Salem-Keizer School Board

Support Services Center Room 2 2575 Commercial Street SE Salem, Oregon 97302

AGENDA
January 22, 2013
6:00 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 three minutes. 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 ORDER Pledge of Allegiance, Roll Call, Agenda Modifications 1. 2. SPOTLIGHT ON SUCCESS AUDIENCE COMMUNICATIONS a. Audience. (testimony related to agenda items only) 3. ACTION a. Employee Dismissal 4. ADOPTION OF CONSENT CALENDAR
(All items adopted by a single motion unless pulled for consideration)

Chairperson Sandy Husk Patrons

Sandy Husk

Chairperson

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 b. *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 instructional coaching and mentoring. 7. INFORMATION (These items are information only unless pulled for individual consideration) a. *Update on Head Start Pre-Kindergarten Program. b. *2012-13 Upcoming School Board and Budget Committee Meetings. Sandy Husk

Chairperson

8.

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

Patrons

9.

BOARD REPORT ON ACTIVITIES

(Board Directors share highlights on recent activities of their assigned committees)

School Board Sandy Husk

10. SUPERINTENDENTS COMMENTS 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 counsel pursuant to (ORS 192.660 (2)(f) and (h), ORS 40.225, and ORS 192.502(9)(a).
5:00 PM
(or end of the previous meeting)

EXECTUTIVE SESSION Room 1

To confer with legal counsel pursuant to (ORS 192.660 (2)(f) and (h), ORS 40.225, and ORS 192.502(9)(a).

INFORMATION 1. January 22, 2013 SPOTLIGHT ON SUCCESS Background/Discussion: The Superintendent and her Executive Cabinet are pleased to recognize the following individuals and/or groups for their outstanding work and/or contributions to our school district and community.

Honoring: Recognition: Presented by:

Dan Livengood Volunteer of the Month Tammy McCammon, Director of Volunteer Services Salem Keizer Education Foundation

Honoring: Recognition: Presented by:

Oakhill Starbucks Business Partner of the Month Jay Remy, Director Community Relations and Communications

Recommendation/Board Action: For Information Only

CONSENT CALENDAR 4.a.(1) January 22, 2013

ADOPTION AND APPROPRIATION OF GRANT BUDGETS Background/Discussion: Grant funds for special projects, which are consistent with District goals and objectives, are recognized as desirable funding sources. Each year millions of dollars in grant fund budgets are submitted to the School Board for approval. There are three new grant/contract budgets listed for this reporting period totaling $280,106. G13K9 Technology $190,625

Adding Kindergarten Readiness data to the Data Warehouse and Dashboards. Prepare for data submission from the new statewide SIS, join staff and schedules with student data. Funding breakdown: Instructional Support Overhead Other $0 $190,625 $0 $0

Funding Source: ODE - Regional Data Warehouse G13X2 Creative Leadership Achieves Student Success Teachers & Administrators Human Resources $84,481

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 to identified staff as additional earnings based upon evaluation and student growth data. Funding breakdown: Instructional Support Overhead Other Funding Source: Chalkboard G13V9 Students Involved in Their Environment McNary High School $5,000 $80,891 $0 $3,590 $0

Connect students taking Environmental Studies and Environmental Science with their local watershed through investigative field work. Funds will be used for transportation, water testing equipment and supplies. Funding breakdown: Instructional Support Overhead Other $5,000 $0 $0 $0

Funding Source: US Environmental Protection Agency

Recommendation: Authorize the Chief Operations Officer to enter into a contract with the organizations in the above listed grant/contract awards. Board Action: The Board is requested to adopt and appropriate the grant/contract budgets. Authorize an inter-fund loan 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.

CONSENT CALENDAR 4.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-time teachers for 2012-13: Effective Tentative Tentative Name Location Date Trng Level Exper. Level
Jessica Scholl Melodie Youngberg Georgia Banke Bush, Kindergarten ESOL (.50) Hammond, Kindergarten ESOL (.50) Straub, Health (.60) 12/5/12-6/13/13 12/6/12-1/8/13 12/11/12-3/22/13 M+0 B+0 B+0 1 1 1

2. Authorize the execution of the necessary contracts for the employment of the following as temporary full-time teachers for 2012-13: Effective Tentative Tentative Name Location Date Trng Level Exper. Level
Luke Buchheit Alicia Ryan Curtis Gault Deina Velez-Villareal Liset Gonzalez Acosta Matthew Doyle Casey Arn Amy Gergen Melodie Youngberg Stephani Howe Patricia Devine-Jensen Jill Baker Sprague, Physical Education/Health McNary, Physical Science/Biology McNary, Physical Science Hallman, grade 3 Bilingual Instructional Services, ELAS North, Social Studies Judson, Science Highland, Bilingual Hammond, Kindergarten ESOL Stephens, English/AVID Study Skills Hoover, Grade 1 ESOL Candalaria, Grade 5 ESOL 2/1/12-6/13/13 2/4/12-6/13/13 1 /9/13-3/22/13 1/16/13-6/13/13 1/29/13-6/13/13 2/4/13-6/13/13 2/4/13-3/22/13 1/9/13-6/13/13 1/9/13-6/13/13 1/9/13-6/13/13 1/9/13-4/10/13 1/9/13-6/13/13 M+0 M+0 M+0 B+24 M+45 M+0 M+0 M+0 B+0 M+0 M+0 M+0 11 1 5 1 15 1 7 5 1 1 1 1

Authorize the execution of the necessary contracts for the employment of the following as first year probation full-time teachers for 2012-13: Effective Tentative Tentative Name Location Date Trng Level Exper. Level
Allison Silbernagel Weddle, Counselor 1/22/13-6/13/13 M+0 5

The Superintendent announces the resignation of the following licensed staff members: Effective Date
6/30/2013 2/1/2013 6/30/2013 12/18/2012 12/31/12 6/30/2013 2/1/2013

Name
David Hanus Elvia Mandujano Trycia Smith Gregory Mendez Karen Lewis-Koogler Jonathan Yoder Heather Stein

Reason
Retirement Resignation Retirement Resignation Resignation Retirement Resignation

Current Assignment

Total Years in Salem

South, Physics/Electronic Technology 17.0 McKay, ESL English/Spanish 4.6 Crossler, Social Studies/AVID Study Skills 15.0 McKay, Learning Resource Center .5 Scott, Grade 5 ESOL 9.0 Curriculum, Science Program Assistant 29.0 Straub, Vocal Music .5

REPORT 6.a. January 22, 2012 EXECUTIVE LIMITATION 7: BUDGETING/FINANCIAL PLANNING Background/Discussion: On May 8, 2007, the School Board adopted policy governance policies which include a schedule of monitoring reports from the Superintendent regarding the Executive Limitation policies. This is the seventh of twelve monitoring reports, scheduled for 2012-13, and is designed to provide the School Board with information to determine if the Superintendent is meeting the criteria established within the adopted Executive Limitations. The yearly schedule of 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 Generally Accepted Accounting Practices; Risk fiscal stability of the District; or Fail 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 Results policies. Evidence of compliance: The Districts strategic plan is updated annually to maintain momentum in areas of continuous improvement and academic achievement in accordance with Board direction. The Superintendents 2012-13 Proposed Budget was developed consistent with the Boards results policy and established priorities. The 2012-13 budget cycle continued to represent a significant challenge for the District, the Salem-Keizer community and the State of Oregon. The District experienced a $20.5 million deficit for the second year of the 2011-13 biennium. This was in addition to a historic $54 million budget deficit in the first year of the biennium. Prolonged deficits beginning in 2009-10 are taking a toll on the District. Balanced budgets require negotiating substantial compensation concessions from all employee groups. Other long-term impacts include: increased class sizes at all levels, increased workloads, a reduced school year, and increased pressure on the Districts support infrastructure such as elongated replacement cycles for technology, buses and vehicles, and textbook collections. In spite of the challenges, a strategic balance was achieved by maintaining appropriate funding levels for instruction, direct support to students, and central administration. Of note is that the Budget Committee recognized the need for increased investments in technology and requested that the District consider making strategic purchases to support student achievement, which added to the deficit by $500,000. Despite future budget shortfalls, the District intends to remain focused on student achievement through the implementation of the Strategic Plan with targeted reductions to minimize impacts on students. It will be a significant challenge to maintain current class sizes, a full school year calendar or compensation levels for the foreseeable future.

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 Budget Law, staff has included graphs, charts and statistical data in the budget document to enhance its readability. Other support information includes: A Budget Guide for Our Community and the Superintendents Budget Message and power-point overview. Additionally, the Budget Committee met regularly throughout the development cycle and staff provided program specific support material that increased transparency and understanding of the departmental budgets. Quarterly financial updates are provided to the Board to further enhance understanding of how actual District revenues and expenditures compare to the budget plan. Evidence of non-compliance: None.

3. Fails to adequately describe proposed expenditures. Evidence of compliance: The proposed budget provided detailed expenditures, for all funds, using account codes established in the States Program Budgeting and Accounting Manual. Additionally, summary information is provided regarding expenditures by object, staffing levels and changes, and program additions and reductions. Charts and graphs are included in the document to provide a visual representation of proposed spending as well as prior year budgeted expenditures. Evidence of non-compliance: None.

4. Contains too little information to enable credible projection of revenue and expenses. Evidence of compliance: Revenue and expenditure information is detailed in the proposed budget. Additionally, the document provides current budget information as well as two prior years actual expenditure information for comparison. Revenue estimates also include narratives that describe the specifics of each source. Additionally, the Superintendents budget message includes an overview of estimated revenue and proposed expenditures used to balance the budget. Evidence of non-compliance: None.

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 assumed funding levels, projections of beginning and ending fund balance and calculation of current service level costs.

The adopted budget includes a list of assumptions, used to build the budget, on pages 18 and 19. The adopted budget delineates changes to staffing beginning on page 150. Budget planning assumptions are shared with the Budget Committee and School Board during scheduled meetings. Evidence of non-compliance: None.

6. Plans for the expenditure in any fiscal year of more funds than are conservatively projected to 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 reduction in revenue, and to provide continuity of program over multiple years, the District plans for contingency funds to be adequately budgeted and available for anticipated use in subsequent years through under-expenditure. This method of budgeting helps to prevent a violation of this limitation. However, economic uncertainty always exists which could require that the District modify the budget due to circumstances unforeseen in the creation of the original plan. Actual revenue is tracked against the budget assumptions and reported to the Board on a quarterly basis. Evidence of non-compliance: None.

7. Fails to disclose a variance from the targeted ending fund balance that is currently reflected within the Districts Financial Management Administrative Policy (ADM-A001). Evidence of compliance: The Districts Financial Management Administrative Policy (ADMA001) has targeted a range of 5-7% of resources for the ending fund balance. For 201213, the District received permission from the Board to deviate from the financial policy referenced above and is targeting an ending fund balance within a range of 3%-5%. All efforts will be made to curtail spending to maintain reserves in response to the uncertainty of the 2013-15 biennium. Evidence of non-compliance: None. 8. Fails to provide adequate and reasonable budget support for Board and staff development and other governance priorities. Evidence of compliance: Board activities and staff development budgets have been reduced but are reasonably adequate to meet the needs of Board members given the current economic limits. Evidence of non-compliance: None.

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 planning horizon. Impacts of future years on program changes were taken into account in the preparation of this years budget and the projection of fund balance in the subsequent fiscal year. 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 compensation concessions, reduced expenditures and use of reserves. The 2013-15 biennium will be a critical period for determining the Districts ability to continue building organizational capabilities sufficient to achieve the desired student achievement results in future years. Evidence of non-compliance: None.

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 to benefit packages are based on current collective bargaining agreements and are reflected in the budget. Additionally, agreements with Administrators, SKEA and SKACE to reduce compensation for the current fiscal year are included in projections of employee costs. Non-salary items are included using a standard inflation factor with specific adjustments made for budget categories where inflation is expected to exceed the standard rate. The total PERS rate for 2012-13 was budgeted at 22.8%. The PERS rate will increase by an additional 8% per year over the 2013-15 biennium to 31% of payroll. Without legislative reforms, this rate will increase at an unsustainable level in future years. Evidence of non-compliance: None.

11. Fails to recommend a budget to the Board that reflects engagement of the Board and appropriate staff and community. Evidence of compliance: The District initiated the 2012-13 budget development process by providing a series of departmental and program presentations to the Budget Committee/Board to reinforce the connection of the budget development process to the strategic planning process. The District received input from staff and employee associations, as well as input from communication groups including principals and other supervisors, and gathered feedback from community leaders. Additionally, the Budget Committee was included in the approval process of the Districts first ever Achievement Compact with the newly formed Oregon Education Investment Board. The Superintendent presented the proposed budget to the Budget Committee on April 03, 2012, and the Budget Committee approved the budget on April 24, 2012. The budget was adopted by the Board on May 08, 2012 after public testimony at noticed hearings. Evidence of non-compliance: None.

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

REPORT 6.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 month which are updates and progress reports on administrative goals established through the Strategic Plan. This months report is in reference to the goal: Continue to provide professional development that offers quality and focused opportunities, has long-term sustainability, and provides implantation strategies for all staff including instructional coaching and mentoring. Background/Discussion Excerpt from Report on Educator Quality in Oregon to OEIB: November, 2012 (Dr. Linda Darling Hammond, Consultant) Today, it is critical to build a professional learning system that is grounded in our growing knowledge of effective professional learning: sustained, content embedded, collegial, and connected to practice: focused on student learning, and aligned with school improvement efforts. Studies show that one-shot workshops are ineffective at changing teaching and leadership practices, while effective professional learning can dramatically improve student achievement (Wei, Hammond, Andree, Richardson and Orphanos, 2009). Quality and Focus: For five years the Salem-Keizer School District has had in place a professional development department aligned to the national standards for staff development and the districts strategic plan. Professional development is planned with input and direction from curriculum program associates, level directors, principals and teachers and is based on data that reflects the needs of our students and school improvement plans. Revision to professional development planning is made with participant input through follow-up electronic surveys and adherence to a continuous improvement model. A recent addition to the planning process is the ability to utilize data from teacher evaluation information from LEGENDS by group or proficiency level to determine priorities for future planning of aligned professional development. There is adherence 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 collaborative environment. 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 Teachers provide support to classroom teachers.) The focus of the training is directly related to data from student achievement, input from staff and broader initiatives being implemented such as the adoption of the National Common Core standards, Oregon Senate Bill 290, Smarter Balanced assessment, and state defined status of schools such as Focus and Priority Schools. Long Term Sustainability:

Salem Keizer has maintained a priority of preparing significant numbers of staff through various training associated with initiatives, and developing their expertise during the period of time that funding through grants and other sources are available. To this end we have been successful in developing a cadre of trained experts and have been able to increase our internal professional capacity to allow our staff to share their expertise and grow professionally together. Our teachers are vocal about the fact that they learn best when they can observe each 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 resolve problems of practice. This type of work is invigorating and builds the capability and commitment of professionals - key ingredients for success in student achievement and professional satisfaction for teachers. (Hargreaves and Fullan, 2012). Salem-Keizer provides professional learning in a variety of formats that permits teachers to engage with other professionals outside of their school and even outside of the district. Some of these access options include: in-person workshops and classes, online classes, customized video coursework (through PD 360) available on their desktop, or hybrids of these aforementioned options. Working intentionally to develop professional capacity we have also identified and supported multiple 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 our staff as a total learning community involves careful planning, constructive feedback and is embedded in many aspects of our work as professionals including, but not limited to: action research, coaching, mentoring, demonstration lessons, evaluation, professional learning communities, professional development activities during staff meetings, learning labs, learning walks and guided observations. Having instructional staff work collaboratively in professional learning communities to examine their practice, analyze and review data, co-plan lessons and establish instructional priorities is key in the successful implementation of strategies.

Challenges: Challenges we face in our efforts for continual improvement in professional development include: access to current technology; staff to organize, schedule and prepare for training opportunities; equity with instructional coaching time; adequate numbers of guest teachers to provide coverage for teachers during the instructional day; and time for professional learning communities 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 the board presentation from coaches, mentors and teachers on the value derived from the professional development they have received and the changes they see in student achievement as a result. Board Action: This report is presented to the School Board for information.

INFORMATION 7.a. January 22, 2013 SALEM-KEIZER PUBLIC SCHOOLS HEAD START PRE-KINDERGARTEN PROGRAM Background Head Start Performance Standards require that each Head Start program grantee have an established governing body, which is the School Board. As per Federal Head Start Performance Standards and Oregon Department of Education recommendations, written reports will be submitted to the School Board 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 of 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 as their primary language, 92 (33%) students have a primary language of Spanish and six (2%) of our students 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 Social and Emotional Physical Health and Development Mathematics and Science Language Development and Literacy Percent of Student Proficient Fall Winter Spring 35 % 36 % 25 % 24 %

In November each child was assessed using the Creative Curriculum Developmental Continuum. The data 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 motor development) at 36%. The lowest percentage of proficiency was found in the Language Development and Literacy area/domain at 24%. For the 2012-13 school year we will continue to support children in all domains and we will focus our Outcome Goal in the area of Literacy. Our support strategies: Teachers will administer the Child Behavior Rating Scale, which is an assessment tool used in the state sponsored Kindergarten Readiness Assessment. This tool identifies social and emotional markers that are precursors of school success including; self-regulation, persistence,

peer interactions. Teachers will use this information to individualize curriculum approaches, targeting 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 learning formats, concept development, quality of feedback and language modeling. Involve parents by providing opportunities for them to provide input into the classroom and home 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 health problems whenever possible by carefully addressing the needs of enrolled children. Successful partnerships are the key to the success of this approach. When conditions or illnesses are found, they are addressed quickly with the help of competent health care partners in an effort to improve the health 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 of continuous, accessible health care increased from 85 percent to 98 percent. The number of children with continuous, accessible dental care increased from 60 percent to 97 percent. In 2011-12 the number of children in our program with current medical exams who were up to date on age-appropriate preventive and primary health care increased from 14 percent to 90 percent. 94 percent of Head Start children received dental exams. Action This report is submitted to the Salem-Keizer School Board for information only.

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 Session 5:00 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 Compacts Review Recommendation from PACE. 5:00 p.m. Board/Superintendent Communication Update. 6:00 p.m. School Board Meeting. February 26, 2013 6:00 p.m. Budget Committee Meeting. March 12, 2013 5:00 p.m. Board/Superintendent Communication Update. 6:00 p.m. School Board Meeting. March 19, 2013 6:00 p.m. Budget Committee Meeting. April 9, 2013 5:00 p.m. Board/Superintendent Communication Update. 6:00 p.m. School Board Meeting. April 23, 2013 6:00 p.m. Budget Message May 14, 2013 5:00 p.m. Board/Superintendent Communication Update. 6:00 p.m. School Board Meeting. May 20-24, 2013 6:00 p.m. Budget Hearings