2015-04-14 PPS School Board Special Meeting

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District Portland Public Schools
Date 2015-04-14
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Event 1: Superintendent Smith's 2015-16 Budget Presentation

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first we're going to convene is the budget committee and we're going to hear the superintendent's budget message tonight so the purpose of our initial budget committee meeting is to receive the superintendent's buzzard message and receive the budget document the budget committee will not entertain public testimony on the proposed budget at this time but we are having a series of town halls and i'll mention those at the end for the dates to make sure folks have those hopefully you've been seeing that in your email and on facebook and so forth and through schools and backpacks we've been enjoying those a lot so tonight is the first time the superintendent is presenting us with a budget and to clarify again we're just simply receiving the budget message tonight we're not going to be discussing it or asking questions we're hearing that so with that superintendent smith would you please present your budget message and proposed budget um i would be happy to and you see this student artwork that's up on the screen at this moment is the cover of our budget book and one of the things we do each year is we have our students submit potential artwork for the cover and i'm going to read you what this student's statement is about their art this is done by say hua pa who's an 8th grader at hofsford middle school it's titled flying and the statement by the artist is since i was young i have always wanted to fly seeing a swan so calm and graceful calms me down and allows me to think of my future i still think someday i will be able to fly maybe not with wings but through my imagination so that is the cover of our budget book um that will be i know um and that and the official book then um gets delivered to the board um this evening okay so and i'm going to tell you guys all this is kind of a settle in because i'm going to walk you through a number of things that are describing some complexities but trying to do this visually but also connect uh what's been building from one year to the next okay so and this has been a kind of complex budget year so first of all our process we've done a number of town halls that have been interactive town halls with the community leading up to tonight and we also separated our budget into two different parts so in march 9th i presented a budget framework and the school staffing plan to the board and then the following day on march 10th we actually punched go and started our staffing process this was significant so it was a week earlier than our staffing process began last year and five weeks earlier than the previous year so we're really excited to be out and actually starting our process earlier and then being out hiring our new staff earlier and i'm going to just say yeah that is a little bit of a moment because this has been something we've been working on for years and part of why we were able to do this and go out and do our staffing is because of our local option so this was really specifically portland has the opportunity to pass a local option we had it renewed that actually generated additional revenue that's no longer being directed to urban renewal but comes straight to education and and and increase in tax assessments and unwinding of compression that actually gave us dollars to work with before we understood what the number was going to be in the state school fund so hence we were able to go out and and act early in march we then continued on with more town halls and then tonight is the proposed budget and budget message we'll continue with more town halls that are interactive so they're not hearings they're real dialogue with the community um we then have here from the citizens budget review committee and they'll do a report on the proposed budget and they have been meeting diligently exploring different parts of portions of the budget and really diving deep so they come and they provide the board with a report on what their thoughts are on the budget the board then is the budget committee votes to approve a budget may 26th tscc reports on the approved budget in late june and then the board that evening votes on adopting a budget so that's the process and where we are in it okay so our strategic framework that guides our development of a budget first of all our vision so equity and excellence every student every teacher and every school succeeding our mission which is every student by name prepared for college career and participation as an active community member regardless of race income or zip code we have our strategic framework as a district so this is really looking at
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cultural transformation of the district collaboration service equity excellence accountability and sustainability it of course centers around every student succeeding and then has effective educators access to rigorous relevant programs for all students collaboration with our families and communities and providing students with the support they need to access that rigorous relevant uh program and then underlying is the are the foundational elements modernizing our infrastructure in a stable operating model and this framework for overall the district as a whole has guided our budget development for and i'm gonna say like five or six years at this point this the successful schools framework actually guides change at an individual school level and these by doing um work on where we're getting the outcomes that we're looking for in our individual schools and where we see the success happening for our kids these are the elements that are in place and so it is the framework that we're using to drive change at an individual school level so again equity at the core we're looking at a focus on the culture of the school quality assessment and quality instruction as being like core elements that need to be present in any one of our schools professional learning communities and really fostering that as a way of professional growth for the staff and teachers staff and leaders in the school and then school and family partnerships so this is the individual school strategic framework and then finally our milestones framework that again we've been using for the last seven or eight years which is really looking at an individual student's journey through our system um and and at key transitions what are the outcomes that predict success at the next level and that those are the places we're really focusing on our investments where have we been so i'm going to start you back in 2007 because at that point you had a new superintendent who was me when i came into this job we had an achievement gap that was significant across the system it had been persistent over time and we knew that it was unacceptable and even in schools that we were viewing as being successful schools there was a dramatic achievement gap our graduation rate calculated by the old one-year method was 68.5 percent calculated by what we then started to do a new four-year cohort method meaning we were looking at a student as they entered ninth grade and how long how many students actually made it through and graduated four years later that rate for portland was 53 and that was really dramatic news for us as a community so um and that we were one of the first actually in portland public schools to pilot this new methodology of looking at the graduation rate it was actually a more authentic way to say who starts and what kind of support do they need in order to graduate four years later the one year method was really looking at who starts 12th grade and who finishes 12th grade rather than over that whole four years so a big difference in the two methods but dramatic news for us our built school buildings aging and we knew that we had classrooms that were not meeting the needs a lot of conversation about rain coming through the roof right on into classrooms and you know being collected by buckets um so just knowing that we did not have um we had an aging infrastructure we were just coming off of an enrollment decline and had lost 11 934 students over an 11-year period so every year huge impact on what's going on in schools and and a dramatic impact on on the resources to staff our schools and we were weary from two decades of budget cuts coming off of ballot measure five so just to say parents who had been in fundraising every year their kids had been in school and being really exhausted from having to fundraise to meet the basic needs of the kids in our schools so this is context as i stepped in here's our enrollment decline over that 11-year period this is the state funding for k-12 education from 2003 to 2015 and what you see the red bar is the k-12 school fund the blue bar is funding for education overall in the state of oregon and it went from being 44.8 percent of the budget in the 0305 biennium down to being 38.8 percent of the state budget in 1113 and then this past biennium ticked up one percentage point but the experience of having a declining resource to work with you see now both are declining enrollment and the declining investment at the state level so a real experience in terms of what's different and why people don't
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feel like they have as much they don't this picture shows you since 2003-5 the pink bar at the end the 52.7 percent is the overall change in expenditure over that period with the oregon general fund and lottery spending the blue bars represent how much of the what's the change in spending in education the green bars are what are the changes in every other part of the state budget so again you see that even as spending has gone up in different areas of oregon state budget spending for education has not kept pace so this is one of the conversations we're having down in salem okay so we also established five priorities at that point in time and essentially it was looking at we wanted student achievement to increase for all and narrow the gap and that that should be a pretty steady trajectory of increase for every every student but also significant narrowing of the gap our graduation rate we wanted an increase for all and we wanted to narrow the gap we wanted to build a foundation for organizational change with equity at the core so we wanted this to really be the thing that was driving all of our work we wanted to pass a capital bond because we had not passed one since 1995 and really look at how we started to address the infrastructure needs in our schools and start to build new schools and we wanted a contract with our teachers that increased our capacity to have the best teachers in every classroom and again some of that was also looking at a contract that had been like an archaeological dig of you just could see a new chapter in a new chapter and together we were really knowing we needed to clean up that contract and have it really expressed the work we wanted to be doing together with our teachers union and regard it as our contract not the teacher's contract so a big cultural change as well how have we done with all of those things so student achievement we have had favorable progress on educational milestones despite the recession and significant annual budget reductions the achievement gap between white students and students of color has narrowed at key milestones our graduation rate the four-year graduation rate increased 17 percentage points from 53 percent to 70 percent and the gap between white students and students of color is narrowing our five-year graduation and completion rate is now 82 percent i'm just going to do that and you'll see that one so here's our four-year cohort graduation rate over time the 17 increase our um graduation and completion rate so this is the gray bar is four-year graduation rate the purple bar four-year completion rate meaning that also includes geds and the five-year completion rate which includes both graduation and completion so there you have our 82 but we've gone up in all of those consistently every year this is that broken down by race and ethnicity and you see again significant changes over time okay here what you see is the graduation rate increase compared for uh or the whole state of oregon so it's been a six six percentage point gain over um since 2009-10 here's pps over that same time period with a 17 percentage point gain so just for you to have some frame of reference that this is a big deal that we've you have to start from wherever you start from and we've made a 17 percentage point gain so there you go i know i know here's our completion rate increase in comparison to oregon so again a three percentage point gain for the state as a whole an 11 percentage point gain for portland public schools and this is the one that i'm going to just take a minute to explain to you because what you see on that blue line there this the blue line that's the old one year method okay so back our high point since 2000 was a 78 percentage point um one year graduation rate if we had carried that this method through all the way to today that one year rate is 82 percent so we've we've now surpassed our highest rate since 2000 with our one-year graduation rate here's the point we went from the one-year method we were at 68 percent and we went to the four-year method and we started at the
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53 and we're now up to 70 percent so again by either method of calculating we have gone up significantly and surpassed what our previous uh rate would have been since 2000 so again big deal i'm just going to say a huge just gratitude for everyone's work to make this happen so thank you to everybody for your part in this happening okay so equity at the core and this was one where we really set out to say we're looking at policy we're looking at people we're looking at practice and we're looking at partnerships um our board passed a racial educational equity policy we passed an equity in public purchasing and contracting policy to really guide the business so pbs is one of the largest employers in this area does an incredible amount of business and as we are getting ready to pass a bond hugely important who it is we do business we did not have an mwesb or minority women in emerging small businesses policy this is essentially what this is and pps also uniquely added a a portion of our policy that talks about students and having students exposed and have opportunities to participate with the folks that we do business with so again this was a another groundbreaking policy we passed an affirmative action policy which we previously did not have really looking at how we are intentionally diversifying and measuring how we diversify our workforce we've been doing organization-wide racial equity training over the last seven years using an equity lens in our budgeting over the last three years and just completed a revision of our enrollment transfer policy to align with our equity policy so a significant amount of laying foundation for what we're looking for as an entire organizational cultural change that better meets the needs of our students capital bond we worked on putting together along with a community advisory group a long-range facilities plan that is a 30-year plan to renovate and rebuild our our system we then passed a 482 million dollar bond in 2012 and are well into implementation of that bond so we are rebuilding two high schools and have one k-8 um that are underway ready to break ground may 2nd and may 16th on the two high schools we have planning for a third high school rebuild that will then uh begin we have two summers of roofing seismic upgrades accessibility and science labs impacting 28 schools and 27 more schools that are teed up for work this summer and then by the time this bond is complete 63 schools will benefit from summer improvement work so we're really excited about that and we're now working on the plans as part of this bond the master plans for the three high schools that will be part of we hope bond number two and then finally the contract with our teachers as one of the key features of this new contract is the streamline hiring process that is our ability to hire earlier as i mentioned previously and increases our organized organizational capacity to have the best teachers in front of our students if we added instructional time we've been doing joint training on our contract for principals and our pat building reps and established a joint workload committee with a million dollar budget that is intended to help us do more responsive resolution of issues so again exciting changes in just the culture that we're trying to build about how we do our work together and then the other ones i just wanted to call out because it's been significant work in terms of stabilizing our operating model we've done a lot of work with the legislature to stabilize and increase funding for schools and this is like district as in the big big d district meaning all of our partners our parents our union our school board our our lobbyists our students we've had a huge presence in salem really trying to impact the dialogue of having education front and center and adequately funding our schools we've passed local option levies and added teachers the portland arts tax has allowed us to add teachers art teachers for grades k through five and we are no longer a declining enrollment district we have grown over the last six years so here is our last six years where we've got 2400 student growth in that time frame so again this changes our picture dramatically okay so also over the last biennium and part of why i want to make this visible now is we're continuing to build on investments we've made so these are
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these are have been like how do we continue to add capacity and strategically invest in our schools but then continue to build on those investments and not change gears and create instability in the very system we're trying to create stability in so over from in the last biennium so 2013 to 15 we've added teachers we added 180 new teaching positions in the past year alone we've improved our counselor ratios so our high schools went from 400 to 1 then to 350 to 1 to 300 to 1. our grades k through eight this past year was the first year we actually had a counseling presence in every one of our um our elementary k and middle schools this next year we're looking at improving that to actually have a minimum of a full-time counselor in each one of our schools regardless of size that's a big deal and a big distance at the beginning of this biennium we still had 10 small schools that had no counseling presence whatsoever and we know huge need for this we've added pair of professionals and educational assistants and we started developed a new teacher mentor program and then have grown it and increased the capacity it's been a highly successful both mentoring and support program that i think ensures that the highest new hires we're making find success in portland public schools and it's been powerful both for the people serving as mentors as well as for the teachers being mentored so we hope to continue to grow it we've differentiated resources based on the needs of students in schools so our equity formula for staffing in increased to eight percent and includes combined underserved as one of the measures and we've done additional staffing capacity for focus and priority schools we've also expanded our focus on early learners both increasing the number of schools with our early kindergarten transitions so working with young people as they're getting ready to be kindergarteners to practice being kindergarteners during the summer and for their parents to come in and get involved with the school before before they let go of their students and send them off on that first day of school the parents are already familiar with the school community and have met other parents highly successful small amount of investment so that when we're growing we've also added the clarendon early learning site this past year in north portland and will continue to grow our early learning presence we increased instructional time so we added two days this past year our focus on priority schools had the option to add professional development days in order to preserve instructional time we continued to increase our high school course offerings so in 2012 13 the ratio in our high schools was 28 a little over 28 uh students to one teacher in 1314 it went down to 25 a little over 25 to one and then 14 15 23.65 to 1. so that's a huge change over a short amount of time in terms of what kind of staffing we have in our high schools we've increased our wraparound support services we've added a coordinator for our tag services we've expanded our dual language immersion capacity so we added four new dual language immersion schools and a new language vietnamese we've added cte staffing and equipment we've added career coordinators and then brought them up to full time in all of our high schools we've expanded our arts programming so our arts teachers are present in all of our k5s we added arts coordination again which i'm going to tell you has made a huge difference having an artstosa who coordinates what we're doing with the arts and provides support at a district level and then the board just voted to do a one-time investment of musical instruments within the last couple of months that was has made a huge filling the gap of instruments that were missing in our um our band and music programs and then athletics have expanded dramatically we've added coaches trainers transportation and middle grades programming so this is a big deal to start building the capacity in our middle grades and offering those opportunities to our middle grade students as their in the in each of the feeder patterns as they're heading to their high schools and gaining their enthusiasm for um athletics so that's a big a big amount of um things that we've done in the last biennium that we wanted to see sustained and then built on in the coming budget where do we go from here so our economy is improving and i put in red just potential for the increased state investment right now this is still a dialogue with the legislature and i would i would characterize this as being at fragile stability as opposed to true like reinvestment budget but we still have the potential of
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increased state investment we're implementing the current bond and planning for the next one so the 30-year facility plan and our enrollment is increasing so at this point we've got the last six years of growth what we are now planning for the next decade for another 5 000 students so it's a really changed picture than where we were a minute ago and our our challenges right now are how are we planning for the influx of of new students our three priorities that are driving our work we want a hundred percent of our third graders reading at grade level by the end of third grade we're looking to reduce exclusionary discipline so the disproportionality by 50 and then reduce exclusionary discipline overall by 50 and we're looking to accelerate the trajectory of increase in our graduation and completion rate so those are our three big driving priorities now our state funding update this is a picture we showed early in the budget process that we developed along with our education partners around the state so 197 districts oea cosa osba so the confederation of oregon school administrators school boards teachers and a number of the other advocacy organizations what we looked at was to provide for the legislature what does it mean at these different funding levels and this one the 2.35 we were really staying saying you're under funding 7.5 is the fragile stability and the 7.8 because an investment budget so this was where how we entered the legislative legislative session we are still advocating for at least a 7.5 billion state school fund appropriation for the biennium from the legislature for k-12 current status is the legislature has allocated a 7.255 billion funding level as a floor what they're characterizing as a floor level of investment so again we're saying great and the dialogue continues we're still looking for a higher level of funding for k-12 education the state school numbers the fund our funding comes through the oregon department of education and the legislative revenue office provides the numbers and analysis to the legislature and you've heard um over the last whatever month or so differing numbers and whose numbers are right and is it an increase or is it a decrease so part of this is reconciling what both of those entities are using as they're kept part of their calculation uh and they've gone through some um efforts to try and get in sync the two the numbers that they're using then you have ode so the department of education who revises the estimates regularly so the two estimates so far for 2015-16 we've had an estimate in february in an estimate in march and i'm showing you this because you've got to kind of understand the moving target we have as we're working to develop a budget so the original february number um for us 6994 per admw so weighted average daily membership which is revised in march to be 7175 and then here's the legislative revenue office number which is different than either one of these so we've got like a swing and what's the difference between the like we've got some decision making around what numbers we use and what ones do we trust and what ones are going to really um not have us overestimating or being too aggressive and what we think we're going to actually receive and money that allows us to plan but also not being too conservative so um and then here's the dollar amount it generates for us so the our original the february to march difference the difference between these two numbers part of what happens in in a biennium we generally will budget to use 49 in year one and 51 percent in year two so that we're able to sustain whatever investments we made in your one and plan for whatever kind of an increase what happens in this march estimate is that they're proposing that to be a 50 50 split right so planning to use 50 proposing that we all use fifty percent in year one and bank on the fact that they're going to put more money in in year two so you've gotta make a calculation of are you willing to take that risk because otherwise you're making cuts in year two this number also assumes a higher growth in local revenue and they reduce the number of carve outs or things that they take off the top and fund out of the state school fund okay so there's just different calculations that have gone into producing the march number
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so the proposed budget for pps i'm proposing a 579 million general fund spending plan for 2015-16 the budget assumptions that go into that plan is include the recently renewed local option and those increases allowed us to hire teachers um back uh in the plan that i put forward on march 9th and the three things and i described these for you earlier part of what made that go up we had no pull out for urban renewal because of the when we renewed the local option the assessed value has increased for property in in this area and compression is unwinding so we had increased revenue in our local option for this next year our enrollment projections are going up by another 585 students and i'm counting on a beginning fund balance that is 10 million dollars higher than the current budget ending fund balance so that those are all the assumptions that are going into the spending plan in terms of assumptions about the state school fund the actual budget document that was prepared back in um was based on the february ode number what we now know because the march forecast has come out um i'm actually going to use the march forecast for my recommendations this evening however for portland i'm going to recommend that we hold to the 49 51 split over the biennium so that we can sustain whatever investments we make this year so that we not do the 50 50 recommendation but that we do 49.51 which has been our practice so i'm i'm recommending that we stick to that practice um so the revised numbers that up that are reflected right here will be the bolded ones the revised march number and again that's a 10.6 million dollar difference which gets us to the 579 million okay so the march estimate increases our funding by 10.6 million the problem of the shift and i just described this to you it basically you use money in the first year you can't sustain in the second year the proposed solution to that is that we also designate an amount out of out of that that we count as a signed contingency rather than unassigned contingency that we are holding until year two expressly to end up getting us to the equivalent of a 49.51 we'll just earmark it specifically for that purpose so it's not regarded as a general unassigned contingency we say this is how we intend to use it if the 7.255 billion in the state school fund it remains our number my proposed unassigned contingency is that we hold 3.5 an unassigned contingency if we actually if it ultimately goes up to a 7.5 billion state school fund allocation then my recommendation is that we budget for a 4.5 unassigned contingency okay so now the framework and what's kind of guiding the recommendations you'll see one is to sustain and build upon the current levels of service to students families and schools to so again what i described earlier keep building on the investments we've already made sustain and build upon the strategies that impact our three priorities so early literacy the reducing disproportionate discipline accelerating graduation and completion rates third to strengthen our capacity at schools just generally and to strengthen our organizational capacity to support schools so school staffing and you've seen this already but i'm going to keep going through just so that you are you see this as in its entirety so the school staffing plan was presented on march 9th and we have already been implementing the guidelines the guiding principles that we will invest some resources by school type and achievement needs not just by numbers of students and this has been a shift in the last couple of years that will really differentiate resource that will provide enough time for resources to shift culture and build capacity not get impatient and say oh it didn't work yet so we're going to change and do a new thing where you create the turn and you don't ever see what strategies are being successful that will maintain the equity formula within the staffing ratio that will provide non-formula additions to address specific considerations that are unique to an individual school or circumstance and that we hold a set-aside pool of fte so we can address program challenges some of which are allocated in the spring and some of which we hold until the fall and expressly in the fall it's then when where we're looking at what's act the difference between what we predicted would happen with students and what actually happens so we want to be able to be responsive at the point we know that kindergarten being one of the prime places that it may look different staffing formula this is the order it
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occurs in so you end up with the ratio fte that's assigned by size first there and then ratio fte via the equity allocation then we have schoolwide support table and those numbers then non-formula fte full-time equivalent and then total general fund fte so um just the general structure of how we staff our schools the equity formula in that staffing allocation and i described earlier that we hold eight percent out as part of the equity allocation four percent of that is based on um free and reduced lunch or direct certification meal status and four percent of the ratio um is then calculated based on combined underserved and that includes students from one of the four historically underserved racial groups qualifying for special ed ell or eligible for free meals by direct certification our equity allocation ranges from 0.5 to 7.2 fte so really dramatically different impacts depending on what the how that calculation shows up for your individual school and i will say um the first year that we did this equity allocation like what it really meant was you had less less dramatic impact of cuts because we were really in a cut budget so it basically cushioned the blow this year then we kind of did a year that was just like barely in a break even so probably not this year there's enough to really see a difference and we've asked like we're looking to measure what's the difference that you can tell in your schools know what their allocation is that was their equity allocation and we're really asking them to tell us okay what difference did it make we want to be able to know that and measure that so our school staffing priorities for this year sustaining teachers and classified staff that we added to the 1315 ensuring access to the core program at all grade levels improving our middle grades elective offerings our college and career readiness staffing for both middle grades and high schools counselors school secretaries educational assistants and paraprofessionals okay so now the specifics so the early literacy priority the school-based staffing we had educational assistant support for kindergarten where we added 0.5 educational assistant in each kindergarten class for schools with 50 or more combined under historically underserved so 21.5 fte we did target early targeted early literacy support for focus and priority schools so adding a teacher to work on early literacy with students and teachers eight fte full day kindergarten for pps the impact um of half of the day half a day currently half a day is paid for by the state school fund and the other half is paid for uh with title one and tuition next year the entirety of full-day kindergarten will be paid for with general general fund dollars so we'll no longer charge tuition and the title dollars we get to allocate for something else that cost to move full day kindergarten into the general fund for portland public schools is 11 million dollars what we currently have 98 percent of our kindergartners in full day k so we are not facing the same challenge that some other districts are facing where they need to add spaces or build program we've got program ours is shifting how we pay for program so again with that we won't be charging tuition we will cover this by general fund reducing exclusionary discipline and i called this out as one of our priorities earlier our investments that we think specifically impact this um counselors and all of our k-5s so with a minimum of a full-time fte in every school regardless of size and then above that calculating at a 400 to 1 ratio so that adds another 14.5 fte counselors in our k-8 and middle schools again with a base of a full-time counselor and then calculating it to 400 to 1 21.5 fte and then the educational assistant support for kindergartners we also believe this one has a direct impact on this priority so i just listed it again but didn't name the fte again high school graduation and completion a number of things so increasing the elective offerings at middle grades k-8 and middle school we are prioritizing art and music so that if a school does not offer art or music in the middle grades we're asking them to prioritize that first with this fte ad we have some schools that are adding the avid program this year um and and a college and career readiness coordination so there's different
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strategies in different schools but we've got a prioritization guidance for schools as their staffing college and career readiness in high schools we're adding avid coordination support so 0.5 for coordination or so college kind career readiness and avid so sorry this is a combination of a number of different things and again school specific it may look a little different 0.5 is for coordination support and 1.0 is for adding teacher capacity high school teachers we've added 20 more high school teachers and then the school-wide support table and this is the table that really has the core of support that you have in any school regardless of size that then that includes like your principal your assistant principal or your vice principal your librarians your counselors and there are thresholds at which you start to get additional people on this schoolwide support table we've added an additional high school vice principal at 1600 students so that's what those two are athletics we've had sorry our middle school athletic director to full-time and our high school athletic directors to full-time um the high school athletic directors will now be responsible for managing cluster-wide athletics and the district-wide athletic director and high school principals will prioritize how they operationalize this outdoor school this has been a huge topic just about every year and i'm really happy to say so we went to three days as we were cutting budgets in order to really preserve outdoor school for our kids because it's been such a um a treasured program uh this year and this is funded with resolution dollars through the multnomah education service district we're moving ourselves back to a full week so yay and this impacts the overall programming of outdoor school for a lot of other districts as well so we're excited about this okay strengthening our school capacity to address all priorities school secretaries we're looking at every school having a minimum of two full-time secretaries meaning 40 hours a week we had another 5.63 fte to make that happen and our educational assistant and para educator substitutes add five full-time ea substitutes and five full-time para-educator substitutes so next we have centrally allocated resources i hope you're all hanging in here with this one are we doing okay yeah yeah good that's what i'm looking for that's good okay so pps budget proposal was as i mentioned before developed based on the ode february estimate and this is what's reflected in the published budget proposal document what's included in that part of the proposal is prioritizing continuity of services to students so we had a number of things that were grant funded that represent wrap-around services to students or what we would consider now core services for students that are part of how they're achieving the success that they're achieving so we were looking to sustain that level of service so our early warning system staff 235 thousand dollars maintains attendance case workers in the general fund that were previously grant funded we have a social worker who continues which can continues our current capacity to supervise masters of social work interns and gives us more capacity to do wrap around support we had wraparound services for roosevelt franklin and madison that were previously funded by the high school graduation initiative grant that goes away that we're looking to sustain we have uh the next one is an early learning program move from lane to from creative science to lane and this is moving some early learning heads and head start classrooms from creative science to lane and creating a new early learning center so these are the costs to move and relocate that resolves an overcrowding issue and actually lets us establish a new early learning center and then the final one community-based organization alternative slots this is actually the same number of slots so the same capacity but an increase in uh the cost per slot that is driven by formula but it allows us to maintain the current level of service to those kids services for students that leverage other funding sources we had an opportunity this year with multnomah county to add some some more attendance folks who really track and do individual attendance tracking in a couple of our clusters that we wanted to continue to grow that capacity and multnomah county will match us if we are able to invest here similarly multnomah county will match us being able to add mental health
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professionals we were excited to have this kind of a partnership with multnomah county to be able to add both of these avid we have a match from miller miller foundation and the nike school innovation fund that this investment adds three high school sites another two in planning year in that we'll do planning year this next year six middle grade sites and one elementary site so and what we've previously done we had previously had three high schools and we're building back through the clusters of those high schools to build the at build avid capacity so we're excited to have private partners who are helping us build this capacity in the district the next one continuing to build staff capacity to support students is adding to the school climate and restorative practices and again this is part of how we are supporting our staff this is the restorative justice that you've heard us talk about positive behavior interventions and supports and some other strategies that are professional development support for teachers counselors and administrators that impact school climate school culture and ability to have other outcomes besides excluding kids from school and finally in this section we have a couple things that were about policy implementation so the board this past year passed the enrollment and transfer policy update which then what was made visible the finance in the financial impact was the addition of enrollment of transfer center staff a writer gis mapping capacity and a focus option review so this is the dollar amount that was made visible at the time we passed the policy and then the second one was dual language immersion transportation so adding transportation for equity of access to those programs okay next one the additional of the investments that are based on the march estimate from ode and these are not in the published budget document because we have the numbers after that document was published but here are the here is what i have on that list with the additional revenue so certified media specialists or librarians and this is a 3.1 million dollar investment it adds at least a 0.5 in our k-5s kates and middle schools it as has 18 schools that get a full fte in 47 schools that get a 0.5 fte we use the combined underserved criteria and all schools will have full-time library services so there's some combination so that would be a really big deal the school climate and restorative practices and beyond diversity training again professional development sports which just builds on the previous investment but adds us lets us do that again in a larger number of schools it adds cte middle grades a seventh grade hands-on learning experience so we were looking at the outdoor school being what's happening for sixth graders what is the thing that happens for seventh graders and we were looking at it on hands-on learning experience of some sort be that a maker space or something else so that allows us to do that it allows us to sustain the increase we made this year in individual school consolidated budgets which was a big deal and gave our school principals some room to move on things that they consider priority so we would love to be able to sustain that same level of increase in the coming year it adds campus monitor substitute capacity and again minimal amounts as was pointed out earlier these are like small amounts of substitute capacity but we desperately need it um the board audit committee is recommending a total allocation of 200 000 for a performance auditor for the coming year so this 120 000 is added to what 80 000 it's already in the budget bringing us to the 200 000 investment there and then finally technology upgrades this ads are a student body fund management system that allows us to have a consistent management system across all our schools rather than having individual schools all buying off the shelf software that doesn't connect to each other so it's highly desirable that we have a single system that our schools are able to use to manage funds so that's this right here represents the actual budget proposal as is this list the next list is if we actually get up to the 7.5 billion dollar number which we are going to do like i'm just going to say yeah if we get there then we're looking at adding another 30 teachers um making some other additional invest equity investments which includes tuition relief for um like summer school evening scholars things that end up making those more accessible to our students rather than having any tuition associated with um participating
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uh technology support for schools and system upgrades so we had earlier in the year we heard from it about leasing our technology rather than purchasing that then has a built-in way that we are recycling as well but that puts us on a consistent um refresh schedule so some of this allows us to begin that leasing arrangement it also upgrades some of our hl hr and school choice system software next one supplies and supports for schools and this is a assortment of so our content-based eld materials support for inclusion professional development for language arts materials adoption and some counseling support um we are included in that one uh oh what do i do quick thank you i know you are all feeling rescued aren't you that it's going to cut me off i'm going for a filibuster here okay so buildings this is um adds to our building maintenance budget and the capacity to um also in our civic use of buildings office where we have the community using the buildings it allows us to be more responsive and in community requests for use of our buildings and then finally down at the bottom you see the unassigned contingency improves to um from 3.5 to 4.5 percent okay so next because we've had some significant conversation in the last um several weeks about uh how we go about looking at compensation i've asked sean murray and lisa gardner to come up and do a here's the structure of how we look at compensation as an organization and then i'll take you through what compensation looks like in this budget so sean all right good evening board member superintendent smith i'm sean murray chief human resources officer with me this evening is lisa garner who is our senior clock senior class comp manager since this is probably the first time many of you have heard of lisa i thought it would be good to give you some information regarding her background lisa's been with our hr department for approximately a year and a half and has approximately 18 years of k-12 public education experience throughout her career she has been focused on adhering to equity and legal compliance in hr practices in k-12 education in lisa's previous role and here at pps she has worked extensively in classification and compensation developing and implementing best practice models that align with the organizations she has served prior to pps lisa worked for long beach unified school district is the third which is the third largest uh third largest district in california with peak enrollment of approximately 98 000 students she has routinely conducted job analysis and classification and compensation studies throughout her career from individual classification reclassification studies to broad full-scale job families lisa has also served as a personnel commissioner for four years in her home school district los alamitos upholding principles of merit and equity in public education so we are very fortunate to have lisa's expertise in our hr department now we're here to give you a general compensation overview starting with the question of how is compensation used well according to chern which is the society of human resources management it states that compensation is used as a tool to recruit and retain qualified employees increase employee morale and satisfaction reward and encourage peak performance achieve internal and external equity and reduce turnover encourage organizational loyalty in developing a classification compensation plan for the human resources department we're using best practices models for developing compensation plans we first start with conducting job analysis for all of our positions then evaluate job and update classification plans and job descriptions next we determine hierarchical levels within our organization
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then we review and establish pay models and salary ranges from there we develop appropriate salary structure we communicate findings to district leadership employees and community and then we monitor the plan and implement changes as necessary and then we just start the cycle over again all right now factors that we consider when setting compensation are equal pay whether there is disparate treatment adverse impact legal compliance recruitment and retention issues external market conditions internal alignment of our positions as well as organizational economy and our collective bargaining agreement with all of our union partners now i'll turn it over to lisa thank you sean let's go ahead and begin by looking at the equal pay principle disparate treatment adverse impact and legal compliance all of which are interrelated human resources management is greatly influenced and shaped by the state and federal laws governing employment issues regulations and laws govern all aspects of human resources management including recruitment selection and compensation employment laws such as the fair labor standards act the equal pay act title 7 of the civil rights act the ledbetter fair pay act and the age discrimination and employment act are designed to balance out the employee employer relationship so that employers cannot discriminate against their employees under these laws workers have the right to fair compensation the purpose of these laws is not to diminish the employee employer relationship but rather to make it more equal and ensure that all individuals within an organization enjoy the same equal opportunities finding the right person for the right job and keeping them is a common goal for all organizations where we are right now and where we want to be as an educational institution requires thoughtful and innovative strategies to alleviate the challenges we face in recruiting and retaining quality staff to support our students developing compensation strategies that align with the competitive market work to assist in recruiting and retaining a highly qualified leadership professional educator and business operations staff the united states department of labor reports that between 2008 and 2009 the unemployment rate in the state of oregon surged from 5.8 percent to 9.3 percent statewide unemployment peaked in 2010 at 9.6 percent however the state unemployment numbers have been steadily decreasing since 2011 and they've been decreasing rather quickly in 2014 the state unemployment rate was 6.2 percent as of this february according to the state of oregon employment department the unemployment rate has continued to drop to its february 2015 rate of 5.8 percent as highlighted in this newspaper article the current unemployment rate is at its lowest point in six and one-half years well what does that mean for portland public schools as an employer as more and more employment opportunities become available top talent have greater opportunities and employment options a tight labor market requires constant monitoring for wage and benefits inflation as organizations now find themselves at the position of competing for top talent we are and will continue to survey the market to enable the district to make informed decisions regarding employment practices i'll turn this back to sean all right let's review the historical compensation practices for the district so our first slide is a matrix that shows the salary adjustment history for all of our represented employees now i like to note that um for our viewers at home this information may be difficult to read and would like to let everyone know that we will have this information online for them to review as well now as represented employees these adjustments were negotiated as part of the collective bargaining process
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the matrix shows that throughout troubling economic times the district has made every effort possible to provide salary adjustments to our represented employees through colas which are also known as cost of living adjustments and or salary increases this you will also notice that in 2011 2012 the district was not able to provide cost of living adjustments to any of our represented groups now the next slide represents the salary adjustment history for our non-represented employees these are employees and district leadership that are not covered by a collective bargaining agreement over the same time span as the represented groups that you just saw the district offered minimal colas as opportunity allowed in 2012 2013 non-represented non-represented employees in addition to not receiving colas or salary steps received a received as many as 10 furlough days during this period earlier we discussed our practice of surveying the market for comparability for our licensed staff we survey 19 local area school districts in determining comparability our criteria is to select agencies with like or similar jobs who are within our recruiting area and who are as close in size to our organization as possible in business operations in addition to our k-12 school districts we also survey local public agencies for comparable positions again the criteria include proximity to portland public schools our competition our competition for the same employees and organizations that have business organizational hierarchies structures and compensation programs that are comparative to ours we do not survey private companies as they are not required to provide us with any salary or benefit information they also tend to offer bonuses pay incentives stock options profit sharing and other compensation that we would not offer making them not comparable to us in developing salary recommendations all right so what has the human resources department been doing to move the district in the direction of a systematic classification compensation plan for 2014-15 we developed and updated classification specifications we implemented new senior leadership salary schedule we developed licensed administrator salary schedule and are reviewing existing classification and compensation plan for non-represented staff for 2015-16 we're implementing findings for non-represented staff classification and compensation study begin reviewing existing classification and compensation plan for pfsp bargaining unit and conducting market surveys in preparation for upcoming negotiations with our various union partners at this time i'll turn it back over to superintendent smith thank you both okay so and i just wanted the tip for you to hear the overall process and structure for us before i give you the specifics for this year so the compensation that is included within the budget plan most of these are all so the teachers this is what was negotiated in the contract step increase in a 2.3 cola and then you see also what's included as the health insurance contribution um so two things the other one that the board has been really conscious of and explicit over the last like i'm going to say three years is trying to have a comparable contribution to health insurance across all our employee groups and try and bring that in line um so you're going to i'll show you that that's a chart of that at the end but you're going to see the specific contribution in this budget right here on this chart second one licensed administrators and this over the last two budgets we've we had restructured our building administrator um salary schedule and um and have been working to bring them into market this this year and i'll show you the market study on this one we actually did the market study and did a bigger leap in terms of trying to bring them into market that we're way out of market and then an eight percent increase in their health insurance classified staff a step increase in 1.5 percent cola our seiu custodian step increase in 1.5 percent cola atu step increase in 1.5 cola sdiu nutrition services a three percent cola
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dcu three percent cola and then non-represented staff which includes the number of different kinds of positions step increases and a 1.5 percent cola for those with steps just the 1.5 percent cola for those without steps and then continuing the work on market adjustments as um as sean and lisa just described and then you see also over on the health insurance different plan dates listed in terms of when things go into effect so you'll see some variations in the upcoming chart that link back to the fact that there are different plan dates okay so our licensed administrator salary schedule this is the proposal for the market adjustments that would go into effect in this budget and i'll just say the 75th we were shooting for the 75th percentile of market so this is a chart that i'm not expecting to be able to see all the data on it but what it is are all the comparable school districts that sean um and lisa just showed you that we do our comps with and it shows the minimum and maximum annual salaries for those districts this brown bar right here this is pps's current salary level this would be median and this is where we're proposing to bring people to in the coming year and then what you see down in this box at the bottom is it gives you your starting salary which is zero to three years experience a level two four to six years experience level three seven to nine years experience and maximum at 10 years experience and this one right here is for a high school principal and also actually i should point out this data is as of november 2014 so this is when all the comps are collected now these salary schedules will also all go up in the coming year so we're doing 75th percentile of last year's data so i mean we're going to continue to be in this position where we're working to be competitive and be in market okay middle school k eight uh principle here's where we've got p our current here's median and here's where we're proposing and again the same levels for each one of if you're starting level 2 level 3 or maximum this one is an elementary school principle and you see really similar so current median and our proposed number and then this one's a vice principal in a high school so again current proposed and assistant principal in an elementary middle school so the pattern on all of these is pretty similar and we're working to get ourselves up into the 75th percentile and you have all that data in your packet that you can see the actual numbers but i thought this was a good visual in terms of um so and just for reference like looking at our our teachers salaries are currently right about in the 75th percentile too and again you've got a little variation between what what lane you're in but we're looking to try and get um comparability there and there's the overall what the actual salary schedule looks like part of the other change in this proposal is right now the current has 230 work days in a year this would bring us to 233 workdays i can i can't tell what your murmuring is so i'm just going to keep going okay so health insurance employer contribution so this was this was our um direct contribution to employee health insurance and what's the amount the employer contributes uh and again this is probably hard to see this chart but i will just say so we had 12 212 every employee group except for teachers who had a sixteen thousand four hundred and seventy back in 2012-13 part of our goal was to try and bring the employer contribution to a comparable level across all of our employee groups so we've made some steady increases here in 2015-16 the range ends up being 14 446 i think is the base one and our teachers 16 992 so again that gap is closing and that's that was part of our goal there was to close that gap over time okay so just to summarize our proposed budget um we're moving the right direction so the graduation rate has gone up 17 percentage points we still have a lot of work to do and the three priorities focus that work great appreciation to our local voters that are allowing us to invest in our schools so we're adding teachers counselors media specialists full-day kindergarten and support for
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our underserved students and we're really we're really grateful to be able to do that this year our state funding is less than we had hoped for and we're going to keep working to try and ensure that we have the maximum resources being devoted to education in oregon this year and in portland that we're lucky that we have reserves to help mitigate the impact and then finally this budget represents a balance between funding immediate needs and ensuring the capacity to sustain the work in the coming years so again i'll reiterate the 49 51 being a sound fiscal strategy for us so we can sustain our work in the second year of the biennium and thank you all for your kind


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