Board-Meeting-11-05-18-Segment-3
[00:00:00] Order and respect does have come for public comment. I'm going to begin.
We want to thank each speaker who comes and takes the time to from your data share with us your voice. And take part in the district action. Your involvement is valued and appreciated. The public comment time is a time when the board uses to collect information rather to engage in a dialogue the board encourages speakers not to mistake our silence for a lack of care or interest.
We are listening carefully and you'll note that many of us are taking. If you're asking the district or the board to take action or provide information make sure that we have your contact information or you leave it with Miss Douglas so [00:01:00] that you can get follow-up from the appropriate person.
Public comment time is is a not a time where you can single out individual District employee or students for complaints. And nor can we have identifiable information regarding a particular classroom or staff even if it's not? Named so we will take care. I will take care tote to stop you if that's occurring.
Please keep your comments to three minutes and if it's not enough time, you're welcome to submit more information at a later time. When you come up, please give your name and your address and I'll start with this cracker.
Where's that some smaller than the children? Hi, and thank you so much for just welcoming us. And this was a really great learning experience [00:02:00] to be here, and my daughter was actually one of the ones I think you spoke with it Cedar. Oh, and she came home that day and was just Mommy Mommy. Guess what I got to do today, and it was really cool.
So, thank you. So I can tell you from parent site on that and what you guys did did it impacted the students and at least I know of one particular actually to because her in her little friend they were so proud. They were very honored and proud and it was real ever great experience with them. I think you shared lunch with them maybe so I saw in the picture, but I know that one so thank you again that really that's so cool.
And I love just being here and having the opportunity to learn of what this whole being a part an active part of the community that it is all very much connected. So just thank you for your time this evening. My name is Margarita Kiker and I spoke with several a few of you last week on the phone and I'm here today on behalf of concern families in our community and I appreciate everything you shared them to shed light on something [00:03:00] just a little bit different a different experience that we are seeing as a parent body and Community here and we'd like to raise awareness on safety in the classrooms.
And bring attention to an increased need for accountability and communication between staff and parents as a community. We're so grateful to live in safe communities that value building families that support each other. We stand behind the mission statement of the West Linn Wilsonville School District, but filled it is not being carried out for what is in the best interest of all students.
We've been given Solutions such as it's confidential. Have more empathy be more tolerant and understanding and we're working on it. Please trust us due to situations that have happened with students in these concerns in the classroom. These are not Solutions but only continue to show that all students and teachers are not being protected.
We'd like to work together to be a part of the solution but will not tolerate these answers and watch all students across West Louisville school district suffer [00:04:00] and their learning environment and safety continue to stay at risk and I want to share with you just a few comments as I. Connected and communicative with a lot of families and I'm here but it's not just my story or my children's story but a story of on behalf of over 50 families that I've talked to over the last couple of weeks and here are some things that we have heard from our Star children.
Mommy is today going to be a safe day at school daddy, why are children allowed to throw chairs in classrooms? I don't feel safe. Well, I have to wear my headphones today. Mommy. I was asking for help when I was reading and I was just getting kind of frustrated. As a first grader and I needed help to be in was told to be positive that he was being so frustrated because she was busy helping a student who is throwing a really big fit in the classroom, Mom.
How is being positive going to teach me to read?  I needed her help Mommy. Why are kids allowed to treat their teacher like this Daddy? I don't want to go to school. Please. Don't make me go.
[00:05:00] Here's a list of some of the behaviors that we've seen in the classrooms and habits that have continued to raise a high level of concern that these problems are not actually getting fixed. Chairs being thrown in the classrooms on a daily basis students being stabbed with tax punched and kicked in the ribs inappropriate touching bullying choking children being pulled out of their chairs, tripping hitting long tension and aggression that creates consistent hostile environments consistent distractions and hinders the learning teachers are unavailable to teach due to handling these behaviors.
I have a handful of questions that I have copies of this for each of you. If you would like them. Number one is learning time being sacrificed due to the amount of distractions that are expected to remain inside the classroom number to our teachers equipped with help so they can focus their time and energy and effort on teaching and educating their students.
So they're focuses not only on handling behavior issues and distractions number three. [00:06:00] What is the current behavior consequence policy that protects all of the teachers and students? If students are expected to learn in hostile distracting and threatening environments, do you feel that this allows them to thrive and reach their potential at school as the Western will smell motto the mission statement States.
What are specific Solutions in place to fix these problems listed above? As a school board, where is the documentation of incident reports from every District building because I believe that these are required to be filed who's overseeing this what's being reported. Is it are we all aware that this stuff is happening on a regular basis and not just administrative saying we're handling it.
We're progressing we're working on it. But is it being documented to where we go kind of like a police report? You know, we get in the news like this happened at this 200 block of this street. Is there something like. It's aware that kind of has to be read and reported because I think if more if there was more accountability that we would all be aware of what's going on on a more consistent basis.
So we're [00:07:00] asking for accountability for every school to be documenting incidences and have oversight by the district office to review them and report them to the school board monthly. When misbehavior in situations and violence in the classroom occur, there are steps in place to protect and support the children demonstrating these behaviors.
They think you guys shared that that you experienced that you saw that in place, but what steps are in place to support all students all of the other students in these classrooms being affected. Parent this is a big one because there is yes. There's absolutely the mission statement in the policies in place to protect these out these students and support them and enhance social emotional learning but there's a lot of other students that are being affected in a major way and are progressing in their learning are progressing in their behaviors and.
We're experiencing a negative side of that as well parents in this is another major thing that parents would like to see is it parents deserve transparent communication on these situations. We'd like to request that this be in effect immediately from administrators. If communication comes from administrators as soon as possible [00:08:00] this builds trust within our community.
There's a lot of these situations that I have listed the behaviors that are happening parents. Never know what happened either the student who did it or the student that it happened. Multiple a we never knew we didn't know these things are going on in the classrooms unless we are like constantly asking them.
We're very active which we fill our responsibility. It's to be active in the classrooms, but there's a lot of parents who don't have that opportunity and they don't even know what's going on. We'd like these issues addressed in questions answered with clearly communicated solutions to ensure our students safety.
We'd also like to share that we truly value and do not place any blame on the teachers. We do not come from a position that the teachers are at fault, but they are not equipped. To be effective at their jobs. We believe it is important to empower teachers to teach and Empower students to learn and I think that's an agreement with all of you.
We all have the same goal to raise leaders to positively impact our communities and connect with others in their education environment. But something has to change to make these environments non-hostile and allow these goals to be achievable. [00:09:00] We asked for your help and support to address these problems to protect our students and teachers and I stand here today as I shared representing over 50 families at several schools that are in our community that share these concerns and just know that we welcome this as the beginning of a conversation.
Thank you.
If you have those questions, if you can provide it to Miss Douglas than she can't get it to the rest of the board. Mr. Taylor.
Let the record show that I gave the young lady before me part of my time. No.
There's a handout going around and Kathy. You just happened to schedule the Rosemont meeting when I'm in the Canary Islands, so I don't know how you knew that but you did I know we did.  I know it's okay Mike [00:10:00] Taylor 3500 show and drive. I'm going to just go on this.  And out that I gave to you. It makes it difficult.
This is the only public body that I've ever been associated with and 45 years and public interest. That doesn't let the public speak after a decision as after presentation is made or a decision is made because at that time, you know, you have to come back at the next meeting to say something. But anyway, I'm going to talk about capacity.
I agree with flow Dynamics. They're good. They're projecting a one percent increase. For the next ten years, it's organically what we've had for the last eight years. So that makes sense to me it Wilsonville located Primary School appears to me to be the top priority. I checked with the Wilsonville people and they said Frog Pond West the earliest build-out will be 10 years from now.
It's more likely toward 20K and it's on their [00:11:00] website. That's frog pond. Need any documentation look on the talk to them and look at their website.  Absolutely certain it's proven West Linn High School can handle 2,000 kids. I'm not saying that's it should be that high but using your new capacity. It seems that Wilsonville should be able to handle 1485.
Now, I've got a couple of ideas to send to reduce that three years ago. And this date is on Miss Motors Facebook page. I put together. I met with the Lake Oswego school superintendent and they were looking to save Lakeridge as a school and would have been interested in making that a stem site and when I met with our superintendent here that was.
I was not followed up on it still is a possibility. [00:12:00] You could build an additional permanent facilities on a grass field near the middle school. There's room there. You can also install three to six modular classrooms. If you see yourselves Beyond capacity, the better solution is we statistically every year have 78% of the kids go to college and 22% don't but we do nothing really for the 22%.
And what I'm proposing is if you really look at the curriculum at West Linn High School and on their website and the same with Wilsonville is you set up some trade-related welding electrical.  Plumbing and if you need to see what how it's being done the Oregon City school district has 19 courses that they have that.
The kids that don't go to college are inundated and when they come out of school not going to college they have it. There [00:13:00] are boys to get into a trade. So using that as the best for the best idea and revisiting your curriculum. I'm suggesting instead of building. This High School is let's deal with the 22% and you could.
Build a separate facility for them. But those are the people who need it. I'm going to talk real quick on achievement. I've got the Oregon and report card here grade three English languages achievement have decreased for the fourth year in a row. I think that's a trend but only went down one percent, but we aren't doing something right four years in a row to go down consistently.
I mean if I was in the. Selling business and my sales went down probably get fired grade 8 math increased one percent which is good, but it's still way below what it was in 2014. So my recommendation is [00:14:00] concentrate on improving achievement results half of the West Linn High School kids carry at least a 3.5 3.5 grade average.
How do I know that I took pictures of the honor board counted the names and subtracted from the total population? Fifty-two percent.  We don't know how many how well they do on the SATs or the AC geez, and there's I know a person Sandy and I don't know her last name. It's of Japanese Heritage. Her job is to monitor where these kids go to school with are applying to I'm sure that information is available.
I think our SAT scores on average are real low. Unfortunately, and so the kids aren't getting into the College of their choice. I mentioned earlier Oregon requires a 1285 sat our kids have the marks but they don't have the SATs 22% of each graduating class are not significantly exposed to the trade type courses again, I mentioned Oregon City.
I have copies of their curriculum if you ever [00:15:00] need it for the next year mothball this ill-conceived High School. You need to deal with the 22% with the curriculum. If you get those kids out of the Wilsonville and West Linn High School, you have all the kinds of capacity 22% of 3200 people is about 765 that would give you a lot of capacity.
Kill two birds with one stone, and I thank you for your attention. Thank you. Incidentally, Oregon, I mean Western High School District is average. Okay in the latest report card average in Oregon is not good.
Is there anyone else who have come to provide public comment? Okay. Thank you very much.
I have a motion on the consent agenda.
[00:16:00] I'll make a motion of the board accept their past the consent agenda.  I'll second.  Kelsey King Martin.  Yes, Eddie Reynolds and riff H. Yes. Dylan hides. I reckon mullet or yes.
Under new board business. We had a number of items from the Oregon school boards Association and.
When I sought clarification from the Oregon School Board Association on this they indicated that they preferred that we wait to take action. And so this is information that the board will have received that you'll be able to consider and but we won't take any action on it till the December 3rd meeting and I apologize to anyone who has prepared.
Ted [00:17:00] russet or to comment on it my ear we're going to put on the next agenda and that brings us to dr. Tyson.
So I think you have most of the information in this in a memo that I sent. So just the purpose of this is just to let you know how we are working with our school report card as these are being sent home to families. They will be in the school newsletters in the next couple weeks and the report card itself any of the information in this is not new to.
Our principals and now to our teachers that the data that's in the report cards. We've actually been working with since about July which is when we first put out before they were finalized the smarter balanced data, and we've been [00:18:00] keeping like a four-year trajectory since it was first given in 2014 and 15 and at our summer Retreat, for example, our principles used this to start looking at their work plans for this year.
We've decided that there are some things that we just want to be really clear that there's a sense of urgency about and the Four Points that are on the left. There are the four areas that we think really are important for us to pay attention to is sort of the big ideas and then there's a lot.
Behind those big Ideas some of the things that you have brought forward this evening that you noticed in your school visits are examples of things that are in school work plans attendance is something that we are looking at in terms of the whole idea of children feeling like they can participate in school habits barriers.
We [00:19:00] know that social emotional learning as was pointed out this evening does. Students achievement, we do think that we have some things to find out I mentioned I think in the memo that we are part of is a district a Kaiser Grant looking at attendance starting at the high school level drilling down to looking at specific practices.
The Oregon Department of Education has recently put together their own plan and their own study for looking at this and this is something that is we feel that we need to pay attention to. The ninth grade on track having six credits when you finish 9th grade is also something that when you hear the work that we were doing around professional learning communities around having teachers plan together for students and find out what are those real critical skills [00:20:00] now the data.
For this of the students who are on track are now sophomores. So one of the things to think of that I think you saw evidence of those of you who visited high schools. Is that the work that's being done daily in classrooms with students to recover. To look at what access do they have to curriculum?
It's not just a ninth-grade metric that we're looking at and I think I also noted in our memo that doing a lot of work with summer programs transition is also important. I'm just touching on these two kind of spark your interest in things that you might be thinking of also English language arts.
Mathematics achievement that's being looked at with an equity lens. We know that when we look at our disaggregated data, and we look at groups of students and economically disadvantaged students English Learners and students [00:21:00] with IEPs are of great interest and support of how we actually look at the learning needs some of which are unique and some of which have to do with overall practices.
Then the also the looking at the overall growth, what are the things that were keeping track of to look at the growth of students and to see that we're looking at all students again and it's also disaggregated data. So there's some things that are specific in the areas of language arts and Mathematics and then there's some things that are looking at desegregated groups.
Some of the things that you mentioned in those areas like the emphasis on writing writing has been found to be just a key indicator of students literacy. And so I think if you were in any of the schools, you heard something about a focus on writing when you think about student talk. [00:22:00] That you've seen examples of and seen that schools have been working on we know and we learned some some of our professional learning that oracy before literacy that having students be able to participate in learning and be able to participate in talk and structuring that not just the class discussion but really structuring it for students is important.
I heard every one of you mentioned learning targets. And that comes from John Hattie's work.  Students have to be clear about what they're learning, but we have to back it up that. Teachers are clear and teachers work incredibly hard and principles work incredibly hard to support teachers that knowing that you know, all of what you're going to teach in any single subject area in a school year and being able to get to the skinny get to the key core parts that are important as opposed to.
Everything that's what [00:23:00] the power is behind the learning Target and then most importantly there's a lot of work being done to see do the activities and the learning that students do during class does every single one of those things line up with the learning Target. And also then are those learning targets as rigorous as they should be and do all students have the support that they need to access the learning within those targets, but that's just one example of how.
Looking at achievement learning targets is something that's considered really important. So rather than just go through all the slides when you look at those four things are there things that either in your observations when you were in the schools or in hearing some of the presentations that we've been doing something that you know strikes you that you have a question about.
I'm not waiting till the end. I'm just looking to see if anything resonates. I'm going to touch on each one of those [00:24:00] a little bit but just overall that that's a very big picture.
You can also stop me at any time as we go through the share that in particular, you know, I saw some schools actively doing work around attendance as well as the English language English language arts components and that the emphasis on writing. It was something I encountered in each school. I was.
So in looking at attendance, there's two parts that this is not just our district, but barriers. And then needs for connection and engagement and the barriers are things like economic needs families family illness sometimes for older children. They're required to help you know with with family [00:25:00] members.
So we see if we look at the data in West Linn Wilsonville. We see that the regular attender Gap. The biggest difference is with our students who are economically disadvantaged. We also see interestingly that there's not great disparity between the percentages at each grade level, but in kindergarten and first grade, the absenteeism is a bit higher and then it goes down for second third fourth fifth and sixth grade.
And what we were thinking is that partnering with families when children begin school and not just telling them but finding out some of those barrier and connections peace. Those are ways that we are approaching that because we are looking at it with more urgency. I know we've looked at the data for other school districts around us similar in size and [00:26:00] dissimilar.
Some of the patterns we see a pattern we always see is that seniors tend to have a larger non-regular attendant rate, but that there is a little bit of a trend in the kindergarten and first grade, but one of the things that were asking about is we noticed that attendance really improves in second and third grade you'll also notice that our our scores from second grade to third grade.
Tend to go up so the link to achievement is there. So again, that's just a snippet of something that we are going to be looking at and I know dr. Pryor, dr. Spencer items we've talked about how do we look at all students? How do we look at those barriers? And how do we look at working with with our families?
Thus Kaiser Permanente Grant work really looks at do we recognize barriers in our school? Especially in [00:27:00] communities were most of our students do well and get to school do we recognize then some of the things that some families might need for support relationships the students student-teacher relationships.
I think you noticed in classrooms just the strength of our teachers in working with students the strength of our principles in developing teacher leadership and working with teachers and relationships are. Huge and then finally effective and action-oriented monitoring making sure that monitoring is in real time and that you don't wait and that there's an awareness we have one anecdotal piece of evidence is sometimes when students say in middle school.
It's pointed out to them that they have missed X number of days of school. They actually are kind of surprised because they're not keeping track of that and so not working around the students but working with them is a piece of that so I don't know if [00:28:00] there's any thoughts about that but it is attendance is something that we think is just a baseline piece that we need to begin with.
The ninth grade on track again. You can see just our data for this year. Because the students now are sophomores where that data was from what we're doing for credit recovery everything from. Adding Transportation at our high schools before and after school looking at the summer programs for the students who are eighth graders who will be ninth graders looking at some ongoing instructional practices.
Some of this has come from our high school Success support and those ptosis who are in the high schools and looking at how do you actually make sure that when students are in class that they are engaged that they are not just. Sitting through class but they're actually doing well things like note taking [00:29:00] things.
Like how are they asking questions with an of the teacher? How are we responding to them? So that's a focus for that and we're also we're looking at some of the courses. Ninth grade biology, we identified last year as being one of the courses. We need to pay the most attention to in terms of students finding.
It's very difficult. There's a lot of vocabulary. There's a lot of content again. It comes back to we have expertise in working with us with what should the learning targets be and what should students actually be able to do to do well in to pass biology math is another one. So in for ninth graders, those are the courses that were looking at but that's just so you know where we focused our professional learning.
We're also doing actually in all four core subject areas in high school. We are doing structured professional learning [00:30:00] this year.  That's some questions. Yeah area you go back. So there was a recent Atlantic monthly report. This month that millions of teens can't finish their homework because of lack of access to high-speed internet have we done any survey or analysis to determine whether our ninth graders might be having difficulty in that way and it do we know if high-speed access to high-speed internet as an issue in our.
We have not done a structured formal survey of all we have done and are doing ongoing checking through teachers check in with students and we have things so say families don't have internet. We have something called hot spots, you know where these things are available we have schools. Certain amounts of devices that [00:31:00] students can check out.
We do we have found out that some of our students especially because Google Classroom is used so much starting in middle school that there are students who are not able to access that so we're also looking at it as having and I think maybe Kurt you can speak to this also is having time available not just device.
So is it that you would stay at school and prefer to work on these things with support and some help and have the access to the technology that's at school on a wider range of hours or would you want to use some of the things that we can actually check out including this hotspot Internet access peace?
Excuse me. We do rely on our counselors to help make that connection about. Who needs the access we had done surveys in the past, but the information that we [00:32:00] gleaned from those surveys was pretty spotty and not very actionable. So we kind of anecdotally know that there's issues in certain areas and we've provided these hot spots for checkout.
So that kids can take them home. That was something we just started last year and it's interesting to see. The usage rate it's not real high, which is we're trying to figure out why that is to be honest. But another angle on this is that maybe I shouldn't mention a particular vendor. But Comcast has a program for internet access.
It's called internet or Internet Essentials and for ten dollars a month. You can get what they call high speed access. We also the counselors connect people to that program regularly. We can't get usage rates on that because it's a private Endeavor, [00:33:00] but we do have a lot of those gaps that we try to fill in a variety of ways.
Thank you. Just something that we might consider whether that's a conversation with more information. We could have with our respective City. Council's. Yeah. In fact, there was a point. There has been at least.  Introductory conversations as a particular Housing Development may be coming online about getting them connected the county fiber that we're a part of now spreads throughout most of our district and that provides kind of a connection point that the city is Sandy has done some of that.
So we're looking at some of those kinds of options, too. But by virtue of this conversation, you know, maybe the time to attempt some formal surveying again because we do have we've had information from language arts teachers this fall and also from our ELD teachers [00:34:00] about, you know, concerns about all students having access.
Thank you. So just quickly one of the things that when we look at 3rd grade results or 8th grade results in thinking of you know, we don't just wait for the smarter balanced results. This is your traditional curve that you would see when things are norm-referenced when students are compared to other students and the measures of academic progress assessment that we give.
That's how you find out how students are doing in relation to everyone else. And so your percentages tend to be you have students who go up to the ninety and a hundred range and then in contrast. Smarter balanced it's a trajectory assessment. And the whole idea is when its design and there were others designed Across the Nation for this is how are we moving towards that [00:35:00] College and Career Readiness.
And so the targets that are set, for example, the state of Oregon for 20-25 has set 80% now that's not to say that you're constantly not going to work to get better, but it's. Print in the achievement test that we probably took in school and looking at that trajectory is part of the work that we want to do because it means that we need to look at the rigor and the increasing skill towards something rather than just a summation of the content of a school year.
So it's a real big difference in the type of assessment and one of the things that we think we need to do the most work on is. How do the tasks and those activities from the learning targets match up with what's expected on that trajectory? So just kind of want to show you that because if it's a key difference in [00:36:00] what we think gets at.
What our work is did you and I just want to say in December when we have that work session with Renee sessler from OSB a will do kind of this. Primer, you know overview of there are different kinds of assessment that measure so as dr. Sois and said there are assessments that has the traditional bell curve.
Smarter balanced is not one of those is important when we talk about assessments that we know how they're designed because using one in a way that it's not designed to start talking about scores or percentages for. Could be counterproductive to I know what we want to do. So we'll have that nice overview in December where we talk about.
What kind of an assessment is smarter balanced. What type of assessment is map which you hear about what type of assessment is a developmental reading assessment or a unit test that a teacher might give there's all different ways that a [00:37:00] teacher comes to know what students are learning and then Compares or analyzes that.
And then when you look at a trajectory, and then you look at disaggregated. Results you really want to look at how to all students have access to the things the content that they need to be able to work with because the difference between this and that bell curve. It's not just the content it's what students can do with it.
And so you have heard a thing, you know, dr. Spencer ions has talked about the increase in the use of tools the increase in the use of when we do professional learning. K5 with every teacher in the district on November 19th are learning Specialists are planning that with our instructional coordinators so that we are looking at access is we [00:38:00] are planning that because we think that that's also key when you look at the results that we currently have.
I'm noting we have about an hour's worth of content and on our agenda and so I don't know how much more you have to go through or what.  I think we're just about done but this is just some of the big. The big ideas on the right are the things that we're looking at. We just felt like we should let you know so in looking at our results, what are you know, what are the things that we're working on?
Thank you so much for the report. Dr. Sorenson. I think it's really helpful to be to view the data the actual data the narrative. Is helpful, but you see the reports is very [00:39:00] impactful and on that detail is now available on the Oregon Department of Education website that I think we've all seen samples of the quick look summaries, but the detail if you just go on to the OD e website look 44 cards click on detail is really impactful to see.
These key measures that barb is mentioning and then there are they are significant measures. They're really the backbone of Oregon's as a plan third grade reading regular attendance ninth grade on track. It also gives you important enrollment data school funding data. And then again, it's disaggregated by results.
And of course that's important to our goal number one. You know those those subgroups that are reported out that shows us very graphically know how we're doing [00:40:00] and then very importantly it's also going to to annul the details sheets show it for three years. But if you go back to the archive data, it's available farther back than that.
I think is as many as five years. So I'm hoping that we have a chance to talk about it. Through her work session on performance monitoring and December. But in the meantime, I'd encourage everyone to take a look at these the actual autographs that paint a picture very very well.  And you could save questions like that one dial there with the low average high that is on the report card.
You know, that's a really big aggregate. It's looking at math and reading. Together and it's looking at your grades, you know three through eight and then it's looking at students needing a median growth percentile. So that's important, but it might be something that [00:41:00] you might have some questions about.
How do you how do you work backwards from that and what do you look at to explain those results? So we'd be glad to do more of that if you have questions if there's any other comments or thoughts that you'd like to leave us with.
One more from your memo. Are you saying that we should consider The Graduate graduation rates at Art and technology in the larger context of our high schools because so many of our students have struggled at the other two high schools before they arrive at Art and Technology. Yes, because it does not right now.
It's it does not have a four-year program. And so we have to make sure that we don't look at that as just one school, but the students there are students from Wilsonville High School in West Linn High School. So it's really important to look at it in a larger context and for us to pay attention to it that way.
[00:42:00] Good evening. So today I have three topics that I would like to share with you. The first one state of funding. Sauce, I would like to take a few second to go over the offer own reviews and it will be the last time I bring it off the second. I would like to walk you through the financial accounting information on General funds special Revenue funds depth service fund and capital project funds last but not least will be Capital Bond capacity.
So again this a the cover definition and the purpose of the Forefront that we have in our districts turn [00:43:00] around fun. As you know, all of the money account for the support of our operation with either salary and benefits and some are bad go to services and supply the money coming from State funding formula property tax.
Local adoption tax situation and fees.  as served Revenue come from Grant and contract.  when a contractor come in from federal and such as a US Department of Education. Look on like Oregon Department of Education and stage and they'll look the state a Oregon Department of Education and state it like Black America PSD or Portland State University or other local industries that we work with this money that support our detectives to help carry out the perfect purpose of the support.
[00:44:00] If service funds this fund account for the accumulation of resource and payment of our long-term depth such a tattoo or Bond and a pension Bond last capital of Punt. This one is used to avoid of conjunct major Capital facility or project.  So. You might be familiar with this report by now. So this show of the fund that we have fun 100 General funds.
We have 64 percent or 110 12 million belong to general fund for 200 that is special revenue is about 80 percent of our total budget. I thought you in 44 million that Services it took about 16 percent or [00:45:00] twenty seven point eight million. And the last Capital project. We have twelve percent or Twenty 144 million that belong on one 400.
So this a very much like a summary that captured of four different ones that we have in our district. Here is the detail that we have on our general fund.  Late for Mass. It represent like the income statement assure us of the income that come in in and and deceit is Spence is that we spend out this column right here is based on the adopted budget that passed flat June and this number did not change at all.
This number over here current year today protection it change in based on the information at that every see month by month basis. So at you can see in this month [00:46:00] the difference between Dickman report and the last several months Reports say I separate the local option tax away from the local graph in use because the local graph Anup was it a property tax how to connect and then die.
Relationship with the state funding formula and it's important for me to separate our so you can see how the local option taxes go up and down compared to the local gravity or say funding formula. So in here on October 11, we received a letter from the Department of assessment and Taxation that our local option tax go up so that you can see here the budget is a point four million.
The amount that we receive is 8.8 with the we have 320 mm more than what we budgeted from the beginning. And unlock on graphene you [00:47:00] we poach our thirty five point eight million the thirty five point eight million based on. Current year tax and prior yeste and when we budget that we just watch at everything we did not factor in the late payment or the discount when we receive the table for 8 from the Department of the assessment and Taxation is show 36 million from Yakima County and 364,000 from Washington.
Couch healthy. I can buy that two together and I factor only 97 percent because I. How I put three percent room for late payment or no pay at all.  So with that we have we show we will have three 735,000 more than what we budget from the beginning.  We also have a little bit in Greece in our state funding formula.
With a saw a hundred [00:48:00] thousand and then for October, we also receive some safety of Eden that majority of the intron Honda received that our last race or a 48 percent. So we got a little bit more. To offer own the revenue, we receive the additional 1.2 million, but out of that, you know under below under desks manager for the last few months July August we spend on the additional night at the end benefice so our offer on a very much upset each order with that the bottom life or out.
General fund for this month as of October 31st. We have 5 million at Vandenberg and compared to last one. We have 3.8 million. So this is a good thing for [00:49:00] us.  They say they are grafted allow you to see the comparison dollar a mile between the adopted budget and the current projection.
Special Revenue funding not intention the only amount at am waiting to move it a pearl reserve the 3.8 million as soon as our auditor come pick the book then I will move it back to the general fund. Deaf services, so we have to calorie under our debt service funds the first one adapt surface and of second one is the per UIL deaf services are the one that we set aside the money coming from property tax.
We set that money aside to help pay for our. Our spending to your bond General obligation bonds and then for the / UIL, this is the [00:50:00] money the pension pull that we went out in 2004 42 million. So every month we have to make the payment on interest and principal and that money set aside around 7% that we charge our wages throughout all fund across the district.
Right now we both Drive 23 million in-depth services and I anticipate we're going to spend it on we both just 4.7 in our Pro unfunded liability. And I also project that we're going to utilize it all.
They say our Capital project funds we have for category under this capital projects. The first one is the conduction born of 2009. This is of smaller amount because this is the beginning balance that carry [00:51:00] forwards from last year to this year then Bond 2004. We have 15 Millions. For point million artist came from the bond proceeds in 2009 and then ten point four million of that coming from the beginning budget and then the rest is some intern on this investment.
Capital project properties a300 203,000 this money is very much coming from last year ending fund balance will see become the beginning fund balance for this year and last it up conduction SI tax. They say 5.7 million.  We anticipate to Spanish. Right now we just anticipate to spend it as much as we can because this money if you remember back in 2007 2007 when the [00:52:00] Oregon legislature passed Senate Bill 1036.
It's allow school districts to tax the develop developer. So f a new resident or non-resident how to pay tax around this one so we can do this money to improve school facility and building, but we're not allowed to you that for operation.
So all around with Al 5% about 5 million from general fund reserve and 3.8 from Probe on reserve. I'm sorry for reserve a total of eight point eight million was a fiber sin.  So we have five percent funded Reserve out of our total budget. She has a question about [00:53:00] this chart here.  Who determine these are the proper amounts?
Daddy's I reserve will be between about 10% to 20% the see the design below 10 percent is considered poor design in reserve and I understand what the chart is communicating my question though is who determined? That support Reserve. That's desired Reserve. Yes. Yes good question. So this is based on like the first based on the Moody credit rating company is saved for the national why spoon directorate will be 20% Reserve from the government financial accountant.
It prefers to help 15% in the funding Reserve. Based on a call at and University they prefer us to have minimum 10% or at least one month of [00:54:00] our total operating expenditure.