOUR MINUTES.
ALL RIGHT. IS THIS ON? OH, INDEED.
ALL RIGHT, I WANT TO THANK OUR BUILDING LEADERS FOR TONIGHT.
THEY DON'T TALK ABOUT THEMSELVES, OBVIOUSLY, YOU HEARD ALL ABOUT THE STAFF THAT THEY WORK WITH.
BUT I CAN TELL YOU THIS GROUP IS PHENOMENAL.
SO ONE MORE ONE MORE ROUND, PLEASE [APPLAUSE].
WHAT'S SOMETHING THAT YOU HEARD TONIGHT THAT YOU REALLY ARE GOING TO WAIT WITH BATED BREATH TO SEE WHAT THE OUTCOMES ARE? AND I'LL OPEN IT UP TO ANYONE.
I'LL JUMP IN. WHY NOT? SO AT THE BEGINNING, THE ONE WORD WAS COMMITMENT, RIGHT? THAT WAS ONE THAT I PICKED.
SO FROM EVERYONE HERE, THANK YOU FOR THE LEVEL OF COLLABORATION AMONGST EACH OTHER, WHICH IS ALWAYS IMPORTANT IN LEADERSHIP, RIGHT? LIKE LEADERSHIP SHOULD WORK TOGETHER ALL OF YOU DID.
AND THE COLLABORATION WITHIN THE EDUCATORS AND THE PARAS.
IT WAS JUST I THINK THAT WAS A BIG PART, EAGER TO SEE THE OUTCOME OF THAT CONTINUED COLLABORATION.
I THINK IT I HOPE WE CAN ELEVATE KIND OF THE VISIBILITY TO FAMILIES AND CAREGIVERS AND STUDENTS, BECAUSE I THINK IT ALIGNS WITH THE STRATEGIC PLAN THAT WE EXPECT FROM THE OUTCOMES OF THE STUDENT.
[00:20:01]
IT'S BEING DEMONSTRATED HERE.SO I THINK THAT CONTINUED PART I'D LOVE TO CONTINUE TO SEE THAT THROUGH THROUGH THIS YEAR.
YEAH. SO MATTHEW, YOU GET TO PICK WE DO THIS ALL THE TIME.
ARE WE GOING TO GO LEFT OR RIGHT.
NO I'M GOING TO GO ACROSS TO TRACEY, OOH ACROSS RIGHT.
IT'S LIKE PING PONG OR PICKLEBALL.
THANK YOU GUYS FOR BEING HERE.
THIS IS ALWAYS A FUN NIGHT FOR US TO LEARN.
AND SOME OF THE THINGS THAT I PICKED UP ON IS THAT, YOU KNOW, IN THE BEGINNING, WHEN WE DID THIS YEARS AGO ON THE BOARD YOU GUYS WEREN'T ALWAYS ALIGNED IN WHAT YOUR PROBLEM OR PRACTICE WAS. AND NOW, I THINK SINCE YOU GUYS ARE ALL LEARNING SOME OF THE SAME THINGS, WE'RE KIND OF SEEING ALL THAT COME TOGETHER.
AND WHAT I KEPT HEARING FROM EVERYONE WAS THE INTENTIONAL COLLABORATION TIME.
EVERYONE PRETTY MUCH MENTIONED STUDENT VOICE, WHICH IS SOMETHING WE ALSO ALWAYS TALK A LOT ABOUT.
AND ALSO A LOT ABOUT STRUCTURING THE TIME THAT'S AVAILABLE.
THERE'S SUCH A LITTLE AMOUNT OF TIME, IT SEEMS LIKE WHEN YOU HAVE TO CRAM SO MUCH INTO THAT, BUT LIKE HOW DO WE USE THAT MORE EFFICIENTLY? OR ONE EXAMPLE WAS WHEN I HEARD, I THINK IT WAS KATHY TALKING ABOUT HOW WHEN YOU PULL A STUDENT OUT FOR SOME INTERVENTION, WELL, WHEN YOU PULLED THEM OUT FOR THAT INTERVENTION MIGHT HAVE BEEN THE TIME THAT TEACHER WAS DOING THAT INTERVENTION.
AND SO A LOT OF WORK GOES INTO THAT, SO I APPRECIATE THAT.
I'M EAGER TO SEE THE OUTCOMES OF OF EVERYTHING.
ONE THING I JUST THOUGHT OF THOUGH, WAS I'M JUST CURIOUS INTERESTED ABOUT THE SKYRIDGE ONE, BECAUSE WE'VE ALREADY WENT TO YOUR SCHOOL, BUT I WANT TO KNOW IF BEING ACTIVELY INVOLVED IN A SCHOOL DOES THAT CORRELATE WITH YOUR SENSE OF BELONGING, LIKE YOU'VE HAD THE YOU'VE HAD SOME GROWTH IN THAT ALREADY.
BUT I'M JUST CURIOUS IF YOU GET 100% OF THE KIDS TO PARTICIPATE IN SOME KIND OF ACTIVITY, DOES THAT GIVE THEM THE SENSE OF BELONGING THAT WE'RE LOOKING FOR? YOU GET A PICK. YEAH, I PICK BAMINI.
I THINK THE THEME FOR ME ALSO FROM HEARING EVERYONE, THANK YOU SO MUCH.
THIS IS TRULY THE TYPE OF WORKSHOP I LOOK FORWARD TO IS HAVING ALL OF YOU HERE.
I LOVE SEEING, I THINK THE, THE WORDS THAT I WAS GOING TO ALSO USE THE WORD COLLABORATION, BUT MAYBE IT'S BECAUSE THAT'S WHAT STUCK OUT A LOT IS THAT COLLABORATION PIECE. THERE'S A LOT OF CONNECTION.
JUST BECAUSE, YOU KNOW, IT'S A GREAT AGE AND IT'S WHERE YOU HAVE A CAPTIVE AUDIENCE.
AND I WANTED IT TO BE THAT EVERYONE GOT THE SAME EQUAL LESSONS.
AND, YOU KNOW, SO I'M GLAD THAT THEY'RE COLLABORATING AND THERE'S A CONNECTION.
STUDENT LEADERSHIP IS ANOTHER ONE THAT DID STICK OUT FOR ME.
I CHOSE THE WORD FORWARD WHEN ASKED TO PICK.
AND I FEEL LIKE HAVING THE STUDENTS VOICE HEARD AND HAVING THEM ALONG WITH YOUR PLANS ALLOWS FOR AN EASIER MOVE, MOVEMENT FORWARD. AND THEN AS FAR AS EAGER TO SEE THE OUTCOMES, I MEAN, I'M EXCITED TO SEE MOST ALL OF THESE THINGS.
AND ALSO JUST FROM THE THE ML STUDENTS.
I GUESS PERSONALLY, I MEAN, THERE'S A PLACE FOR ME, I HAVE A HEART FOR THAT PIECE.
YEAH. I WANT TO SEE THE NEXT PHASE OF THOSE STUDENTS.
NO, NO, I'M EXCITED TO SEE, I'M ESPECIALLY I THOUGHT OF THIS QUESTION A LITTLE BIT MORE ALONG THE LINES OF WHAT EXCITED FOR OUTCOMES TO SEE, ESPECIALLY WHEN WE'RE AT SITE VISITS TOO. AND ONE THING THAT I'M REALLY EXCITED ABOUT AT THE AT THE ELEMENTARY LEVEL IS SEEING THAT THERE'S SO MUCH SIMILARITY BETWEEN THE BUILDINGS AND WHAT THEY'RE WORKING ON, AND BEING ABLE TO SEE WHAT, YOU KNOW, WHAT IT LOOKS LIKE FROM ONE BUILDING TO THE NEXT.
AND SO I FEEL LIKE I HAVE A DEEPER LEVEL OF UNDERSTANDING WHEN I GO IN ANYWAY.
SO IT'S NICE TO BE ABLE TO SEE THAT AT THE, THE SECONDARY LEVEL.
[00:25:04]
YEAH. I JUST FEEL LIKE I WHAT I FELT LIKE I WAS HEARING A LOT ABOUT TONIGHT AND I MENTIONED SHIFTS IN PRACTICES THAT, THAT PEOPLE ARE REALLY THEY'RE LEANING IN NOW TO THOSE KIND OF THE HARD, THE HARD WORK AND NOT BEING NOT BEING AFRAID TO MAYBE LIKE UPSET THINGS A LITTLE BIT, THINGS THAT WE'VE JUST KIND OF ALWAYS DONE BECAUSE WE'VE ALWAYS DONE THEM OR SOMETHING LIKE THAT.BUT TALKING ABOUT HOW EVERY, EVERY SECONDARY SCHOOL KIND OF HAS A DIFFERENT IDEA FOR WIND TIME, VERSUS PROFESSIONAL LEARNING TIME, VERSUS ADVOCACY VERSUS, ALL OF THAT AND HOW, YOU KNOW, AS A SECONDARY TEACHER MYSELF, I FEEL LIKE IT'S LIKE THIS IDEAL THAT WE'RE CHASING, LIKE, LIKE WE JUST CAN'T WE KNOW IT'S A GOOD THING AND WE JUST CAN'T QUITE FIGURE OUT, LIKE, HOW IT WORKS.
SO I'M REALLY EXCITED TO EVENTUALLY BE ABLE TO GO TO ONE BUILDING AND BE LIKE, THEY GOT IT.
THEY GOT IT FIGURED OUT. AND I THINK WE ALL WANT THAT TOO, RIGHT? SO WE KNOW THAT WE NEED THAT PERSONALIZED LEARNING TIME AND THAT INTERVENTION TIME FOR STUDENTS.
SO HOW DO WE HOW DO WE NOT WORRY SO MUCH ABOUT CRAMMING ALL OF THE CONTENT IN AND TEACHING, YOU KNOW, ALL OF THAT CONTENT FOR THE 53 MINUTE PERIOD AND REALLY BE ABLE TO BUILD IN THAT TIME WHERE WE CAN DO SOME MORE, SOME MORE SMALL GROUP WORK AND SOME SOME SOME RETEACHING OR SOME REINFORCEMENT.
AND SO LOOKING JUST LOOKING FORWARD TO SEEING WHAT, WHAT I LIKE ABOUT LIKE WHAT KELLY SAID, TALKING ABOUT THAT IS THAT I FEEL LIKE THAT'S WHAT WE DO A LOT OF AT THE ELEMENTARY LEVEL.
SO IT'S THIS GREAT EXAMPLE OF EVERYBODY KIND OF LEARNING FROM ONE ANOTHER.
I ALSO MENTIONED I SEVERAL OF THE SEVERAL OF THE DIFFERENT GROUPS THAT ARE ALL KIND OF WORKING ON THE SAME THINGS OR SIMILARITY, LIKE WE'VE GOT PLCS GOING ON AT THE ADMIN LEVEL.
AND CONNIE, BUT YOU CAN'T SAY DITTO.
I WAS GOING TO POINT OUT I'M EXCITED THAT THAT WE ARE WE'VE ALWAYS TALKED ABOUT EQUITY, AND IT'S THE ELIMINATING THAT PREDICTABILITY OF CERTAIN OF OUR CATEGORIES OF STUDENTS.
AND, YOU KNOW, ON THE EQUITY SLIDE.
AND NOW IT'S PART OF OUR PROBLEM OF PRACTICE ACROSS THE DISTRICT.
YOU KNOW, WE'VE, I HEARD A LOT ABOUT WORK ON CULTURE AND THEN PUTTING IN THEIR TIER ONE, YOU KNOW, INTERVENTIONS AND THEN MOVING TO TIER TWO AND REALLY DIVING IN AND TO BE ABLE TO SEE THIS FOCUS ON THOSE GAPS.
I'M REALLY EXCITED TO SEE HOW THAT WORK IMPACTS THOSE STUDENTS.
I'M INTERESTED TO HEAR ABOUT SORT OF THE CHANGES IN ALIGNMENT, LIKE, WELL, THIS IS HOW WE DO THIS AND LOOKING AT DIFFERENT WAYS TO ACHIEVE THE SAME THING WHEN YOU'RE TALKING ABOUT THE WIND TIME, OR WHATEVER, OR PROFESSIONAL DEVELOPMENT TIME, COLLABORATION TIME, WELL, WE DON'T HAVE ANY MORE TIME, RIGHT. SO WE'VE GOT TO LIVE WITHIN OUR BOXES AND HOW CREATIVE THE SCHOOLS ARE GETTING BASED ON THE NEEDS IN THEIR BUILDING TO HOW THEY USE THAT TIME AND HOW THEY PUT IT TOGETHER.
AND I DON'T KNOW THAT WE'RE GOING TO FIND THAT THAT'S THE WAY TO DO IT, BECAUSE IT'S DIFFERENT AT EACH SCHOOL, RIGHT? I THINK THERE'LL BE A BIG COMPONENT OF THIS IS HOW WE DO IT, AND THEN TAILOR IT A LITTLE BIT TO EACH SCHOOL I'M EXCITED TO SEE THAT.
AND THE FOCUS ON NOT IT'S NOT PURELY ACADEMICS.
RIGHT. WE SO OFTEN, YOU KNOW, IF YOU GO YEARS BACK, WE WERE JUST MEASURING TEST SCORES.
[00:30:09]
THAT SEEMS SO WOVEN TOGETHER NOW, OR AT LEAST WE'RE GETTING TO THE POINT WHERE IT'S WOVEN TOGETHER.SO I SEE TREMENDOUS PROGRESS, YOU KNOW, PROBABLY AS IT IS IN EDUCATION AS A WHOLE.
BUT I THINK OUR DISTRICT HAS DONE AN AMAZING JOB, AND YOU GUYS HAVE DONE AN AMAZING JOB MOVING US THROUGH THAT PROGRESSION SO THAT WE'RE AT THE POINT WHERE WE ARE MAKING FUNDAMENTAL, SYSTEMIC CHANGE FOR THE KIDS WILL FEEL WE WILL SEE THIS IN OUR RESULTS IN A WAY THAT I'M NOT SURE THAT WE HAVE ALWAYS BEEN ABLE TO ACROSS THE BOARD.
I KNOW THAT THESE ARE LONG DAYS, AND WE DON'T OFTEN HAVE OPPORTUNITIES FOR THE DISCUSSIONS THAT REALLY ALSO LEAVE US ENERGIZED AND HOPEFUL FOR WHAT OUR FUTURE MIGHT BE IN CREATING A FUTURE FOR OUR STUDENTS.
SO THANK YOU FOR YOUR EVENING TONIGHT AND TO OUR LEADERS.
I FEEL LIKE THAT'S KIND OF ANTICLIMACTIC.
DO WE START THE SLOW CLAP OR SOMETHING? YEAH RIGHT [APPLAUSE].
THANK YOU TO ALL OF YOU FOR PUTTING IN THE EXTRA HOURS TONIGHT AS WELL SO.
TAKE A SECOND TO STRETCH AND ALL THAT KIND OF STUFF.
I'M GOING TO GET MORE WATER REAL QUICK.
JASEN MCEATHRON POLICY REVIEW, 6022.
[3. SYTEMS/PATHWAYS]
THERE'S MY INTRODUCTION.GO FOR IT. ALL RIGHT, WE'RE ON.
OKAY. WELL, THIS EVENING WE'RE GOING TO HAVE A TO START WITH KIND OF A BROAD BASED EXPLANATION.
WE'RE REALLY NARROWING IN ON A SINGLE POLICY THAT WE'VE HAD IN PLACE FOR A NUMBER OF YEARS.
DO I NEED TO MOVE THIS FORWARD TO ME? OKAY. THERE YOU GO.
ALL RIGHT. WHY DO I STRUGGLE WITH THIS THING? OKAY, SO WE'RE TALKING ULTIMATELY ABOUT POLICY 6022, WHICH IS MINIMUM FUND BALANCE.
YOU KNOW, SPECIFIC TO GOVERNMENT/ACCOUNTING.
AND THERE'S, THERE'S KIND OF A BASIC FINANCIAL EQUATION.
SO WE DON'T START EVERY YEAR WITH NO MONEY.
WE START THE YEAR WITH SOME MONEY, AND WE HAVE TO ACTUALLY.
AND THEN THE OTHER ASPECTS OF THE FINANCIAL EQUATION ARE WHAT YOU WOULD EXPECT.
WE HAVE REVENUES THAT COME IN THAT'S GOING TO ADD TO OUR MONEY, OUR CASH ON HAND.
AND THEN AT THE END OF THE YEAR WE'RE GOING TO HAVE ENDING FUND BALANCE.
THAT ENDING FUND BALANCE IS SIMPLY THE MONEY THAT'S LEFT IN OUR ACCOUNTS AT THE END OF THE YEAR.
SO ONE OF THE KEY THINGS THAT SCHOOL DISTRICTS DO THAT IT'S NOT UNCOMMON IN OTHER INDUSTRIES IS TO MEASURE THE HEALTH OF FUND BALANCE AS A PERCENTAGE OF EXPENDITURES.
SO IT'S ANOTHER WAY OF SAYING THIS IS THAT MONEY THAT CAN CARRY YOU X NUMBER OF DAYS IF YOU HAVE KIND OF FLUCTUATIONS IN YOUR REVENUES OR UNEXPECTED EXPENDITURES, WE HAVE BOTH OF THOSE.
THAT'S WHY WE HAVE FUND BALANCE.
SO OVER THE COURSE OF THIS IS WHAT, 10 SOME ODD YEARS, 12 YEARS, SOMETHING LIKE THAT.
YOU KNOW, OUR FUND BALANCE FLUCTUATION REALLY LEADING UP TO MCCLEARY REALLY DIDN'T CHANGE MUCH.
IT WAS MAYBE 1 OR 2%, IT MIGHT FLUCTUATE.
WE WERE IN A HIGH GROWTH PERIOD, RIGHT? BUT GOING BACK 20 YEARS, OUR ENROLLMENT WAS INCREASING 90% OVER 20 YEARS.
THE DISTRICT WAS GETTING BIGGER, SO THINGS WERE FAIRLY, BUT IT WAS PREDICTABLE, RIGHT? THIS IS ON THE OTHER SIDE OF THE LAST MAJOR RECESSION, AND WE WERE CLICKING ALONG.
[00:35:03]
MCCLEARY AND COVID IS WHAT WE'VE TALKED ABOUT SEVERAL TIMES, THAT'S WHAT CAUSED THIS LATEST VOLATILITY IN THE PAST HANDFUL OF YEARS.AND ONE OF OUR MECHANISMS FOR HANDLING SOME OF THE VOLATILITY THAT WAS SHOT OUR WAY WAS TO HAVE A PLANNED USE OF FUND BALANCE, PROVIDE THE K-12 SYSTEM A RUNWAY TO HAVE SOME ENROLLMENT RECOVERY THINGS TO KIND OF SETTLE INTO A NEW NORMAL. AND FOR, YOU KNOW, THE LONGER YOU CAN KIND OF EXTEND THESE THINGS, YOU ALSO OFFER THE LEGISLATURE A LITTLE BIT LONGER RUNWAY TO HELP YOU OUT ALONG THE WAY.
AND THE REASON THAT IT ACCELERATED IS THAT THOSE ESSER ONE TIME, THOSE COVID RELIEF DOLLARS THAT WE GOT WERE JUST ONE TIME REVENUES, THOSE WERE EXPIRING.
WE WERE USING FUND BALANCE TO KIND OF HELP COVER THAT OPERATIONAL GAP.
THAT GAP HAS GROWN OVER TIME, AS THEY DO IF YOU DON'T ADDRESS THEM.
SO THE LATEST FORECAST GOT OUR FUND BALANCE REALLY DOWN TO LESS THAN 3%.
AS A THAT WE'RE ANTICIPATING AS OF AUGUST 2025, SO LESS THAN 12 MONTHS FROM NOW.
SO WE'VE TALKED ABOUT KIND OF THAT ALARM THAT WE HAD AND WHY WE NEEDED TO MAKE SOME ACTIONS.
IN THOSE DISCUSSIONS WE TALKED ABOUT KIND OF WHAT WAS OUR PLAN.
RIGHT. AND KIND OF ALSO WHAT HAPPENED DURING THIS SLIDE.
SO WHAT KIND OF HAPPENED RIGHT HERE? AND AS I MENTIONED EXCUSE ME.
WE HAD A PLANNED USE OF FUND BALANCE ENROLLMENT DECLINE DURING THAT TIME.
WE USED EXHAUSTED OUR ONE TIME REVENUES.
MEANWHILE, WE ALSO HAD RECORD INFLATION.
WE HAD MARKET PRESSURES THAT WERE JUST INCREASING OUR COSTS THAT WE WERE INCURRING.
SO THAT'S REALLY KIND OF LED TO WHERE WE'RE AT AND THE REASON FOR SOME OF THE ACTIONS THAT WE'RE HAVING TO TAKE AROUND BUDGET REDUCTIONS AND WHAT HAVE YOU.
ENROLLMENT. WE'VE SHARED THIS SLIDE I WON'T SHARE IT AGAIN.
YOU ALL HAVE SEEN THESE BEFORE.
SO AND WE TALKED ABOUT WHAT IS THIS SUSTAINABILITY PLAN.
SO WHAT WE'RE LOOKING TO DO IS TO RESTORE OUR FUND BALANCE THAT'S IN RED HERE.
THAT'S PRIMARILY WHAT WE'RE GOING TO TALK ABOUT TONIGHT.
WE WILL BE DOING WE WILL BE DOING A REDUCTION OF EXPENDITURES, WE'RE EXPECTING 10 TO 12%.
SO WE'RE NOT GOING TO TALK ABOUT THAT THIS EVENING TALKING SOLELY ABOUT THIS FIRST BULLET.
SO CURRENT BOARD POLICY STATES THIS AND I WON'T GO INTO READ IT.
BUT BASICALLY THE HIGHLIGHTED PORTION AT THE BOTTOM, BASICALLY CHARGES THE SUPERINTENDENT AND MYSELF TO PRESENT TO THE BOARD BASICALLY A SUSTAINABLE PATH.
SO HOW DO WE DO THAT IN A GIVEN YEAR? TYPICALLY IT'S AROUND THIS FOUR YEAR BUDGET.
AND SOMETIMES I HEAR FROM FOLKS LIKE, WELL, THIS THING BALANCES THINGS ARE OKAY.
WELL, THERE'S A LOT OF ASSUMPTIONS IN HERE, RIGHT? SO WHEN WE TALK ABOUT KIND OF LIKE A GLIDE SLOPE FOR USE OF OUR FUND BALANCE, THIS WAS A BIT OF A SHOCK.
BRINGING IT DOWN TO 3% WAS WAS NOT GOOD AND SO WE'VE NEEDED TO KIND OF TAKE SOME ACTION.
AND THIS IS THAT SUSTAINABILITY PATH.
SO WHEN YOU LOOK AT THE BOTTOM OF OUR FOUR YEAR BUDGET, WE SHARE BOARD MEETINGS, YOU KNOW, THE AUGUST BOARD MEETING, WHEN YOU APPROVE A BUDGET AND WE'LL GIVE UPDATES THROUGHOUT THE YEAR.
WHAT WE'RE TRYING TO SHOW IS WHAT IS THAT SUSTAINABLE FUND BALANCE.
WE'VE ALWAYS TALKED ABOUT IT RIGHT.
AND WE KNOW THAT WE NEED TO RECOVER.
SO ONE OF THE THINGS THAT COMPLICATES FUND BALANCE IS WE HAVE A LOT OF CASH FLOW VOLATILITY.
SO THIS IS AN IMPORTANT GRAPH.
PROBABLY ONE OF THE MORE IMPORTANT ONES WHEN YOU'RE LOOKING AT FUND BALANCE, AND WHY DO WE NEED IT.
SO THIS BLUE LINE REPRESENTS OUR REVENUES.
AND THESE TWO MOUNTAINS OR SPIKES ARE IN OCTOBER AND APRIL.
THOSE ARE WHEN WE COLLECT PROPERTY TAXES.
THIS LAST SMALLER HILL, IF YOU WILL, IS ABOUT GETTING ABOUT 22.5% OF OUR STATE FUNDING IN THOSE LAST TWO MONTHS OF THE FISCAL YEAR. YOU SEE ANOTHER SPIKE THOSE LAST TWO MONTHS, BUT THE MAJORITY OF THE YEAR YOU CAN SEE THAT BLUE LINE DIPS BELOW
[00:40:10]
OUR EXPENDITURES, MEANING WE'RE SPENDING MORE IN MOST MONTHS THAN WE'RE RECEIVING IN REVENUES.WE HAVE TO HAVE CASH ON HAND TO HELP US WITH THOSE WITH THOSE NEEDS.
NO TWO DISTRICTS ARE THE SAME.
AND JUST KNOW THAT THEY HAVE TO GO THROUGH THIS VERY SAME ANALYSIS THEMSELVES AND FIGURE OUT HOW MUCH REVENUE THEY CAN GET IN A GIVEN MONTH, HOW MUCH THEY'RE GOING TO SPEND IN A MONTH.
AND IT BASICALLY TELLS YOU WHAT YOU NEED TO CARRY.
THIS IS KIND OF A RECAP OF THAT, OF THIS COMMITTEE EXERCISE.
AND BASICALLY THE TAKEAWAY WAS 8% MIN.
8% TOTAL FUND BALANCE AS A MINIMUM.
AND ULTIMATELY THE COMMITTEE LANDED ON TARGETING FUND BALANCE SHOULD BE 10% ON AVERAGE WITH A MINIMUM THRESHOLD OF 8%. SO AND THE REASON FOR THAT WAS YOU WANT SOME ELEMENT OF BUFFER LIKE 10%, IF YOU GO BACK TO ONE OF MY PREVIOUS SLIDES IS REALLY WHERE WE WERE PRE MCCLEARY.
SO BEAR WITH ME [INAUDIBLE] THIS RIGHT HERE.
OKAY. SO THIS WAS PRE MCCLEARY AND WE FELT LIKE THE COMMITTEE FELT LIKE I THINK THAT THIS WAS A HEALTHY THRESHOLD, DISTRICT OUR SIZE, GOOD TARGET.
SO WHEN IT GETS TO 3%, THAT'S THAT'S OUR CALL TO ACTION OF COURSE.
RIGHT. SO WE GOT TO BRING IT BACK UP.
THAT'S WHAT WE'RE GOING TO DO.
SO THIS POLICY WILL HELP GUIDE US.
IT REALLY DOESN'T STATE AN AMOUNT.
HOW ABOUT WE LOOK AT STATING AN AMOUNT IN BOARD POLICY AND PROVIDING A LITTLE BIT MORE DIRECTION TO STAFF? AND SO COLLECTED THAT FEEDBACK TAKEN THE LIBERTY TO PUT SOME THINGS ON, ON THE SCREEN TONIGHT.
TOTALLY OPEN TO CHANGES HOWEVER YOU SEE FIT.
I'LL BE ABLE TO TAKE NOTES HERE AND STUFF.
SO ULTIMATELY WHAT WOULD BE NICE IS IF WE ARE GOING TO MAKE SOME POLICY AMENDMENTS OR SUGGEST THEM THAT WE GET TO THOSE FIRST AND SECOND READINGS, PROBABLY IN DECEMBER. SO THESE NEXT COUPLE OF MEETINGS AFTER TONIGHT.
SO THIS PARTICULAR POLICY ALTERNATIVE IS NOT TOTALLY BRAND NEW.
ROBBED IT FROM ANOTHER DISTRICT HERE.
IT'S MUCH LARGER THAN US, BUT THEY DO HAVE A HIGHER FREE AND REDUCED POPULATION.
AND THE REASON I NOTE THAT, AND I PUT THIS IN HERE AND KIND OF SHOW SOME TRACK CHANGES, BECAUSE IT CAN HAVE A PRETTY STRONG INFLUENCE ON YOUR CASH FLOW NEEDS BECAUSE THAT IS A BIG DETERMINANT OR THE LARGEST DETERMINANT OF FEDERAL FUNDING IS YOUR FREE AND REDUCED LUNCH POPULATION.
SO IF YOUR PERCENTAGE IS HIGHER, YOU'RE GOING TO GET HIGHER FEDERAL REVENUES.
IT'S GOING TO BE A LARGER PART OF YOUR REVENUE PORTFOLIO.
AND THAT TENDS TO COME IN PRETTY EQUAL STEADY INSTALLMENTS EACH MONTH.
SO THAT'S GOING TO PROVIDE, IT'S GOING TO INCREASE KIND OF YOUR BASE REVENUES AND LOWER YOUR CASH VOLATILITY. AND SO YOU TEND TO SEE THAT IF YOU LOOK AT OTHER POLICIES YOU'LL TEND TO SEE SOME OF THE LARGER DISTRICTS THAT MAYBE HAVE HIGHER FREE AND REDUCED PERCENTAGES.
YOU'LL SEE SOME OF THESE NUMBERS ARE FAIRLY LOW.
AND I FULLY UNDERSTAND WHY THAT WOULD BE THE CASE.
SO OURS REALLY KIND OF BOTTOM LINE JUST TO SNEAK BY WITH.
[00:45:02]
AND THAT'S IF WE'RE ABSOLUTELY PERFECT IN OUR BUDGET ON OUR REVENUES AND EXPENDITURES IS REALLY LIKE 5%.IT'S NOT 3% AS THIS OTHER DISTRICT WAS.
AND THAT'S WHY YOU SEE KIND OF A TARGET OF 8 TO 10%.
AND THIS IS WHERE WORDS MATTER.
SO UNASSIGNED FUND BALANCE IS AVAILABLE FOR USE.
NOT ALL FUND BALANCE THAT WE CARRY IS ACTUALLY AVAILABLE.
IT MIGHT BE GRANT MONIES OR SCHOLARSHIP MONEY, OR WE START THE YEAR WITH PREPAID EXPENSES, AND THOSE THAT FUND BALANCE IS ALREADY OBLIGATED, IF YOU WILL.
SO THAT'S WHY THERE'S THAT'S AN IMPORTANT DETERMINATION HERE.
SO THAT'S WHY YOU KIND OF SEE OKAY, THAT'S OUR BARE MINIMUM.
BUT YOU REALLY DON'T WANT TO TARGET BEING BROKE, RIGHT, PAYCHECK TO PAYCHECK, YOU WANT SOME MARGIN FOR ERROR AND SOME SECURITY? RIGHT. AND SO THAT'S WHY THERE'S THE 8-10% OVERALL.
SO AND TO PROVIDE OBVIOUSLY ROOM FOR OVERALL FUND BALANCE THAT YOU CAN'T USE.
SO THE ONE PIECE TO THIS POLICY AND I HEARD PRETTY CONSISTENTLY JUST FROM TALKING TO STAKEHOLDERS IS THEY'RE A LITTLE CONCERNED ABOUT, YOU KNOW, ACHIEVING THESE TARGETS OVER A FIVE YEAR PERIOD.
DO WE REALLY HAVE FIVE YEARS? I WOULD SAY NO.
WE NEED TO MAKE SOME VERY NOTABLE PROGRESS IN IMPROVING OUR FUND BALANCE RIGHT AWAY.
SO ONE OF THE THINGS THAT WE AND I THOUGHT I WOULD SUGGEST IS MAYBE ALTERNATIVE POLICY LANGUAGE TO, RATHER THAN SAY, IN THIS FIVE YEAR PERIOD, REALLY PUT IT ON STAFF TO INFORM THE BOARD.
THAT'S THE FIRST THING I THINK THAT'S IF WE'RE DOING OUR JOBS, YOU KNOW, WELL IN ADVANCE WHEN OUR PROJECTIONS SHOW THAT WE'RE NOT GOING TO MEET THESE TARGETS. AND THEN IT'S REALLY INCUMBENT UPON US TO PRESENT A PLAN TO THE BOARD.
AND I REALLY FEEL LIKE THAT PLAN TO BE BE SOLID NEEDS TO BE THAT FOUR YEAR BUDGET.
IT CAN'T JUST BE A 12 MONTH RUNWAY.
THESE THINGS ARE A LITTLE BIT MORE COMPLEX THAN JUST ONE YEAR BUDGETS, RIGHT? SO AND YOU SHOULD HAVE A RUNWAY TO REACT AS A BOARD.
SO THAT'S WHY IT'S IMPORTANT TO HAVE THAT FOUR YEAR.
AND THEN I THINK WHATEVER THAT PLAN IS BEYOND THAT, IT REALLY SHOULD BE SUBJECT TO BOARD APPROVAL.
IS THAT REALLY, THEN, IS SHOWING THAT WE'RE DOING OUR JOB OF INFORMING THE BOARD, THE BOARD IS REACTING TO THE INFORMATION THAT THEY'RE RECEIVING, AND THAT'S WHAT GOVERNANCE AND GOVERNMENT IS ABOUT.
OKAY. SO FIRST I THANK YOU JASEN, IT WAS VERY HELPFUL TO READ ALL OF THIS.
I KNOW I WENT, I WENT AND LOOKED I WAS LOOKING AT ALL THE DISTRICTS THAT ARE KIND OF AROUND OUR SIZE PLUS OR MINUS, YOU KNOW, 15, SO ABOUT 30, YOU KNOW, SPAN JUST STUDENT SIZE, STUDENT ENROLLMENT.
SOME MENTIONED ABOUT BOND AND BOND RATING, A FEW DID, A FEW DISTRICTS, NOT MANY.
IS THAT A CONCERN AT ALL ALSO FOR THIS, BECAUSE SOME MENTIONED IT SPECIFICALLY IN THE POLICY THAT THIS IS TO MAKE CERTAIN THAT WE MAINTAIN A HEALTHY BOND RATING FOR FUTURE, BUT A LOT DON'T.
YEAH. SO WHAT MATTHEW'S SPEAKING TO IS, YOU KNOW, WHEN WE ISSUE DEBT, WE ACTUALLY GET A CREDIT RATING FROM ONE ONE OF THE AGENCIES OUT THERE, AND MOODY'S SPECIALIZES IN K-12 EDUCATION.
SO THE LAST BOND THAT WE ISSUED WE WERE SEEKING AS HIGH A RATING AS WE COULD GET, AND WE WERE REALLY CLOSE TO BASICALLY ECLIPSING AND GETTING UPGRADED.
AND ONE OF THE KEY DETERMINANTS THAT THEY LOOK AT WAS REALLY THE HEALTH OF YOUR FUND BALANCE.
AND THAT WAS ONE OF THE POSITIVE ATTRIBUTES FOR THAT LAST RATE RATING OR EXCUSE ME BOND RATING.
[00:50:09]
SO I WOULD FULLY EXPECT THEY DO ONGOING MONITORING AND I'VE BEEN WAITING.WE'LL PROBABLY HEAR FROM THEM.
THEY REVIEW OUR STUFF EVERY SINGLE YEAR.
AND I EXPECT THAT THEY'LL THEY'LL START THEY'RE GOING TO START LETTING DISTRICTS SOME DISTRICTS BOND RATING HAS BEEN DROPPED, I BELIEVE, BECAUSE THEIR FUND BALANCE HAS BEEN BROUGHT DOWN SO LOW.
I DON'T KNOW IF THAT WILL BE THE CASE FOR US.
AND SO THAT KIND OF FITS NICELY.
I THINK THAT'S ALSO WHY SOME DISTRICTS MAY MENTION THAT IN THEIR POLICY, BECAUSE, YOU KNOW, MOODY'S IS GOING TO LOOK FOR THAT, RIGHT? THEY'RE GOING TO LOOK THEY'RE GOING TO NOT THAT YOU CAN'T USE FUND BALANCE.
I THINK WE'RE DOING THAT ALREADY.
WE'RE DOING THAT WITH THIS POLICY.
SO I WOULD HOPE THAT THAT BODE WOULD BODE WELL FOR US.
YEAH. I JUST WHEN WE GET TO JUST A GENERAL DISCUSSION ON KIND OF THE LANGUAGE OF WHY DO WE WHY DO WE NEED THIS, MAYBE THAT FIRST PARAGRAPH, YOU KNOW, I SEE SOME THAT ARE SOME DISTRICTS THAT ARE VERY BOLD, THAT STATE YOU KNOW, ONE HERE I HAD IT UP.
IT'S ALSO MAKING SURE THAT WE'RE BEING PRUDENT TO GET THE BEST RATES WHEN WE DO HAVE TO SEE CREDIT.
BUT IT'S NOT CALLED OUT IN A LOT OF DISTRICTS AND I DON'T KNOW IF IT SHOULD BE.
I THINK IT SHOULD BE BECAUSE IT SHOWS SOME PRUDENCE ABOUT THINGS THAT ARE WELL OFF IN THE FUTURE.
RIGHT? THAT IS A NEED, AND THAT COULD BE A SIGNIFICANT SAVINGS FOR US.
AND SO I THINK THAT'S SOMETHING, YOU KNOW, YES, IT'S ALIGNED TO OUR PERSONAL LIVES.
BUT YOU'RE MULTIPLYING THAT EXPONENTIALLY IN A DISTRICT LIKE THIS.
SO GREAT POINT I THINK FRANKLIN PIERCE.
THAT'S THE ONE. THEY HAVE A SPECIFIC WHAT THEY CALL THIS OUT IN THEIR POLICY THAT THIS WILL PROVIDE GREATER FINANCIAL FLEXIBILITY AND ASSIST IN ACQUIRING A HIGHER BOND RATING, THEREBY DECREASING BORROWING COSTS LIKE IT'S SPECIFICALLY, YOU KNOW, AGAIN, IT MAY BE EVIDENT, BUT IF WE'RE GOING TO CHANGE THIS POLICY.
IT MAY BE GOOD TO PUT THAT IN THERE SO THAT WHEN PEOPLE ASK, WELL, WHAT OTHER REASONS DO YOU WANT TO DO THIS? IT'S NOT JUST UNFORESEEN, IT IS ACTUALLY FORESEEN FUTURE NEED AND SAVING MONEY.
SO YOU KNOW, MATTHEWS, IF I'M HEARING YOU CORRECTLY, YOU'RE FEELING LIKE YOU DO WANT TO HAVE SOME LANGUAGE IN HERE AROUND BOND RATINGS. SO I GUESS I WOULD EXCUSE ME.
I GUESS I WOULD JUST ASK WHAT THE REST OF THE BOARD THINKS ABOUT THAT.
AND THEN ALSO, JASEN, IF YOU FEEL LIKE THAT IS SOMETHING THAT SHOULD BE IN THE POLICY OR IF IT IF THERE'S ANY I DON'T KNOW IF THERE'S ANY UNFORESEEN CONSEQUENCES FOR PUTTING SOMETHING LIKE THAT IN THERE.
I DON'T I DON'T ANTICIPATE ANY NEGATIVE CONSEQUENCES PUTTING IT IN THERE.
I THINK IT'S GOOD TO MENTION AND I THINK POTENTIALLY COULD BE LOOKED FAVORABLY UPON BY MOODY'S YOU KNOW WHEN THEY GO TO DO ANOTHER STUDY, I COULD POINT TO THIS POLICY AND SAY, YES, WE'VE WE RECOGNIZE THE IMPORTANCE OF THE WORK THAT YOU DO ENOUGH THAT WE'VE GOT YOU IN POLICY.
OKAY. SO I THINK IT COULD BE GOOD.
I WILL SAY THIS, THAT POINT IS OF DIRECT BENEFIT TO OUR TAXPAYERS BECAUSE WHEN WE ISSUE BONDS, WE THAT CREDIT RATING ESTABLISHES HOW MUCH WE PAY IN INTEREST, IF YOU WILL, WHICH MEANS WE DON'T PAY AS MUCH IN INTEREST, THAT MEANS THAT WE DON'T HAVE TO LEVY AS MUCH.
SO IT'S TRULY ONE OF THOSE PASSED ON COSTS WHEN IT COMES TO THAT.
ONCE YOU VOTE FOR A BOND LEVY, WE ARE WE'RE BASICALLY OBLIGATING THE PUBLIC TO PAYING THAT DEBT SERVICE OVER TIME.
SO A BOND RATING IS IMPORTANT.
IT IMPACTS EVERY EVERY SINGLE TAXPAYER.
[00:55:01]
FRANKLIN PIERCE THEIR MINIMUM.I LIKE THE WHOLE FIRST PARAGRAPH.
IT'S I FEEL LIKE WE MIGHT BE LEAVING OUT A REASON IF WE IF WE LEAVE THAT OUT, HOW IT'S TALKING ABOUT THIS WILL PROVIDE GREATER FINANCIAL FLEXIBILITY IN TIMES OF AUSTERITY, REDUCE THE LIKELIHOOD OF SHORT TERM CASH FLOW CRISES, AND ASSIST IN ACQUIRING A HIGHER BOND RATING THEREBY DECREASING BORROWING COSTS. I DON'T SEE ANY REASON NOT TO PUT IT IN.
OKAY. OKAY, SO THAT'S SOMETHING SOME LANGUAGE WE COULD ADD TO THAT THEN BEFORE FIRST READING.
OKAY. FIRST READING WILL BE AT THE NEXT BOARD MEETING.
OKAY. SO I SKIPPED OVER A COUPLE OF THINGS, BUT I THINK THIS IS GOOD FEEDBACK AS FAR AS ADDRESSING THIS OPENING PARAGRAPH.
EXCUSE ME. LET ME GET THROUGH THIS, IT'S REALLY BEEFING UP THIS OPENING PARAGRAPH.
WE'RE LOOKING AT ALSO MODIFYING THIS WHAT'S HIGHLIGHTED HERE OKAY.
TO PUT IN ACTUAL NUMBERS AND REPLACE THAT WITH THIS LANGUAGE HERE. THAT'S A LITTLE BIT OF THIS HERE.
SO WHAT IT WOULD LOOK LIKE IS BASICALLY THIS, WE WILL MODIFY THIS OPENING PARAGRAPH.
I'LL TAKE A PEEK AT FRANKLIN PIERCE SCHOOL DISTRICT.
THANKS, TONY. AND I'LL PULL THAT IN.
BECAUSE IT IS YOUR POLICY, AND I WANT TO ANSWER THEM IF THERE ARE ANY.
SO HOW ARE WE IF OUR FUND BALANCE BECOMES 6%, WE MIGHT STILL BE ABOVE THE 5% THAT WE'RE.
SO HOW ARE WE GOING TO KNOW WHAT OF THAT IS OBLIGATED.
AND ARE YOU GOING TO REPORT IT DIFFERENT.
ARE YOU GOING TO REPORT IT DIFFERENTLY OR? YEAH. SO WHAT WE'LL DO IS WE'LL ACTUALLY INCLUDE IN OUR BUDGET A 5% UNASSIGNED FUND., IT'LL HAVE ITS OWN LINE ITEM LINE ITEM.
OKAY. NOW WE'LL HAVE TO DO REPORTING ABOVE AND BEYOND THE TRADITIONAL BUDGET STATUS REPORTS THAT YOU SEE, BECAUSE THOSE THAT ARE GENERATED AUTOMATICALLY DON'T PROVIDE THAT LEVEL OF DETAIL.
BUT IT'LL BE INCUMBENT UPON US TO MAKE SURE THAT WE INFORM YOU NOT ONLY AT THE BUDGET ADOPTION, BUT THROUGHOUT THE YEAR THAT WE'RE NOT WE'RE NOT FALLING BELOW THAT, THAT FUND BALANCE THAT WE BUDGETED IN THERE.
SO THAT'S HOW I THINK WE'LL WE'LL ADDRESS IT.
THAT LINE ITEM IS IT'S AVAILABLE IN OUR LARGE TOTAL ANNUAL BUDGET.
AND IT'S AVAILABLE IN OUR LARGE ANNUAL REPORT, BOTH OF WHICH ARE OVER 100 PAGES LONG.
AND WHEN IT COMES TIME, I'M HAPPY TO KIND OF POINT OUT WHERE THOSE LINE ITEMS WILL BE.
BUT THEY'LL, THEY'LL BE INDEPENDENTLY AND DEFINITIVELY IDENTIFIED IN THOSE DOCUMENTS, WHICH ARE OFFICIAL DOCUMENTS FOR THE SCHOOL DISTRICT.
SO WE'RE LOOKING FOR THOUGHTS ON THE PERCENTAGES THEN.
CAN WE SHOW IT ON 19 SINCE THAT'S THE SLIDE 19, I THINK THAT'S THE ONE THAT HAS THE HOLE.
THAT HAS THE HOLE. RIGHT. I KNOW YOU'VE GOT IT HERE IN RED.
SO IT'S REDLINED BUT IT'S REALLY THIS RIGHT.
AND THEN FOCUS ON THE NUMBERS.
YEAH. SO REALLY THE SECOND PARAGRAPH AND THIRD I GUESS.
[01:00:01]
SO I FEEL LIKE IT'S WE'VE STUDIED A LOT TO FIGURE OUT THAT THAT'S IT.AND I THINK IT'S PROVEN WITH THE TIME WE'VE SPENT RESEARCHING THAT.
SO THE UNASSIGNED UNASSIGNED FUND BALANCE OF 5% SO IN A 8 TO 10% RANGE THIS ASSUMES THEN THAT THERE'S AN ASSIGNED FUND BALANCE OF 3%.
WOULD THAT BE CORRECT? IF WE'RE AT 8% INSTEAD WE'RE SAYING THERE'S A 3% ASSIGNED FUND BALANCE OR RESTRICTED FUND BALANCE AND 5% THAT'S UNASSIGNED.
IT COULD BE. BUT IT ALSO WE COULD HAVE 8% UNASSIGNED AS LONG AS WE HAVE A MINIMUM OF 5%.
AND I GUESS THAT'S ALSO THAT'S ALSO LEADING ME TO MY NEXT, MY NEXT KIND OF QUESTION.
AND JUST THOUGHT FOR THE BOARD IS THAT IF THIS POLICY IS A MINIMUM FUND BALANCE POLICY, WE'RE ALSO TALKING ABOUT WE'RE TALKING ABOUT MINIMUMS. SO I SEE MINIMUM IN HERE.
BUT THEN WE HAVE TARGET IN HERE AS WELL.
IS THAT I GUESS I GUESS WHAT'S THE WHAT IS THE THE NECESSITY OF THE TARGET THEN AS OPPOSED TO THE MINIMUM IN A MINIMUM FUND BALANCE POLICY. SO IF YOU TARGET THE MINIMUM THAT ASSUMES LIKE THERE IS NO CONTINGENCY IN THAT, THAT'S THAT WOULD BE ASSUMING THAT IF THAT WAS OUR TARGET, IF THE MINIMUM WAS THE TARGET, WE COULD HAVE NO VARIATION IN REVENUES OR EXPENDITURES IN THEORY.
RIGHT. WHICH WE KNOW IS NOT THE CASE.
THERE'S THERE'S A WHOLE HOST OF THINGS.
SO THE PURPOSE FOR THAT IN THIS POLICY IT'S A GOOD QUESTION THAT YOU ASK GLAD THAT YOU ASKED IT, BECAUSE WHEN YOU LOOK AT A LOT OF OTHER POLICIES AT OTHER DISTRICTS, A LOT OF THEM WOULD PUT A VERY WIDE RANGE.
IT MIGHT BE LIKE 5 TO 10%, 5 TO 12% AND YOU REALLY DON'T KNOW, LIKE, OKAY, WELL WHAT IS THE DISTRICT REALLY TRYING TO TARGET THERE? AND NO DISTRICT WOULD EVER TARGET A MINIMUM FUND BALANCE OF JUST TO EKE BY.
AND LIKE YOU JUST YOU CAN'T DO THAT.
YOU WOULD HAVE TO HAVE SOME CONTINGENCY ON TOP FOR UNFORESEEN ITEMS. SO THIS TAKES INTO ACCOUNT 8 TO 10%, TAKES INTO ACCOUNT THAT YOU'VE GOT TO HAVE A LITTLE BIT OF CUSHION, VERY SMALL.
BUT YOU'RE ALSO GOING TO CARRY FUND BALANCE THAT YOU CAN'T TOUCH ANYWAYS.
AND SO IT'S ABOUT SPLIT WHAT I WOULD SAY IS A PERCENT [INAUDIBLE] FUND BALANCE THAT WE HAVE TO CARRY, YOU WOULD LOOK AT TOTAL FUND BALANCE.
AND YOU'LL SEE A LOT OF REPORTS THAT JUST REPORT TOTAL FUND BALANCE.
NOT PAYING ATTENTION TO WHAT'S UNASSIGNED FUND BALANCE VERSUS TOTAL FUND BALANCE.
AND SO I THINK THAT'S WHAT THIS POLICY ATTEMPTS TO ADDRESS, AS WELL AS PROVIDE SOME PARAMETERS AND DIRECTION AS TO WHAT WE SHOULD BE TARGETING, BECAUSE WE'RE TRYING TO DO THIS OVER A LONG PERIOD OF TIME, MEANING WE'RE TRYING TO DO BUDGETS OVER FOUR YEAR PERIODS.
IT'S NOT OUT OF THE OUT OF THE REALM OF POSSIBILITY.
SO PROVIDING OURSELVES SOME FLEXIBILITY IN BEING ABLE TO COMPLY WITH THE POLICY BUT NOT BE TOO DEFINITIVE TO WHERE WE'RE BOXED IN AND WOULD NEVER REALLY COMPLY.
RIGHT. SO IT'S TRYING TO STRIKE A BALANCE THERE.
I THINK I GUESS MY, MY ONLY OTHER THING, I WOULD JUST, JUST PUTTING THIS OUT TO THE BOARD FOR, FOR THOUGHTS ON THIS IS THE WAY THAT I MIGHT READ THIS AS AN WITH AN 8 TO 10% TARGET, THAT THAT IN A WAY ALMOST FEELS AND MAYBE THIS IS A GOOD, ACTUALLY I ACTUALLY THINK THIS IS A GOOD THING.
IT'S, IT'S A, IT'S A THAT'S THE RANGE WE HAVE TO LAND IN.
[01:05:02]
AND IF WE WERE TO SAY, FOR EXAMPLE, I KNOW LIKE ONE OF THE CRITICISMS THAT WE'VE GOT IN THE PAST IS, YOU KNOW, WHEN WE WERE RUNNING SOME OF THOSE FUND ENDING FUND BALANCE NUMBERS THAT WERE 15% OR SOMETHING LIKE THAT.WELL, WHY IS IT THAT HIGH? I FEEL LIKE THIS PUTTING THAT THAT 8 TO 10%, IF WE WERE TO EVER COME IN WITH A WITH A PROJECTION OF, THIS IS GOING TO BE AN 11% FUND BALANCE, THAT ALLOWS US TO ASK, WELL, WHY? WHY ARE WE COMING IN ABOVE THE TARGET? WHY ARE WE, YOU KNOW, WHY ARE WE BEING EXTRA CONSERVATIVE WITH IT? IS THERE A REASON WHY WE'RE SAVING THIS MONEY, OR IS IT.
BECAUSE IF IT'S, YOU KNOW, COMES IN AT 13% AND WE DON'T HAVE SOMETHING LIKE THAT COMING IN, THEN MAYBE WE NEED TO LEVEL IT OUT AND. WELL, AND IF, IF WE WERE TO HAVE A NUMBER THAT JUST SAID THE TARGET IS 8%, SOMETHING AROUND 8% IS A IS OKAY.
BUT WHAT'S SOMETHING AROUND THAT IS 11-12% SOMETHING AROUND 8%.
8 TO 10% IS A PRETTY IS A PRETTY NARROW WINDOW.
SO WHAT WE'RE REALLY SAYING IS ALL OF YOUR ALL OF OUR, YOU KNOW, OUR ENDING FUND BALANCE OR OUR, OUR PROJECTIONS, ONCE WE GET OUT TO FOUR YEARS, THEY NEED TO LAND WITHIN THIS PRETTY SMALL WINDOW.
AND IF WE'RE ABOVE 10%, WE NEED TO HEAR WHY ARE WE.
SO IT'S GOING TO WORK BOTH SIDES OF THAT, RIGHT.
LIKE WHAT YOU SAID, IF WE COME IN AT 15%, IT'S LIKE, WELL WE WHAT IS THAT FOR AND WHAT ARE WE GOING TO DO WITH IT? BECAUSE WE NEED TO BE IN THE 8 TO 10% RANGE, SO IT KIND OF PUTS YOU ON BOTH ENDS OF THAT.
SO SORRY, THAT'S MY APPROACH, BUT I'VE SEEN SOME DISTRICTS WHERE THEY HAVE 8 TO 10%, BUT THEY SAY I'M LOOKING AT WALLA WALLA, WHERE THEY SAY INCLUDES A COMMITMENT OF AT LEAST 8%, BUT WHEN FEASIBLE WILL ACTIVELY MANAGE TOWARDS 10% IS THE TARGET.
SO RIGHT NOW WE HAVE 8 TO 10%.
BUT IS IS WOULD A PREFERENCE BE WHEN FEASIBLE THE TARGET SHOULD BE 10% BUT AT LEAST 8%.
WOULD THAT BE BETTER WORDING 10 TO 8% BECAUSE TO COREY'S POINT, SOMEONE MIGHT SAY, WELL, YOU'RE AT 10%, CAN'T YOU, CAN'T YOU GET DOWN TO 8%? YEAH. CAN'T YOU GO DOWN TO 8%? WOULD IT BE BETTER TO LOOK AT SOMETHING LIKE IT'S WORDED OUT LIKE 8'S OUR MINIMUM, BUT 10% IS [INAUDIBLE] OUR FEASIBLE TARGET, WE WANT TO BE THERE.
AND THEN IT SPELLS OUT THERE IS A DIFFERENCE BETWEEN 8 AND 10%, 8 TO 10%.
IT'S LIKE WE WANT TO BE AT 10%, BUT WE CAN BE AS LOW AS 8%.
WOULD THAT OR IS IT PREFERENCE? YEAH. I MEAN THAT'S WHAT YOU'RE SUGGESTING IS IS IN LINE WITH REALLY WHAT THE BUDGET COMMITTEE HAD TALKED ABOUT.
OKAY. WOULD THAT WORDING BE BETTER.
THEY SAID IT WAS LIKE TARGET 10% DON'T FALL BELOW 8%.
WHEREAS IF IT SAID YOU KNOW WE WANT TO WE WANT TO BE AT 10% WHEN FEASIBLE.
BUT IT'S OKAY THEN IT'S LIKE THEN THEN WE'RE STRIVING FOR 10%.
AND THEY USE WORDS LIKE UNRESERVED OR UNDESIGNATED, AND WE'RE USING UNASSIGNED.
THEY'RE ALL EQUIVALENT, RIGHT? WE'RE USING THEM EQUIVALENTLY, BUT THEY SPECIFICALLY STATE TO CONTRIBUTE TOWARDS MAINTAINING A BOND RATING OVER EQUIVALENT TO A MOODY'S BOND RATING OF A OR ABOVE.
WHY WOULD WE WANT 10%? BECAUSE THAT'S WHAT WE WANT TO DO.
SO WHEN WE DO ASK FOR A BOND, WE'RE BEING PRUDENT ABOUT GETTING THE BEST RATE POSSIBLE.
LIKE WHAT WHAT THE SAVINGS WAS TO THE PUBLIC FOR SETTING THAT POLICY THAT WAY.
YEAH. OBVIOUSLY I THINK WE COULD PROJECT THAT IF WE, IF WE NEEDED TO [INAUDIBLE] IMPACT OF A DIFFERENT RATING? YEAH. I DON'T KNOW IF WE COULD GO BACK IN TIME.
NO, I'M JUST THINKING AGAIN, IF YOU'LL ASK.
INTO THE FUTURE. I WOULD WE SAY 8% IS OUR, YOU KNOW LOWEST, 10% WHEN FEASIBLE.
WHY? BECAUSE WE WE WANT TO BE ABLE TO COVER UNFORESEEN.
YEAH. BECAUSE I LOOK AT THAT 8 TO 10% AND, YOU KNOW, WE MIGHT BE APPROACHED BY, YOU KNOW, A PROGRAM OR A GROUP OR SOMEBODY LIKE, OKAY, WE'RE AT 10%, BUT WE BUT BUT YOU HAVE 2% THAT YOU CAN GIVE TO THIS NEED.
[01:10:10]
AND IS IT ARBITRARY? IT'S LIKE 8% IS AS GOOD AS 10%.IT'S NOT IT'S NOT LIKE WE HAVE THIS EXTRA 2% THEN WE CAN FIGURE OUT WHAT TO DO WITH ALL THE TIME.
RIGHT. SO I LIKE THE A LITTLE BIT MORE SPECIFICITY TO THE WORDING THAT A MINIMUM OF THIS.
BUT BUT OUR OUR GOAL IS 10% AND AGREEING WITH YOU TRACEY ABOUT TALKING ABOUT ALL THE WORK THAT THE BUDGET COMMITTEE DID, LOOKING AT WHAT OUR TARGET FUND BALANCE SHOULD BE AND IT WAS 8 TO 10%.
AND SO, YOU KNOW, I WANT TO HONOR THAT ALL THAT RESEARCH AND THAT WORK AND THAT THE COLLABORATION OF VOICES FROM COMMUNITY MEMBERS AND BUSINESS LEADERS AND ALL THAT, LOOKING AT OUR FINANCIAL HEALTH.
AND I LIKE THE SPECIFIC LANGUAGE.
[INAUDIBLE] IT'S NOT UP FOR INTERPRETATION.
SO I'LL MODIFY THE LANGUAGE TO REFLECT A TARGET OF 10% MINIMUM OF 8%.
THANK GOODNESS YOU HAVE A SPREADSHEET OF ALL THE LANGUAGE OF POLICY 6022.
YEAH, THERE'S A LOT OF THERE'S A LOT OF LANGUAGE.
ONE OF THE AND AGAIN, I DON'T KNOW, YOU KNOW, THE PERCENTAGES.
BECAUSE WHEN YOU SAY OF 5%, PEOPLE ARE LIKE, OH, I MEAN, I KNOW IT'S NITPICKY, BUT WHEN I READ LANGUAGE, IT'S LIKE, OKAY, IT SHOULD BE OF AT LEAST 5% OR EQUAL TO NOT LESS THAN JUST.
SO IT'S LIKE BECAUSE, YOU KNOW, IT'S 4.95.
WELL, IT'S KIND OF, YOU KNOW, IT'S A ROUNDING.
I MEAN, I DON'T KNOW, BUT THAT WAS I WAS JUST LOOKING AT THAT TOO.
I HAD IN UNASSIGNED BECAUSE WE DON'T REALLY DEFINE UNASSIGNED ANYMORE.
AND I SEE A LOT OF LANGUAGE ALL ACROSS THE BOARD.
RIGHT. WE'RE JUST, YOU KNOW, UNRESERVED UNDESIGNATED.
AND WE, WE HOLD SOME ALL THE OTHER FUND BALANCE THAT WE HOLD IS BASICALLY NOT AVAILABLE.
YEAH, RIGHT. SO THE REASON FOR THIS VERY SPECIFIC LANGUAGE, UNASSIGNED FUND BALANCE AND THEN IT WILL BE BUDGETED IS THERE IS AN ACTUAL LINE ITEM ALREADY IN THE STATE SYSTEM FOR DISTRICTS TO BUDGET AN UNASSIGNED FUND BALANCE AMOUNT.
SO THAT'S THE REASON FOR THAT SPECIFICITY.
BUT IT COULD BE A MINIMUM OR AT LEAST 5%.
I THINK THAT'S A FAIR EXERCISE TO DO.
BUT YEAH, I COULD, I COULD MODIFY IT.
I UNDERSTAND WHY IT'S VERY SPECIFIC, THOUGH, BECAUSE WE BUDGET, YOU KNOW, WE'RE GOING TO BUDGET ALL OF FUND BALANCE THAT WE HAVE, NOT JUST ON THE SIDE. BUT THIS IS SPECIFIC TO AN ACCOUNT DESIGNATED IN THE OFFICIAL BUDGET OF THE DISTRICT.
YEAH. AND THEN BEYOND THAT WE CAN HAVE UNASSIGNED AND ASSIGNED.
YEAH. IT'S IT BECOMES, IF YOU WILL, ALMOST LIKE THE VERY FIRST TARGET RIGHT THERE.
WE HAVE OUR FUND BALANCE. YOU CAN TAKE 5% OR YOU CAN PUT IT IN THAT ACCOUNT.
OKAY. NOW WHAT DO YOU HAVE LEFT AND HOW IS IT GOING TO BE MANAGED AND USED.
AND SO I THINK THERE'S SOME WISDOM IN DEALING WITH IT THAT WAY, BECAUSE YOU MIGHT HAVE A FUND BALANCE THAT YOU CARRY THAT'S MAYBE A LITTLE BIT MORE THAN WHAT YOU NORMALLY WOULD, BUT YOU GOT IT AT THE VERY END OF THE YEAR FROM THE LEGISLATURE, AND IT'S FOR A VERY SPECIFIC PURPOSE, SPEAKING HYPOTHETICALLY. IT COULD HAPPEN.
I AGREE, AND ALSO, YOU CAN'T HAVE ANY ASSIGNED FUND BALANCE UNLESS YOU START WITH UNASSIGNED, RIGHT? WE HAVE TO BUILD UP OUR FUND BALANCE BEFORE WE CAN ASSIGN ANY OF IT ANYWHERE.
AND SO WE'RE GOING TO HAVE MORE THAN 5% UNASSIGNED IF WE CAN EVER GET TO OUR TARGET.
AND THEN WE CAN SOME OF THAT WILL BE ASSIGNED.
I ALMOST WONDER SO WE SPEND WE'RE SPENDING A LOT OF TIME TALKING ABOUT UNASSIGNED AND ASSIGNED.
[01:15:09]
SPECIFICALLY. THAT'S WHY I ASKED THAT QUESTION ABOUT SO ARE WE SAYING THAT 8% IS IS 5% UNASSIGNED AND 3% ASSIGNED? NO, NOW. YOU KNOW, MAYBE I WASN'T CLEAR THERE.THERE ARE MULTIPLE CATEGORIES OF FUND BALANCE.
AND SO SAYING THAT THERE'S AN UNASSIGNED AMOUNT OF 5% THAT'S BUDGETED THAT, THAT THAT'S A VERY TANGIBLE LINE ITEM THAT YOU WOULD SEE IN OUR OFFICIAL BUDGET.
I DON'T THINK THAT THERE'S A LOT OF UTILITY IN DISCUSSING ALL THE OTHER DIFFERENT CATEGORIES, BECAUSE YOU COULD HAVE ASSIGNED YOU CAN HAVE RESTRICTED, YOU COULD HAVE, THERE'S A COUPLE OTHERS, BUT AND THEY'RE ALL JUST KIND OF NUANCED IN BASICALLY ACCOUNTING STANDARDS. I DON'T KNOW IF THAT'S REALLY VALUE TO THIS PARTICULAR POLICY.
I'VE SEEN SOME POLICIES TRY TO GO THROUGH AND DEFINE IT ALL, AND IT'S A GOOD SINGLE SPACE, ONE PAGE ADDITION TO THEIR PARTICULAR POLICY TO TALK ABOUT WHAT EACH CATEGORY.
SO THIS IS ALMOST LIKE THIS UNASSIGNED FUND BALANCE ACCOUNT WILL BE BUDGETED AT 5%.
OKAY. AND THEN AND ALLOW THE REST OF THE OTHER CATEGORIES TO BE NATURALLY BUDGETED.
SO SAY WE HAVE 10% FUND BALANCE AND WE HAVE THIS POLICY.
SO WE HAVE 10% FUND BALANCE, 5% IS UNASSIGNED, THAT OTHER 5% IS ASSIGNED AND UNASSIGNED.
IT DOESN'T HAVE TO DEFAULT TO BE ASSIGNED.
IT'S JUST WE HAVE THIS HAS TO BE UNASSIGNED.
DO WE HAVE STAFF ASSIGNED? DO WE HAVE.
EVERYTHING ABOVE AND BEYOND THAT SHOULD SHOULD BE AN ADDITIONAL 5% ON AVERAGE, BUT NOT LESS THAN 3% ON TOP OF THE 5%.
AND IN THE THIRD, IN THE THIRD PARAGRAPH IS EXCUSE ME.
WE HAVE TO BE BACK TO THE 8 TO 10%.
IS THAT WHAT I'M, IS THAT WHAT I'M HEARING? NO, THE TIMING I FEEL LIKE IS STILL AT THE BOARD'S DISCRETION.
THIS IS NOT SETTING A YOU MUST ACHIEVE THIS TARGET IN FOUR YEARS.
AND WHAT ARE THE IMPLICATIONS OF THE ACTIONS THAT YOU TAKE TODAY.
SO BUT I GUESS WHAT I'M ASKING THEN IS IF, IF WE ADOPT THIS POLICY THE WAY THAT IT'S WRITTEN, ARE WE BASICALLY SAYING WE HAVE TO BE BACK TO THAT 8 TO 10% NUMBER NEXT YEAR NO MATTER WHAT? NO, THAT'S THE BOARD DISCRETION.
RIGHT. BUT I GUESS WHAT I'M WONDERING.
AND I FEEL LIKE AT THE BOARD'S DISCRETION, IT WOULD BE THE POLICY IS THE BOARD'S DISCRETION.
SO WHAT SHOULD WE I FEEL LIKE WE SHOULD HAVE SOMETHING.
IF YOU HAVE A POLICY THAT SAYS THIS IS WHERE YOU NEED TO BE, WELL, I GUESS THAT ISN'T THAT ISN'T THAT WHAT'S THE LANGUAGE IN THAT OTHER IN THAT ON THAT OTHER SLIDE, SLIDE 17 THAT'S THE LANGUAGE THAT YOU'RE, THAT THAT LANGUAGE IS IN THERE.
AND YOU'RE SUGGESTING GETTING RID OF THAT.
IS THAT WHAT AM I CORRECT ON THAT.
OH YEAH. YEAH I WOULD I WOULD NOT INCLUDE THAT LANGUAGE.
[01:20:05]
WHEN YOU HAVE THAT LANGUAGE I THINK WHAT IT SAYS IS YOU CAN GO BELOW THE POLICY.YOU'RE BASICALLY AUTHORIZING THE POLICY NOT TO BE MET.
I JUST DON'T I DON'T KNOW WHY YOU THEN WOULD HAVE A POLICY AT ALL.
SO THAT'S WHY I'M WONDERING IF THAT'S WHY THEY ADOPTED THAT LANGUAGE.
SO YOU'RE GIVING US A FOUR YEAR BUDGET THAT'S GOING TO SHOW US BALANCED, RIGHT.
SO WE'RE WE'RE IN WE'RE BELOW THE POLICY NUMBER.
BUT WE'VE DONE WHAT WE ARE SAYING WE HAVE TO DO BECAUSE WE'RE BELOW.
SO BECAUSE WE'RE BELOW, YOU HAVE TO PRESENT TO US A PLAN THAT GETS US BACK THERE IN FOUR YEARS.
AND WE HAVE TO AGREE TO THAT PLAN.
SO WE HAVE THE DISCRETION TO TO SAY KIND OF HOW YOU GET THERE IN FOUR YEARS.
HE'S JUST GOING TO SHOW US THIS IS HOW WE'RE GOING TO GET THERE IN FOUR YEARS.
THE LAST SENTENCE ADDRESSES THAT, RIGHT.
STAFF WILL BE REQUIRED TO PROVIDE A SUSTAINABLE PLAN THAT ENSURES TARGETS ARE MET OR EXCEEDED.
OR IT COULD BE A DIFFERENT IT COULD BE ANY CURVE THAT YOU WANT IT TO BE.
RIGHT. IF YOU GO BACK TO 19 JUST TO YEAH.
IT'S NOT A POLICY IT WOULD BE PRESENTED BUT A PLAN TO GET US BACK IN COMPLIANCE.
IT SAYS SUPERINTENDENT OR DESIGNEE.
IT DOESN'T SAY A LOT OF POLICIES.
RIGHT. SO I DON'T KNOW IF THAT LANGUAGE SHOULD BE CHANGED.
IT WOULD JUST BE ONE SUGGESTION TO LOOK AT IF THAT LANGUAGE SHOULD BE LISTED INSTEAD OF STAFF.
THAT MAKES SENSE. THAT'S AN EASY CHANGE.
YEAH, THAT MAKES SENSE. JUST SO THAT AGAIN, IT'S NOT.
YEAH. WHOEVER PRESENTS IT, IT'S ULTIMATELY YOU.
IT DOESN'T MATTER WHO PRESENTS IT OR WHO PREPARES IT.
YOU'RE RESPONSIBLE FOR THE EITHER YOURSELF OR HAVING SOMEONE ELSE COME AND PRESENT IT.
BUT BECAUSE IN THE FOUR YEAR BUDGET PROJECTION, THAT'S A REQUIREMENT AS WELL, RIGHT? YOU HAVE TO PRESENT A FOUR YEAR BUDGET SO.
ANY OTHER THOUGHTS? QUESTIONS.
I THINK IT WAS LONGVIEW CALLED IT COMMITMENT TO MINIMUM FUND BALANCE.
WHEN I SAW IT, I WROTE IT DOWN SPECIFICALLY BECAUSE I SAID IT'S THEY CALL IT A COMMITMENT TO MINIMUM FUND BALANCE, WHICH I THINK MAYBE JUST TO ME, THE ADDITION OF THOSE TWO WORDS RESONATES A LITTLE STRONGER BECAUSE IT IF I SAY, WHAT'S MY COMMITMENT IN LIFE? TREAT EVERYONE AS I WOULD TREAT, YOU KNOW, I WANT THEM TO TREAT ME.
SO I JUST I DON'T KNOW, JUST A SUGGESTION.
IF YOU KNOW, IF THIS COMES BEFORE US, I WOULD PROBABLY RAISE THAT AS A POINT TO SUGGEST.
I DON'T KNOW IF IT RESONATES, BUT I DIDN'T SEE ANYONE ELSE HAVE THAT.
I THINK THIS IS A COMMITMENT TO US.
I JUST WANTED TO PUT IT OUT THERE AS A NOTE.
THAT'S IT WITH MY SPREADSHEET.
IT WAS ALL IN. IT WAS ALL IN CAPS, SO I DON'T KNOW, DON'T ASK ME.
I TOOK A LOT OF NOTES ON THIS.
OKAY. THANK YOU FOR YOUR TIME THIS EVENING.
SO DO WE HAVE JUST WANT TO MAKE SURE BEFORE WE WRAP UP HERE.
OKAY. SO THEN YOU'LL SEND US YOU'LL SEND US SOMETHING TO LOOK AT THEN BEFORE THAT THEN.
ALL RIGHT. WELL, THAT'S ALL THE ITEMS WE HAVE ON THE AGENDA.
IT'S BEEN A LONG AFTERNOON/EVENING.
I APPRECIATE ALL OF YOU BEING HERE.
IT IS 7:43 P.M., AND OUR WORKSHOP IS ADJOURNED.
[01:25:04]
THANK YOU.* This transcript was compiled from uncorrected Closed Captioning.