salem-keizer board agenda for jan. 22

7/29/2019 Salem-Keizer Board Agenda for Jan. 22

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Salem-Keizer School BoardSupport Services CenterRoom 22575 Commercial Street SE

Salem, Oregon 97302

AGENDA

January 22, 20136:00 p.m.Regular Meeting - 4:00 p.m. Executive Session, 5:00 p.m. Executive Session

Note: Signup sheets are available prior to the meeting if you wish to speak; please keep comments to threeminutes. This meeting may be taped and televised by the media. If you have questions regarding the agenda,please contact Executive Administration at 503-399-3001.

6:00 PM - REGULAR MEETING

CALL TO ORDERPledge of Allegiance, Roll Call, Agenda Modifications Chairperson

1. SPOTLIGHT ON SUCCESS Sandy Husk

2. AUDIENCE COMMUNICATIONS Patrons

a. Audience. (testimony related to agenda items only)

3. ACTION Sandy Husk

a. Employee Dismissal

4. ADOPTION OF CONSENT CALENDAR Chairperson(All items adopted by a single motion unless pulled for consideration)

a. Business(1)*Adoption and Appropriation of Grant Project Budgets.

b. Personnel(1)*Personnel Actions.

5. READINGS

a. None

6. REPORTS

a. *Monitoring Report: EL 7 - Budgeting/Financial Planning Sandy Huskb. *Strategic Plan: Continue to provide professional development that

offers quality and focused opportunities, has long-term sustainability,and provides implantation strategies for all staff including instructionalcoaching and mentoring.

7. INFORMATION(These items are information only unless pulled for individual consideration) Chairperson

a. *Update on Head Start Pre-Kindergarten Program.b. *2012-13 Upcoming School Board and Budget Committee Meetings.


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8. AUDIENCE COMMUNICATIONS Patrons

a. Audience. (testimony on non-agenda items)

9. BOARD REPORT ON ACTIVITIES School Board(Board Directors share highlights on recent activities of their assigned committees)

10. SUPERINTENDENTS COMMENTS Sandy Husk

ADJOURNMENT

Meetings preceding and/or following the Regular Board Meeting:

4:00 PM EXECUTIVE SESSION Room 1

"To consider the dismissal or disciplining of a public officer, employee,

staff member or individual agent, or hear complaints or charges

brought against such a person, unless that person requests an open

Hearing." ORS 192.660 (2)(b), and To confer with legal counselpursuant to (ORS 192.660 (2)(f) and (h), ORS 40.225, and ORS

192.502(9)(a).

5:00 PM EXECTUTIVE SESSION Room 1

(or end of the previous meeting) To confer with legal counsel pursuant to (ORS 192.660 (2)(f) and (h),

ORS 40.225, and ORS 192.502(9)(a).


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INFORMATION1

January 22, 2013

SPOTLIGHT ON SUCCESS

Background/Discussion:

The Superintendent and her Executive Cabinet are pleased to recognize the followingindividuals and/or groups for their outstanding work and/or contributions to our school districtand community.

Honoring: Dan LivengoodRecognition: Volunteer of the MonthPresented by: Tammy McCammon, Director of Volunteer Services

Salem Keizer Education Foundation

Honoring: Oakhill StarbucksRecognition: Business Partner of the MonthPresented by: Jay Remy, Director Community Relations and Communications

Recommendation/Board Action:

For Information Only


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CONSENT CALENDAR4.a.(1)

January 22, 2013

ADOPTION AND APPROPRIATION OF GRANT BUDGETS


Grant funds for special projects, which are consistent with District goals and objectives, are recognizedas desirable funding sources. Each year millions of dollars in grant fund budgets are submitted to theSchool Board for approval.

There are three new grant/contract budgets listed for this reporting period totaling $280,106.

G13K9 $190,625Technology

Adding Kindergarten Readiness data to the Data Warehouse and Dashboards. Prepare for datasubmission from the new statewide SIS, join staff and schedules with student data.

Funding breakdown:Instructional $0Support $190,625Overhead $0Other $0

Funding Source: ODE - Regional Data Warehouse

G13X2 Creative Leadership Achieves Student Success Teachers & Administrators $84,481Human Resources

Sub-grant of Teacher Incentive Fund (TIF) grant. Funds designated for performance-based

compensation for designated licensed staff and building administrators. Awards will be paid toidentified staff as additional earnings based upon evaluation and student growth data.

Funding breakdown:Instructional $80,891Support $0Overhead $3,590Other $0

Funding Source: Chalkboard

G13V9 Students Involved in Their Environment $5,000

McNary High SchoolConnect students taking Environmental Studies and Environmental Science with their local watershedthrough investigative field work. Funds will be used for transportation, water testing equipment andsupplies.

Funding breakdown:Instructional $5,000Support $0Overhead $0Other $0

Funding Source: US Environmental Protection Agency


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Recommendation:

Authorize the Chief Operations Officer to enter into a contract with the organizations in the above listedgrant/contract awards.

Board Action:

The Board is requested to adopt and appropriate the grant/contract budgets. Authorize an inter-fundloan from the General Fund to the Special Revenue Fund for the period between program expenditures

and the receipt of program reimbursement. Money so loaned will be returned to the General Fund.


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CONSENT CALENDAR4.b.(1)

January 22, 2013

PERSONNEL ACTIONS

The Superintendent recommends that the Board:

1. Authorize the execution of the necessary contracts for the employment of the following as temporary part-timeteachers for 2012-13:

Effective Tentative TentativeName Location Date Trng Level Exper. LevelJessica Scholl Bush, Kindergarten ESOL (.50) 12/5/12-6/13/13 M+0 1Melodie Youngberg Hammond, Kindergarten ESOL (.50) 12/6/12-1/8/13 B+0 1Georgia Banke Straub, Health (.60) 12/11/12-3/22/13 B+0 1

2. Authorize the execution of the necessary contracts for the employment of the following as temporary full-timeteachers for 2012-13:

Effective Tentative TentativeName Location Date Trng Level Exper. LevelLuke Buchheit Sprague, Physical Education/Health 2/1/12-6/13/13 M+0 11Alicia Ryan McNary, Physical Science/Biology 2/4/12-6/13/13 M+0 1Curtis Gault McNary, Physical Science 1 /9/13-3/22/13 M+0 5Deina Velez-Villareal Hallman, grade 3 Bilingual 1/16/13-6/13/13 B+24 1Liset Gonzalez Acosta Instructional Services, ELAS 1/29/13-6/13/13 M+45 15Matthew Doyle North, Social Studies 2/4/13-6/13/13 M+0 1Casey Arn Judson, Science 2/4/13-3/22/13 M+0 7Amy Gergen Highland, Bilingual 1/9/13-6/13/13 M+0 5Melodie Youngberg Hammond, Kindergarten ESOL 1/9/13-6/13/13 B+0 1Stephani Howe Stephens, English/AVID Study Skills 1/9/13-6/13/13 M+0 1Patricia Devine-Jensen Hoover, Grade 1 ESOL 1/9/13-4/10/13 M+0 1

Jill Baker Candalaria, Grade 5 ESOL 1/9/13-6/13/13 M+0 1

. Authorize the execution of the necessary contracts for the employment of the following as first year probationfull-time teachers for 2012-13:

Effective Tentative TentativeName Location Date Trng Level Exper. LevelAllison Silbernagel Weddle, Counselor 1/22/13-6/13/13 M+0 5

The Superintendent announces the resignation of the following licensed staff members:

Effective Current Total YearsName Reason Date Assignment in SalemDavid Hanus Retirement 6/30/2013 South, Physics/Electronic Technology 17.0Elvia Mandujano Resignation 2/1/2013 McKay, ESL English/Spanish 4.6Trycia Smith Retirement 6/30/2013 Crossler, Social Studies/AVID Study Skills 15.0Gregory Mendez Resignation 12/18/2012 McKay, Learning Resource Center .5Karen Lewis-Koogler Resignation 12/31/12 Scott, Grade 5 ESOL 9.0Jonathan Yoder Retirement 6/30/2013 Curriculum, Science Program Assistant 29.0Heather Stein Resignation 2/1/2013 Straub, Vocal Music .5


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REPORT6.a

January 22, 2012

EXECUTIVE LIMITATION 7: BUDGETING/FINANCIAL PLANNING


On May 8, 2007, the School Board adopted policy governance policies which include aschedule of monitoring reports from the Superintendent regarding the Executive Limitationpolicies. This is the seventh of twelve monitoring reports, scheduled for 2012-13, and isdesigned to provide the School Board with information to determine if the Superintendent ismeeting the criteria established within the adopted Executive Limitations. The yearly scheduleof reports is attached.

Executive Limitation 7: Budgeting/Financial Planning

Financial planning for any fiscal year shall not:

Deviate from statutory requirements, the Boards Results policies, or GenerallyAccepted Accounting Practices;Risk fiscal stability of the District; orFail to be derived from a multi-year plan.

Accordingly, the Superintendent shall not present to the Board a recommended budget which:

1. Is not consistent with the Boards established priorities as established in the Resultspolicies.

Evidence of compliance: The Districts strategic plan is updated annually to maintainmomentum in areas of continuous improvement and academic achievement in accordancewith Board direction. The Superintendents 2012-13 Proposed Budget was developedconsistent with the Boards results policy and established priorities. The 2012-13 budgetcycle continued to represent a significant challenge for the District, the Salem-Keizercommunity and the State of Oregon.

The District experienced a $20.5 million deficit for the second year of the 2011-13biennium. This was in addition to a historic $54 million budget deficit in the first year of thebiennium. Prolonged deficits beginning in 2009-10 are taking a toll on the District. Balancedbudgets require negotiating substantial compensation concessions from all employee

groups. Other long-term impacts include: increased class sizes at all levels, increasedworkloads, a reduced school year, and increased pressure on the Districts supportinfrastructure such as elongated replacement cycles for technology, buses and vehicles,and textbook collections. In spite of the challenges, a strategic balance was achieved bymaintaining appropriate funding levels for instruction, direct support to students, and centraladministration. Of note is that the Budget Committee recognized the need for increasedinvestments in technology and requested that the District consider making strategicpurchases to support student achievement, which added to the deficit by $500,000. Despitefuture budget shortfalls, the District intends to remain focused on student achievementthrough the implementation of the Strategic Plan with targeted reductions to minimizeimpacts on students. It will be a significant challenge to maintain current class sizes, a fullschool year calendar or compensation levels for the foreseeable future.


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Evidence of non-compliance:None.

2. Is not in a summary format that is understandable to the Board.

Evidence of compliance: In addition to the required format and displays under Local BudgetLaw, staff has included graphs, charts and statistical data in the budget document toenhance its readability. Other support information includes: A Budget Guide for OurCommunity and the Superintendents Budget Message and power-point overview.

Additionally, the Budget Committee met regularly throughout the development cycle andstaff provided program specific support material that increased transparency andunderstanding of the departmental budgets. Quarterly financial updates are provided to theBoard to further enhance understanding of how actual District revenues and expenditurescompare to the budget plan.


3. Fails to adequately describe proposed expenditures.

Evidence of compliance: The proposed budget provided detailed expenditures, for allfunds, using account codes established in the States Program Budgeting and AccountingManual. Additionally, summary information is provided regarding expenditures by object,staffing levels and changes, and program additions and reductions. Charts and graphs areincluded in the document to provide a visual representation of proposed spending as wellas prior year budgeted expenditures.


4. Contains too little information to enable credible projection of revenue and expenses.

Evidence of compliance: Revenue and expenditure information is detailed in the proposedbudget. Additionally, the document provides current budget information as well as two prioryears actual expenditure information for comparison. Revenue estimates also includenarratives that describe the specifics of each source. Additionally, the Superintendentsbudget message includes an overview of estimated revenue and proposed expenditures

used to balance the budget.


5. Fails to disclose budget-planning assumptions.

Evidence of compliance: Budget planning assumptions are disclosed in the following ways:The Superintendents Budget Message includes information concerning assumedfunding levels, projections of beginning and ending fund balance and calculation of

current service level costs.


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The adopted budget includes a list of assumptions, used to build the budget, on pages18 and 19.The adopted budget delineates changes to staffing beginning on page 150.Budget planning assumptions are shared with the Budget Committee and School Boardduring scheduled meetings.


6. Plans for the expenditure in any fiscal year of more funds than are conservatively projectedto be available during the year unless otherwise approved by the Board.

Evidence of compliance: The District budgets revenue, using a conservative projection,taking into account multiple revenue components. As a buffer against a mid-year reductionin revenue, and to provide continuity of program over multiple years, the District plans forcontingency funds to be adequately budgeted and available for anticipated use insubsequent years through under-expenditure. This method of budgeting helps to prevent aviolation of this limitation. However, economic uncertainty always exists which couldrequire that the District modify the budget due to circumstances unforeseen in the creationof the original plan.

Actual revenue is tracked against the budget assumptions and reported to the Board on aquarterly basis.


7. Fails to disclose a variance from the targeted ending fund balance that is currently reflectedwithin the Districts Financial Management Administrative Policy (ADM-A001).

Evidence of compliance: The Districts Financial Management Administrative Policy (ADM-A001) has targeted a range of 5-7% of resources for the ending fund balance. For 2012-13, the District received permission from the Board to deviate from the financial policyreferenced above and is targeting an ending fund balance within a range of 3%-5%. Allefforts will be made to curtail spending to maintain reserves in response to the uncertaintyof the 2013-15 biennium.

Evidence of non-compliance:

None.

8. Fails to provide adequate and reasonable budget support for Board and staff developmentand other governance priorities.

Evidence of compliance: Board activities and staff development budgets have beenreduced but are reasonably adequate to meet the needs of Board members given thecurrent economic limits.



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9. Fails to take into consideration fiscal soundness in future years or ignores the building of

organizational capabilities sufficient to achieve results in future years.

Evidence of compliance: Budget projections have been based upon a multi-year planninghorizon. Impacts of future years on program changes were taken into account in thepreparation of this years budget and the projection of fund balance in the subsequent fiscalyear. Additionally, the use of reserves in balancing this years budget was tempered with

the need to maintain capacity to meet budget reduction challenges in future years.Therefore, this years budget was balanced with a combination of negotiated compensationconcessions, reduced expenditures and use of reserves. The 2013-15 biennium will be acritical period for determining the Districts ability to continue building organizationalcapabilities sufficient to achieve the desired student achievement results in future years.


10. Fails to reflect anticipated changes in employee compensation including inflationary

adjustments, step increases, education adjustments, performance increases and benefits.

Evidence of compliance: Salary adjustments (COLA and step increases) and changes tobenefit packages are based on current collective bargaining agreements and are reflectedin the budget. Additionally, agreements with Administrators, SKEA and SKACE to reducecompensation for the current fiscal year are included in projections of employee costs.Non-salary items are included using a standard inflation factor with specific adjustmentsmade for budget categories where inflation is expected to exceed the standard rate. Thetotal PERS rate for 2012-13 was budgeted at 22.8%. The PERS rate will increase by anadditional 8% per year over the 2013-15 biennium to 31% of payroll. Without legislativereforms, this rate will increase at an unsustainable level in future years.



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11. Fails to recommend a budget to the Board that reflects engagement of the Board andappropriate staff and community.

Evidence of compliance: The District initiated the 2012-13 budget development process byproviding a series of departmental and program presentations to the BudgetCommittee/Board to reinforce the connection of the budget development process to thestrategic planning process. The District received input from staff and employeeassociations, as well as input from communication groups including principals and other

supervisors, and gathered feedback from community leaders. Additionally, the BudgetCommittee was included in the approval process of the Districts first ever AchievementCompact with the newly formed Oregon Education Investment Board. The Superintendentpresented the proposed budget to the Budget Committee on April 03, 2012, and the BudgetCommittee approved the budget on April 24, 2012. The budget was adopted by the Boardon May 08, 2012 after public testimony at noticed hearings.


Board Action:

This report is provided to the School Board for discussion and consensus on content.


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REPORT6.b

January 22, 2013

PROGRESS REPORT ON ACTIVITIES RELATED TO THE STRATEGIC PLAN

Under the governance structure, the School Board receives one or more reports each monthwhich are updates and progress reports on administrative goals established through the

Strategic Plan. This months report is in reference to the goal: Continue to provideprofessional development that offers quality and focused opportunities, has long-termsustainability, and provides implantation strategies for all staff including instructionalcoaching and mentoring.Background/Discussion

Excerpt from Report on Educator Quality in Oregon to OEIB: November, 2012 (Dr. LindaDarling Hammond, Consultant)

Today, it is critical to build a professional learning system that is grounded in our growingknowledge of effective professional learning: sustained, content embedded, collegial, and

connected to practice: focused on student learning, and aligned with school improvementefforts. Studies show that one-shot workshops are ineffective at changing teaching andleadership practices, while effective professional learning can dramatically improve studentachievement (Wei, Hammond, Andree, Richardson and Orphanos, 2009).

Quality and Focus:For five years the Salem-Keizer School District has had in place a professional developmentdepartment aligned to the national standards for staff development and the districts strategicplan. Professional development is planned with input and direction from curriculum programassociates, level directors, principals and teachers and is based on data that reflects the needsof our students and school improvement plans. Revision to professional development planning

is made with participant input through follow-up electronic surveys and adherence to acontinuous improvement model. A recent addition to the planning process is the ability toutilize data from teacher evaluation information from LEGENDS by group or proficiency level todetermine priorities for future planning of aligned professional development. There isadherence to the learning principles for adult learners:

Input into what they will be learning and how they will be learning.Connection to what they already know and the new learning.Receiving and learning through multiple modalities with an emphasis on a collaborativeenvironment.Directly addressing the concerns and issues they face daily.Time to reflect on new knowledge and implementation of skills.

Ongoing support to apply and sustain what has been learned (Instructional Coaches,Mentors, English Language Acquisition Specialists (ELAS), Demonstration Teachersprovide support to classroom teachers.)

The focus of the training is directly related to data from student achievement, input from staffand broader initiatives being implemented such as the adoption of the National Common Corestandards, Oregon Senate Bill 290, Smarter Balanced assessment, and state defined status ofschools such as Focus and Priority Schools.

Long Term Sustainability:


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Salem Keizer has maintained a priority of preparing significant numbers of staff throughvarious training associated with initiatives, and developing their expertise during the period oftime that funding through grants and other sources are available. To this end we have beensuccessful in developing a cadre of trained experts and have been able to increase our internaprofessional capacity to allow our staff to share their expertise and grow professionallytogether. Our teachers are vocal about the fact that they learn best when they can observeeach other and work together collaboratively. It is clear that our training teams of coaches,mentors and ELASs feel this way as they look forward to their coaching and mentor forums

and sharing and network opportunities where they work together to reflect upon and resolveproblems of practice. This type of work is invigorating and builds the capability andcommitment of professionals - key ingredients for success in student achievement andprofessional satisfaction for teachers. (Hargreaves and Fullan, 2012).Salem-Keizer provides professional learning in a variety of formats that permits teachers toengage with other professionals outside of their school and even outside of the district. Someof these access options include: in-person workshops and classes, online classes, customizedvideo coursework (through PD 360) available on their desktop, or hybrids of theseaforementioned options.Working intentionally to develop professional capacity we have also identified and supportedmultiple career pathways for teachers desiring to increase their repertoire of experience and

remain in or close to classroom teaching such as mentor teachers, instructional coaches,demonstration teachers, clinical teachers and ELAs.

Implementation of Strategies:Implementing researched best practice strategies to insure success of our students and ourstaff as a total learning community involves careful planning, constructive feedback and isembedded in many aspects of our work as professionals including, but not limited to: actionresearch, coaching, mentoring, demonstration lessons, evaluation, professional learningcommunities, professional development activities during staff meetings, learning labs, learningwalks and guided observations. Having instructional staff work collaboratively in professionallearning communities to examine their practice, analyze and review data, co-plan lessons and

establish instructional priorities is key in the successful implementation of strategies.


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Challenges:Challenges we face in our efforts for continual improvement in professional developmentinclude: access to current technology; staff to organize, schedule and prepare for trainingopportunities; equity with instructional coaching time; adequate numbers of guest teachers toprovide coverage for teachers during the instructional day; and time for professional learningcommunities to meet together when they are fresh and able to work without distraction.

In addition to the report outline there will be video clips provided for the presentation at theboard presentation from coaches, mentors and teachers on the value derived from theprofessional development they have received and the changes they see in studentachievement as a result.

Board Action:

This report is presented to the School Board for information.


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INFORMATION7.a

January 22, 2013

SALEM-KEIZER PUBLIC SCHOOLSHEAD START PRE-KINDERGARTEN PROGRAM

Background

Head Start Performance Standards require that each Head Start program grantee have an establishedgoverning body, which is the School Board. As per Federal Head Start Performance Standards andOregon Department of Education recommendations, written reports will be submitted to the SchooBoard three times a year, to include program information.

Discussion

2012-13 Enrollment:

We are at capacity with 280 students enrolled in our program with a waiting list of 199 students as o

January 7, 2013. The majority of our students are entering kindergarten next year. We have 104(37%) four-five year old students and 176 (63%) three-four year old students.

Our students come from culturally diverse backgrounds with 182 (65%) of our students use English astheir primary language, 92 (33%) students have a primary language of Spanish and six (2%) of ourstudents have a primary language other than Spanish or English.

2012-2013 Assessment Information

Students are assessed three times per year using the Creative Curriculum assessment.

Area/Domain Percent of Student Proficient

Fall Winter Spring

Social and Emotional 35 %

Physical Health and Development 36 %

Mathematics and Science 25 %

Language Development and Literacy 24 %

In November each child was assessed using the Creative Curriculum Developmental Continuum. Thedata collected about child outcomes indicates that the highest percentage of proficiency in the fall data

collection was in the area/domain of Physical Health and Development (fine and large motordevelopment) at 36%. The lowest percentage of proficiency was found in the Language Developmentand Literacy area/domain at 24%.

For the 2012-13 school year we will continue to support children in all domains and we will focus ourOutcome Goal in the area ofLiteracy.Our support strategies:

Teachers will administer the Child Behavior Rating Scale, which is an assessment tool used inthe state sponsored Kindergarten Readiness Assessment. This tool identifies social andemotional markers that are precursors of school success including; self-regulation, persistence,


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peer interactions. Teachers will use this information to individualize curriculum approachestargeting and implementing interventions prior to kindergarten transition.Literacy development activities at home visits and parent conferences.Staff development training around instructional support to include instructional learningformats, concept development, quality of feedback and language modeling.Involve parents by providing opportunities for them to provide input into the classroom andhome strategies that will increase students literacy development.Planned classroom activities and lessons that will increase student exposure and experience in

phonological awareness, print awareness and concepts, and book knowledge.

Head Start is a comprehensive early childhood program focused on the whole childs development.One piece of our comprehensive program is the health services, which is focused on preventing healthproblems whenever possible by carefully addressing the needs of enrolled children. Successfulpartnerships are the key to the success of this approach. When conditions or illnesses are found, theyare addressed quickly with the help of competent health care partners in an effort to improve thehealth of the child and to prevent future problems.

Salem-Keizer Head Start Health Services information 2011-2012

By the end of the 2011-12 program year the number of children with an ongoing source ofcontinuous, accessible health care increased from 85 percent to 98 percent.The number of children with continuous, accessible dental care increased from 60 percent to 97percent.In 2011-12 the number of children in our program with current medical exams who were up todate on age-appropriate preventive and primary health care increased from 14 percent to 90percent.94 percent of Head Start children received dental exams.

ActionThis report is submitted to the Salem-Keizer School Board for information only.


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2012-13 UPCOMING SCHOOL BOARD AND BUDGET COMMITTEE MEETINGS(Note: Meetings will be scheduled/rescheduled or canceled as needed)

All meetings will be held at 2575 Commercial Street SE in Rooms 1 or 2 unless otherwise noted.

January 22, 2013

4:00 p.m. Executive Session5:00 p.m. Executive Session

6:00 p.m. School Board Meeting.

8:00 p.m. Executive Session

February 12, 2013

4:00 p.m. Work Session: Achievement CompactsReview Recommendation from PACE.5:00 p.m. Board/Superintendent Communication Update.


February 26, 2013

6:00 p.m. Budget Committee Meeting.

March 12, 20135:00 p.m. Board/Superintendent Communication Update.


March 19, 20136:00 p.m. Budget Committee Meeting.

April 9, 20135:00 p.m. Board/Superintendent Communication Update.


April 23, 20136:00 p.m. Budget Message

May 14, 20135:00 p.m. Board/Superintendent Communication Update.


May 20-24, 20136:00 p.m. Budget Hearings

salem-keizer board agenda for jan. 22

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