November 29, 2016 · 11/29/2016 · Session under ORS 192.660 (k) and may resume executive session...

November 29, 2016

BOARD OF DIRECTORS REGULAR MEETING 7:00 PM

Newberg School District Board Room • 714 E 6th St. • Newberg, Oregon 97132

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NewbergSchoolDistrict29JRegularBoardMeeting•November29,2016•7:00PM

TheBoardofDirectorsoftheNewbergSchoolDistrict29Jwillmeetat6:00p.m.forExecutiveSessionunderORS192.660(k)andmayresumeexecutivesessionfollowingtheregularBoardmeeting.TheRegularBoardSessionwillstartat7:00p.m.onTuesday,November29,2016intheNewbergSchoolDistrictOffice,714EastSixthStreet,Newberg,OR97132todiscussandtakeactiononminutes,personnelanddonations.Businessitemsmayinclude:I. ExecutiveSession:ORS192.660(k)SuperintendentGoalsProgressSession1............6:00pmII. CalltoOrderRegularMeeting.......................................................................................7:00pmIII. FlagSaluteIV. ReviewAgenda........................................................................................................BoardChairV. Student&StaffRecognition....................................NewbergHighSchool,KyleLaier,PrincipalVI. PublicCommentsVII. ConsentAgenda......................................................................................................BoardChairVIII. Board&SuperintendentComments

a. BoardCommentsi. OSBAShare-out...........................................................................ChairThomas

b. SuperintendentCommentsc. StudentRepresentativeComments

IX. Reports&InformationItemsa. NewCourseProposals–Information....StaffordBoyd,Director&KyleLaier,Principalb. MonthlyFinancialReport..............................................................GwenGardner,CFO

X. NewBusinessa. OSBAResolution.......................................................................................ChairThomasb. OSBAElection-Zone13............................................................................ChairThomas

XI. FutureAgendaItems..............................................................................................BoardChairXII. AdjournRegularSessionXIII. ExecutiveSession:ORS192.660(k)SuperintendentGoalsProgress,Session1maycontinueif

determinedbytheBoard.NewbergSchoolDistrictisanequalopportunityeducatorandemployer.

PersonshavingquestionsaboutorrequestsforspecialneedsandaccommodationsshouldcontacttheBoardSecretary;Phone:503-554-5041;NewbergSchoolDistrict,714EastSixthStreet,Newberg,Oregon._______________________________________________________________________________

Posted:November17,2016

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NewbergSchoolDistrict29JBoardMeetingDate:November29,2016

ITEM: V.Student&StaffRecongition:NewbergHighSchool INFORMATIONPRESENTER: KyleLaier,NHSPrincipal

BACKGROUND:

Mr.Laierwillberecognizingthefollowingstudents:

VictoriaGuarnacciaJamesKobelenzBrandonTakahashiMichaelForbesGarrisonPeacock

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NewbergSchoolDistrict29JBoardMeetingDate:November29,2016 ITEM: VII.ConsentAgenda ACTIONPRESENTER: ChairThomas

BACKGROUND:A. Minutes

ApprovetheminutesfromtheNovember8,2016RegularBoardmeeting.

B. Donation–Acceptthefollowingdonations:

1.KathyGeorge,privatecitizen $500forstudentsinneed 2.EarlybirdRotary $250studentsinneed 3.EarlybirdRotary $1500forGEDtestcosts

RECOMMENDATION:MovethattheNewbergSchoolDistrictBoardofDirectorsapprovetheconsentagendaaspresented.

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NEWBERGSCHOOLDISTRICT29JNovember8,2016RegularBoardMeeting7:00pm

NewbergSchoolDistrictBoardRoom

MINUTES

BoardMembersPresent StaffPresentToddThomas,Chair Dr.KymLeBlanc-Esparza,SuperintendentBobWoodruff,ViceChair GwenGardner,CFORonMock DaveParker,AssistantSuperintendentPollyPeterson AnneCarlson,ExecutiveAssistantMindyAllison MikaelaSchamp,DropoutPreventionDebbieHawblitzel StaffordBoyd,DirectorofTeaching&LearningMelindaVanBossuyt

I. CALLTOORDERAdulycalledandnoticedRegularBoardMeetingoftheBoardofDirectorsofNewbergSchoolDistrict29JwascalledtoorderbyChairThomasat7:04pmonTuesday,November8,2016intheNewbergSchoolDistrictBoardRoom.

II. FLAGSALUTE

TheflagsalutewasledbyvisitingGeorgeFoxUniversitystudentsintheaudience.III. REVIEWAGENDA

• UpdatedHRReport• AdditionalItem:X.c.AppropriationsTransfer• UpdatedFutureAgendasdocument

IV. MVMSSTUDENT&STAFFRECOGNITION

• MVMS6thGradeScience-HumanBody• MVMS6thGradeHumanities• AVID• Upcoming7thgradeprojects-invitationtotheBoardtojoin,includingnaturaldisasters

in7thgradescienceV. PUBLICCOMMENTS/QUESTIONS

None.

VI. CONSENTAGENDAMOTION44:MovethattheNewbergSchoolDistrictBoardofDirectorsapprovetheconsentagendaaspresented.

Moved:DirectorPeterson,Second:DirectorMock Motionpassed7-0

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VII. BOARDANDSUPERINTENDENTCOMMENTSA. BoardComments:

DirectorWoodruffsaidhehadaconversationwithhiselementarystudentaboutLanguageArtsreadingandthetopicoftheBattleofThermopolis.Itwasreallyinterestingtohavethattypeofdiscussionswitha2ndgrader.

B. SuperintendentComments:

• 1stgraderscomparingblogswithEgyptianhieroglyphicswasagreatconversation• IntroducedAnneCarlson,newExecutiveAssistanttotheSuperintendent&Board• SawHonkonFridaynight• NHSFootballteam,continuingoninplayoffrun• Electionday-reminderaboutallmeansallanddignityandrespect• COSAZoningwork• OSBAConferencethisweekend• Veteran’sDay-recognitionandthanksforservice

C. Studentrepresentativecomments

StudentRepresentativeWeiler:ThursdaynightistheFallPerformanceforNHSBand.Also,sixmembersrepresentingNHSatStatecompletion(bandandchoir)andhearaboutAll-Northwest

VIII. NEWBUSINESS

A. CheerleadingTravelRequestDr.LeBlanc-Esparzapresented.

MOTION45:MovethattheBoardofDirectorsapprovethetraveloftheNHSVarsityCheerleaderstoAnaheim,CaliforniafromMarch23through28,2017.

B. BudgetMemberDiscussionDiscussionoccurredaroundad-hocmembers&thehistoryofhavingadhocmembersinNewbergandthechallengegettingabudgetcommitteememberinZone7.TheBoardreviewedopenorexpiringpositions.

C. AppropriationTransfer-Resolution2017-01GwenGardner,CFO,presented.Shegavesomebackgroundontheadditionalendingfundbalanceandtherequirementofaresolutiontotransferthefunds.

DirectorMockrequestedafurtherclarificationintheresolutiontodescribewhatthefundsmaybeusedtopurchase.Additionalclarificationwasaddedtotheresolution:“Theseresourcesaredesignatedfortechnology,throughteachingandlearning.”MOTION46:MovethattheNewbergSchoolDistrictBoardofDirectorsApproveResolution#2017-01bytitleonlyasamended.

ChairThomasreadthetitleoftheresolutionintotherecord.

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IX. REPORTS

A. HumanResourcesReport• FTE• Hiring&Retiring• FTEversusStep• FTEbyEducationLevel-evaluationofdifferentstepsandeducationlevel(i.e.,some

collegecoursework,mastersdegree,etc.)• RequestsforLeaveanduseofLeave-analysisandcomparisonfromyeartoyear• Vacation&sickleaveuseandrollovers

TheBoardandstaffengagedindiscussionaboutvariousitemssuchascultureofsickdays,curriculumleave,systemicteachingandlearningchangesandhowitimpactsreleasetime,anddifferencesbetweencertifiedandclassifieddesignations.X. FUTUREAGENDAITEMS

Theupcomingagendawasdiscussed.XI. ADJOURN

WithnofurthermattersappearingtocomebeforetheBoard,ChairThomasadjournedthemeetingat9:18pm.

Recordedby:MikaelaSchampandAnneCarlson

ATTEST:APPROVED:Superintendent–ClerkBoardChair

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ITEM: VIII. a. OSBAShare-out INFORMATIONPRESENTER: ChairThomas

BACKGROUND:

BoardChairThomaswillstartthediscussionabouttheOSBAConferencethatoccurredNovember10-12th.

INFORMATION

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NewbergSchoolDistrict29JBoardMeetingDate:November29,2016 ITEM: IX.a.NewCourseProposals–FirstRead INFORMATIONPRESENTER: StaffordBoyd,DirectorofTeachingandLearning;KyleLaier,NHSPrincipal

BACKGROUND:AgiantgulfexistsbetweenDistrictRHETORICandRESULTS,andthisgulfismorepronouncedforspecificstudents,suchasthoseaffectedbypovertyorthoseexperiencingadisability.RHETORIC:DistrictVISIONNewbergSchoolDistrictstudentswillgraduatewiththeknowledgeandskillsneededtobesuccessful,contributingcitizensofthe21stCentury.DistrictMISSIONInpartnershipwithparentsandourcommunity,theNewbergSchoolDistrictwilleducateallstudentstoachievetheirfullpotentialasknowledgeable,self-assuredcitizensreadyforcollegeand/orcareers.RESULTS:

• Graduationrates• CourseCompletion/Failures• MeanderingTowardsGraduation:NHSClassof2016TranscriptReview• EqualOpportunitySchoolsStudentSurvey,October2016• StudentClimate&CultureAnnualSurvey• ParentEngagementAnnualSurvey• StudentInterviews

ActualizationoftheaspirationsoftheDistrictvision&mission,anderadicationofopportunitygapsthatexistforspecificstudentsinrelationtothegulfoutlinedabove,require:

• Significantchangetoschoolstructures,culture,andinstruction• Alignmentofcourseworkwithstudents’futuregoalsandhigh-demand,high

wagejobs

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• Nottreatinghighschoolgraduationastheendgoal

Accordingly,NewbergHighSchoolPrincipalKyleLaierandDirectorofTeachingandLearningStaffordBoydwillpresentthefollowingnewcourseproposalsandcoursechanges:

• ModernWorldHistory(changeto9thgradecoreclass)• AdvancedPlacement(AP)CalculusAB• IntroductiontoAgricultureScienceandTechnology• WomeninWelding• AdvancedPlacement(AP)ComputerScienceA• EngineeringDesign&Development• IntegratedDesignStudio

ThesecourseproposalswillbeplacedontheDecember13,2016agendatorequestapprovalbytheBoard.

INFORMATION

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High School Level

New or Change of Course Proposal (Updated Sept 2, 2016)

Content Area Social Sciences Proposed Course Title Modern World History NCES Code 04053 Graduation Requirement fulfilled

Social Studies 1.0 Credit

Length of Course Full year (Two Semesters) Grade Level(s) 9th Prerequisite(s) None Fee None

1. Give a brief description of the course.

Modern World History is a required course for graduation from Newberg High School and will provide the students with Social Studies credits. The purpose of World History is to provide students with the opportunity to explore and appreciate the richness and complexity of human societies, to grapple with new ideas and divergent interpretations, and to create your own understanding of the human experience. In addition to historical content, specific geographic, social and historical analysis skills will be emphasized throughout that support the content and will enhance the learning in all areas of study. Course units of study:

- The “SKILLS” to pay the bills - How can I understand history through the study of essential concepts? - Major World Religions - Why are belief systems important and valuable to their adherents? - New Imperialism - How did a few nations come to control so much of the globe? - Era of Global Conflict - How did the rise of militarism, alliances, imperialism, and nationalism create global

conflict? - Cold War Era - Global Perspective - How did the Cold War affect emerging nations and their quest for

political stability, economic growth and democracy? - Modern Middle East - Why is the Middle East a flashpoint in world affairs? - New Globalization - What are key challenges facing the world in the 21st century?

2. How does the addition of or change to this course support our Mission, Vision, and School

Improvement Plan Goals? Historically this course has been taught at Newberg High School in the Junior year. This would be grade level change which will: -Allow students to take more social studies classes, if desired. -Promote readiness for AP Social Studies classes. -Align to other districts for incoming or outgoing students. -Create continuity as students for middle school students to immediately apply their knowledge and skills to a high school class.

3. What do data and evidence suggest as the needs for this new course or change?

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Data from the past three years of 10th grade social studies reflects that students are not as prepared for 10th grade curriculum:

Year D’s F’s Approx % of students w/ C or better

2015-2016 49 32 78%

2014-2015 45 25 80%

2013-2014 24 25 87% By moving this class to the Freshmen year students will be able to bridge their middle school humanities experiences to create a continuum and maintain their social studies content and skills. The department feels that our sophomores are not prepared for the rigors of a sophomore history class due to lack the continuity to refine and knowledge and content skills.

Meandering Towards Graduation - NHS Class of 2016 Transcript Review: Credits lost due to course failures, by college/career ready curriculum completed.

4. Which standards and outcomes will students specifically learn through this course? Oregon - Historical Knowledge Standards - Modern World History - Including but not limited to: HS.2. Analyze the complexity and investigate causes and effects of significant events in world history HS.3. Explain the historical development and impact of major world religions and philosophies. HS.4. Investigate the historical development and impact of major scientific and technological innovations; political thought, theory and actions; on culture

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HS.5. Examine and evaluate the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped national unity and diversity in world history. HS.6. Analyze ideas critical to the understanding of history. Common Core Reading & Writing in History - Including but not limited to: Key Ideas and Details: CCSS.ELA-LITERACY.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. Research to Build and Present Knowledge: CCSS.ELA-LITERACY.WHST.11-12.7 Conduct short research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

5. How will students in this course engage in the 5Cs in order to: a. Apply content to real world issues? - current event analysis, focus of concepts that span

time, evaluate continuity and change over time up to the modern era b. Develop interdisciplinary connections? Areas of study include, but are not limited to -

social, political, and economic looks at history, geography, modern global issues, topics in economics, global citizenship, and literacy based activities and assignments

c. Form independent and innovation ideas and approaches? - http://abcnews.go.com/WNT/video/fighting-back-bullying-43230097

Activities and strategies used within the social studies classes on a regular basis that teach and use the 5C’s are listed below:

Critical Thinking Collaboration

- Compare & Contrast - Identify cause and effect - Critical reading - close reading strategies - Primary document analysis - Philosophical chairs - Map and chart analysis - Application and analysis activities - Identify main ideas - Analysis of historical issues

- Small group work: problem solving, text/work analysis

- Jigsaw Groups - Think-pair-shares - Expert groups - Group presentations - Group projects

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Communication Creativity

- Students engage in small group and whole class discussion

- Reciprocal Teaching - Jigsaw groups - Structured group discussions - Class debates - Presentations - Argumentative essays - Written products

- Offer choice in assignments, assessment, products

- Visual products - One pagers - PowerPoint presentations - Creative writing (historical fiction)

- Opportunities to problem solve real world/historical issues

Citizenship

- Relate social studies topics and skills to current topics in order to develop global citizenship

- Promote understanding of global issues and opposing views

- Identify bias

6. How will this new course or course change: a. If core, ensure a Guaranteed, Viable, and Coherent Curriculum for all students in the

content area? b. If elective, enhance the College, Career, Life Ready Pathways for students in the content

area? *Please include a concept map of all the content area’s course offerings as support Social Studies Course Map

7. How might the addition or change of this course predictably affect staffing? Because this is a grade level course change from a required junior course to a required freshman course, there will be increased staffing of 2.0 FTE for the next two years. This need is based on approximately 420 students enrolling as Freshmen and allowing classes to be capped at 35:1, which is the approximate staffing of current social science classes.

8. What additional resources would be required for the success of each student in this course?

Resource Description Estimated Cost

Written Curriculum/ Textbooks TCI History Alive! World Connections N/A

Technology www.teachtci.com. N/A

Professional PLC time to calibrate and enhance class N/A

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Development

Other

9. Approvals

Role Name(s) Initial/Date

Content Area Teacher(s)

Content Area Instructional Leader

School Administrator(s)

Director, Teaching & Learning

Stafford Boyd SdB 11-17-2016

Superintendent

School Board of Directors

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High School LevelNew or Change of Course Proposal

(Updated Sept 2, 2016)

Content Area Mathematics Proposed Course Title Advanced Placement (AP) Calculus AB NCES Code 02124 Graduation Requirement fulfilled 1.0 Mathematics Credit for full year Length of Course Full year Grade Level(s) 9-12 Prerequisite(s) Recommended skill level Fee None (*AP Testing Fee, if student opts to take AP Test)


In AP Calculus AB, students will learn to understand and model the mathematics of change, as it relates to instantaneous rates of change and areas under curves. The two central concepts that comprise this course are the derivative and the integral. Students will learn various techniques for constructing both. The course will explore a vast array of applications, using a wide variety of technological tools for discovery where critical thinking skills are both developed and challenged.

For a full course description see: https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-calculus-ab-and-bc-course-and-exam-description.pdf

2. How does the addition of or change to this course support our Mission, Vision, and SchoolImprovement Plan Goals?

AP Calculus AB is a very rigorous, internationally recognized, course that will allow students to enter college with an advantage over most of their peers, academically. Additionally, it affords students the opportunity to earn college credit that is recognized by even the most prestigious universities.


The data shows that, while earning community college credit (which our current Calculus course makes available to students) is beneficial to students, AP college credit is more widely recognized by prestigious universities and programs. For example, a student entering Oregon State’s Engineering program will have to retake Calculus 1 even if they have community college credit, but an AP score of a 4 or 5 will catapult students to their next level of academics.

4. Which standards and outcomes will students specifically learn through this course?

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MPAC 1: Reasoning with definitions and theoremsStudents can: a. use definitions and theorems to build arguments, to justify conclusions or answers, and to prove results;b. confirm that hypotheses have been satisfied in order to apply the conclusion of a theorem;c. apply definitions and theorems in the process of solving a problem;d. interpret quantifiers in definitions and theorems (e.g., “for all,” “there exists”);e. develop conjectures based on exploration with technology; andf. produce examples and counterexamples to clarify understanding of definitions, to investigate whetherconverses of theorems are true or false, or to test conjectures.

MPAC 2: Connecting conceptsStudents can: a. relate the concept of a limit to all aspects of calculus;b. use the connection between concepts (e.g., rate of change and accumulation) or processes (e.g.,differentiation and its inverse process, antidifferentiation) to solve problems; c. connect concepts to their visual representations with and without technology; andd. identify a common underlying structure in problems involving different contextual situations.

MPAC 3: Implementing algebraic/computational processesStudents can: a. select appropriate mathematical strategies;b. sequence algebraic/computational procedures logically;c. complete algebraic/computational processes correctly;d. apply technology strategically to solve problems;e. attend to precision graphically, numerically, analytically, and verbally and specify units of measure;f. connect the results of algebraic/computational processes to the question asked.

MPAC 4: Connecting multiple representations Students can: a. associate tables, graphs, and symbolic representations of functions;b. develop concepts using graphical, symbolical, verbal, or numerical representations with and withouttechnology; c. identify how mathematical characteristics of functions are related in different representations;d. extract and interpret mathematical content from any presentation of a function (e.g., utilize informationfrom a table of values); e. construct one representational form from another (e.g., a table from a graph or a graph from giveninformation); and f. consider multiple representations (graphical, numerical, analytical, and verbal) of a function to select orconstruct a useful representation for solving a problem.

MPAC 5: Building notational fluencyStudents can: a. know and use a variety of notations (e.g., f’(x) = dy/dx);b. connect notation to definitions (e.g., relating the notation for the definite integral to that of the limit of aRiemann sum); c. connect notation to different representations (graphical, numerical, analytical, and verbal); andd. assign meaning to notation, accurately interpreting the notation in a givenproblem and across different contexts.

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MPAC 6: CommunicatingStudents can: a. clearly present methods, reasoning, justifications, and conclusions;b. use accurate and precise language and notation;c. explain the meaning of expressions, notation, and results in terms of a context (including units);d. explain the connections among concepts;e. critically interpret and accurately report information provided by technology; andf. analyze, evaluate, and compare the reasoning of others.

5. How will students in this course engage in the 5Cs in order to:a. Apply content to real world issues?b. Develop interdisciplinary connections?c. Form independent and innovation ideas and approaches?

Critical Thinking: AP Calculus AB is a very demanding and rigorous course. The AP program is partially skill based

but focuses heavily on DK4 questions and a variety of STEM applications.

Creativity: Both the AP multiple choice, as well as Free Response Questions (FRQ’s) are among the most varied

and interesting presentations of the topics I have seen in 13 years of teaching AP Calculus. The range of problem solving methods required to succeed on the AP exam and the creative thinking it promotes far exceed any other particular resource I have been exposed to in this subject area.

Collaboration: The network of AP Calculus teachers and trainings available are astounding, as it is an international

exam with a long and prestigious history. The teachers and organization, together, create and share a wealth of resources that provide AP instructors with a wealth of innovative ideas and approaches.

Communication: One of the strengths of the AP Calculus exam is that the Free Response Questions demand a high

degree of precision in communication, both verbally and symbolically. Clear, scoring guides and practice problems are readily available for training students. AP Institutes are readily available for training instructors, as well.

Citizenship: Training students to succeed on the AP Calculus exam requires group work and team oriented

activities where students are teaching each other. Respect, responsibility and relationships are key to success in this endeavor.

6. How will this new course or course change:a. If core, ensure a Guaranteed, Viable, and Coherent Curriculum for all students in the

content area?AP requires teachers to be trained and to have approved syllabi that is congruent with the complete content and standards that apply to all of its instructors. The textual curriculum at NHS will be supplemented with the plethora of resources provided by AP on their website as well as given out at their institutes.

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b. If elective, enhance the College, Career, Life Ready Pathways for students in the content area?

*Please include a concept map of all the content area’s course offerings as support Provided on last page. AP Calculus would simply replace Calculus on current 2015-16 Flow Chart.

7. How might the addition or change of this course predictably affect staffing? Changing this course should not affect FTE as it would simply modify the existing Calculus course to include AP standards and opportunities. NHS has AP trained and experienced instructors. Professional development funds are available to instructors who might be in need of training.



Written Curriculum/ Textbooks

N/A

Technology N/A

Professional Development

N/A

Other AP testing funds for low income students $95/Per Test

9. Approvals


Content Area Teacher(s) Pete Rusaw


Michelle Terry

School Administrator(s) Tim Burke, Alaina Carter, Kyle Laier



Superintendent Dr. Kym LeBlanc-Esparza


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MODIFIED

MATH

GEOMETRY

ALGEBRA 2

PRE-CALCULUS

NEWBERG HIGH SCHOOL MATH FLOW CHART

ELECTIVE CREDIT ONLY

ALGEBRA 1 &

TUTORIAL ALGEBRA 1

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High School Level


Content Area Agriculture Science Proposed Course Title Introduction to Agriculture Science and Technology NCES Code 18001 - Introduction to Agriculture and Natural Resources Graduation Requirement fulfilled

CTE - Agriculture & Natural Resources 1.0 Credit

Length of Course 1 year Grade Level(s) 9-12 Prerequisite(s) None Fee None


Introduction to Agriculture, Food, and Natural Resources (AFNR) will be the Year 1 Course in the Agriculture and Natural Sciences CTE pathway. This change will begin a three year transformation of the Agriculture and Natural Resources CTE pathway at NHS. ANFR introduces students to the range of agricultural opportunities and the pathways of study they may pursue. Science, mathematics, reading, and writing components are woven in the context of agriculture and students will use the introductory skills and knowledge developed in this course throughout the Curriculum for Agricultural Science Education (CASE™) curriculum. CASE curricular materials provide a high level of educational experiences to students to enhance the rigor and relevance of agriculture, food, and natural resources (AFNR) subject matter. Besides elevating the rigor of AFNR knowledge and skills, CASE provides purposeful enhancement of science, mathematics, and English language understanding.

CASE develops curriculum utilizing science inquiry for lesson foundation and concepts are taught using activity-, project-, and problem-based instructional strategies. In addition to the curriculum aspect of CASE, the project ensures quality teaching by providing extensive professional development for teachers that leads to certification.

Students participating in the Introduction to Agriculture, Food, and Natural Resources course will experience hands-on activities, projects, and problems. Student experiences will involve the study of communication, the science of agriculture, plants, animals, natural resources, and agricultural mechanics. While surveying the opportunities available in agriculture and natural resources, students will learn to solve problems, conduct research, analyze data, work in teams, and take responsibility for their work, actions, and learning. For example, students will work in groups to determine the efficiency and environmental impacts of fuel sources in a practical learning exercise.

The Introduction to Agriculture, Food, and Natural Resources course is intended to serve as the introductory course within the CASE Program of Study. The course is structured to enable all students to have a variety of experiences that will provide an overview of the fields of agricultural science and natural resources so that

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students may continue through a sequence of courses through high school. The knowledge and skills students develop will be used in future courses within the CASE program.

In addition, students will understand specific connections between their lessons and Supervised Agricultural Experience and FFA components that are important for the development of an informed agricultural education student. Students will investigate, experiment, and learn about documenting a project, solving problems, and communicating their solutions to their peers and members of the professional community.

2. How does the addition of or change to this course support our Mission, Vision, and School Improvement Plan Goals?

Adding this CASE Intro to ANFR course will support our Newberg High School Mission and Vision by adding a foundational course to agricultural education and that will align curriculum, provide access to career interests, and create opportunities for critical thinking for ALL students at an initial level of mastery for the rest of the agriculture education pathways offered at NHS.

3. What do data and evidence suggest as the needs for this new course or change? Currently, there is no alignment within the agriculture classes at Newberg High School. Students can take Veterinary Science before ever having a basic Animal Science or Biology course; or take Greenhouse classes without ever taking a Natural Resources course to develop thinking around why soils are important. This course would provide a foundational base for all agriculture classes at NHS. After taking this course, students will be able to increase their knowledge and skill in more specified advanced classes. This course will be able to provide the initial pathway for students who are interested in careers in the field of agriculture, food, natural resources, science and technology.

4. Which standards and outcomes will students specifically learn through this course? ANFR alignment to the following standards can be found at the CASE™ website: ● National Career Cluster Content ● OR Next Generation Science ● OR Common Core Math ● OR Common Core English-Language Arts

5. How will students in this course engage in the 5Cs in order to: a. Apply content to real world issues? b. Develop interdisciplinary connections? c. Form independent and innovation ideas and approaches

Agriculture is all around us. This class will think critically about how food, fiber, and natural resources are made, created, and processed. They will also think creatively to imagine and discuss real world problems that surround agriculture and collaborate with industry partners to come up with solutions. Learning to actively communicate these problems and solutions through writing, speaking, and group work to the agricultural industry and throughout a consumer-driven world will be a key component in learning to be active and engaged citizens for all students in this class.

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area? *Please include a concept map of all the content area’s course offerings as support This course will enhance the College, Career, Life Ready Pathway for students by providing the initial platform for interests in Agriculture, Food, and Natural Resources. From this foundation, students will be able take classes based on personal career interests with the base knowledge to connect multiple disciplines in the agricultural industry. Through this class, students will also have the opportunity to participate in FFA, which gives students opportunities for personal growth, premiere leadership, and career success.

7. How might the addition or change of this course predictably affect staffing? This course will not currently change staffing.




CASE Curriculum No Cost

Technology N/A


1x CASE Institute Intro to AFNR *80 Hour Professional Development

$4000 (with travel)

Other Classroom Curriculum Supplies $1000

9. Approvals


Content Area Teacher(s) Bailey Field 11-2-16


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School Administrator(s) Troy Monson 11-2-16



Superintendent


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High School Level


Content Area Agriculture Science Proposed Course Title Women in Welding NCES Code 13207 - Welding Graduation Requirement fulfilled

CTE Credit, Elective Credit

Length of Course 1 Semester Grade Level(s) 9-12 Prerequisite(s) None Fee $20


This course is designed to provide female students with the initial confidence to dive into the principles and career paths of welding. In this course, students will gain knowledge of metal principles and introductory welding skills. Emphasis will be placed on safety, professional work ethic, careers and developing basic skills in Oxy-acetylene welding, Oxy-Acetylene Cutting, and Shielded Metal Arc Welding (SMAW)


The addition of this course would provide female students at Newberg High School the opportunity to experience and explore welding in a safe and welcoming environment for them. This course is fundamental to creating an ALL MEANS ALL environment in the metals and welding courses at NHS. Expanding the welding program to include an all-female welding 1 course means that NHS is paving the way for female students to explore high-wage, high-demand industries and careers in welding - an industry that is currently pushing for more female representation.

3. What do data and evidence suggest as the needs for this new course or change? Less than six percent of the U.S. welding work force are currently women. 250,000 welding workers are expected to retire in the next five years. Of ninety-six students in four welding classes at NHS during Fall Semester 2016, only seven are female. Women in the professional welding workforce is becoming both more common and more sought after due to their ability to think clearly, be creative, focus, and high attention to detail under stressful job conditions. At the high school level, female students tend not to be as engaged or likely to take welding classes because they tend to be male dominated. This course would provide a means for female students to feel safe and comfortable to learn freely about the welding industry without the pressure they might feel from male students.


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● PST.04.04.07.a. Identify kinds and characteristics of metal materials. ● PST.04.04.07.b. Distinguish welding processes, positions, and materials preparation. PST.04.04.07.c.

Construct and/or repair metal structures and equipment using welding fabrication procedures, including those associated with SMAW, GMAW, GTAW, fuel-oxygen and plasma arc torch methods.

● PST.04.03.01.b. Select types of materials, determine quantities and estimate their costs and other costs associated with a specified project plan.

5. How will students in this course engage in the 5Cs in order to:

a. Apply content to real world issues? b. Develop interdisciplinary connections? c. Form independent and innovation ideas and approaches

This class is a world issue. According to the American Welding Society, “by 2025, our nation’s workforce will need over 400,000 welders to satisfy the demands of several industries,” (AWS, 2016). This class will engage students to think critically about environmental impacts of welding, current consumerism, relation to agriculture, and welding careers. Students will also think creatively about their abilities to solve problems inside the welding classroom with machine maintenance and evaluating skills. In this course, students will collaborate with other classmates and partners to establish safe working conditions and hold each other responsible to be safe citizens in the classroom. Students will communicate with career and industry partners to determine if a career path in welding is viable and engaging option for each individual student.



area? *Please include a concept map of all the content area’s course offerings as support This course will provide female students at NHS with the opportunity to explore careers in the welding industry. This course is not a easier replacement for Welding 1, it is simply a course to provide female students with the same opportunities to explore the basic welding industry and explore metals interests in a classroom where they feel comfortable to make mistakes, explore their interests, and practice their skills. This course will enhance the NHS welding program by gaining more interest and access to experiences for our female students looking to explore or experience careers in welding and manufacturing.

7. How might the addition or change of this course predictably affect staffing? This course will not affect staffing at this time.

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none

Technology


Other

9. Approvals


Content Area Teacher(s) Bailey Field 11-2-16


School Administrator(s) Troy Monson 11-2-16



Superintendent


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High School LevelNew or Change of Course Proposal

(Updated Sept 2, 2016)

Content Area CTE Proposed Course Title Advanced Placement (AP) Computer Science A NCES Code 10157 - AP Computer Science A Graduation Requirement fulfilled

CTE

Length of Course One Year Grade Level(s) 9-12 Prerequisite(s) Computer Science Principles (or demonstrated computing

competencies from Computer Science Principles) Fee n/a


Computer Science A (CS-A) will be the Year 2 course in the Computer Science CTE pathway.

CS-A aligns with the College Board’s Advanced Placement CS-A framework, and builds onthe basic skills learned in Project Lead The Way (PLTW) Computer Science Principles(CSP) to teach students JAVA and authentic Android™ app development. PLTW provides acomprehensive approach to STEM Education. Through activity-, project-, and problem-basedcurriculum, PLTW gives students a chance to apply what they know, identify problems, find uniquesolutions, and lead their own learning. For educators, PLTW’s engaging, rigorous teacherprofessional development model provides tools to empower students and transform the classroominto a collaboration space where content comes to life. In PLTW courses, students engage in open-ended problem solving, learn and apply the engineering design process, and use the same industry-leading technology and software as are used in the world’s top companies.

Students in this course continue to hone their communication and collaboration skills while learningto use a variety of tools. The primary goal of the course is to create independent-thinking appdevelopers: every unit in this course builds on students' prior knowledge and skills until they are ableto complete an app development cycle independently from the ground up.

PLTW's CSA is designed to cover all learning objectives in the College Board’s AP ComputerScience A framework, and exceeds the College Board’s requirement of 20 hours of lab activity. Thecourse is designed to be readily adaptable to student interests, such as web and game design, andcommunity assets. Individual teachers are encouraged to modify the course content so that it feels asauthentic and meaningful within the local context as possible. This course aims to fully developObject Oriented Programming (OOP) skills that were introduced in CSP and will requireconsummate engagement with the material for success. As such, augmenting content to keep it freshand exciting is a priority.

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District VISION

Newberg School District students will graduate with the knowledge and skills needed to be successful, contributing citizens of the 21st Century.

District MISSION In partnership with parents and our community, the Newberg School District will educate all students to achieve their full potential as knowledgeable, self-assured citizens ready for college and/or careers. Our CTE programming must provide viable, coherent, 3-year pathways for students to develop skills within an area of relevance, passion, and interest that leading towards industries with high-wage, high-demand job opportunities. Additionally, while student learn industry-specific skills and knowledge, the more important learning are the transferable, “soft” skills needed for success in all career fields--namely the 5Cs: Critical Thinking, Creativity, Communication, Collaboration, and Citizenship. Not only will students be prepared to meet the Advanced Placement Computer Science A requirements, but student competency of JAVA and authentic Android™ app development skills can be articulated with community colleges, opening up future possibilities for dual-credit for students.


Meandering Towards Graduation: NHS Class of 2016 Transcript Review:

36

Equal Opportunity Schools Student Survey - October 2016


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Students will be able to apply the knowledge and skills of the Common Core State Standards in Math, the Next Generation Science Standards (the basis of the 2014 Oregon Science Standards), and the Computer Science Teachers Association Standards as they create apps, automate tasks, and find patterns in data. This course also provides students with an opportunity to gain the technical skills identified as essential for workforce development by members of our community CTE Advisory Team. As students work together to design solutions, they learn computational thinking – not just how to code – and transform themselves into builders of tech. The course empowers students with in-demand knowledge and skills they will use in high school and for the rest of their lives, on any career path they take, and will begin to prepare students for many high-wage and high-demand jobs within our local community.

5. How will students in this course engage in the 5Cs in order to: a. Apply content to real world issues? b. Develop interdisciplinary connections? c. Form independent and innovation ideas and approaches?

The course and the Project Lead The Way curriculum at it’s core design reflects the 21st Century nature of Newberg’s 5Cs and Vision 2018, specifically providing rich opportunities for collaboration, critical thinking, and creativity. Please refer to the course description for more details.

6. How will this new course or course change:

a. If core, ensure a Guaranteed, Viable, and Coherent Curriculum for all students in the content area?

b. If elective, enhance the College, Career, Life Ready Pathways for students in the content area?

*Please include a concept map of all the content area’s course offerings as support

Yr 1: Computer Science Principles

↓ ↓ ↓ ↓

Yr 2: Computer Science A

↓ ↓ ↓ ↓

Yr 3: Engineering Design & Development

7. How might the addition or change of this course predictably affect staffing? Staffing and sections will be based upon student forecasting requests. Currently, 119 students are enrolled in 4 sections of Computer Science Principles, which are taught by one teacher trained in Project Lead The Way curriculum.

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Online Included in PLTW annual membership fee

Technology All technology requirements are met by re-utilizing the technology purchased for other Project Lead The Way courses.

Replacement cycle of targeted devices at the building level


Online through PLTW N/A

Other N/A N/A

9. Approvals




NEA School Representative




Superintendent


39


40

High School Level


Content Area CTE Proposed Course Title Engineering Design & Development NCES Code 21007 - Engineering Design and Development Graduation Requirement fulfilled

CTE 2.0 Credits

Length of Course One Year Grade Level(s) 11-12 Prerequisite(s) Principles of Engineering, Computer Science A, or two years of

foundational coursework in the same CTE pathway Fee n/a


Engineering Design & Development (EDD) will be a Year 3, capstone course for numerous CTE pathways, including Engineering, Computer Science, Culinary Arts, Trades: Manufacturing and Welding, Business/Management, and Agriculture & Natural Resources. EDD is based upon the Project Lead The Way curriculum. PLTW provides a comprehensive approach to STEM Education. Through activity-, project-, and problem-based curriculum, PLTW gives students a chance to apply what they know, identify problems, find unique solutions, and lead their own learning. For educators, PLTW’s engaging, rigorous teacher professional development model provides tools to empower students and transform the classroom into a collaboration space where content comes to life. In PLTW courses, students engage in open-ended problem solving, learn and apply the engineering design process, and use the same industry-leading technology and software as are used in the world’s top companies. EDD is an open-ended engineering research course in which students work in teams to design and develop an original solution to a well-defined and justified open-ended problem by applying an engineering design process to real-world areas of student interest. Students will perform research to select, define, and justify a problem. After carefully defining the design requirements and creating multiple solution approaches, teams of students select an approach, create, and test their solution prototype. Student teams will present and defend their original solution to a panel of community engineers and business partners. While progressing through the engineering design process, students will work closely with experts and will continually hone their organizational, communication and interpersonal skills, their creative and problem solving abilities, and their understanding of the design process. Projects on which students work can vary with student interest and the curriculum focuses on problem solving, thus EDD is appropriate for students who are interested in any technical career path.

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District VISION

Newberg School District students will graduate with the knowledge and skills needed to be successful, contributing citizens of the 21st Century.

District MISSION In partnership with parents and our community, the Newberg School District will educate all students to achieve their full potential as knowledgeable, self-assured citizens ready for college and/or careers. Our CTE programming must provide viable, coherent, 3-year pathways for students to develop skills within an area of relevance, passion, and interest that leading towards industries with high-wage, high-demand job opportunities. Additionally, while student learn industry-specific skills and knowledge, the more important learning are the transferable, “soft” skills needed for success in all career fields--namely the 5Cs: Critical Thinking, Creativity, Communication, Collaboration, and Citizenship.


Meandering Towards Graduation: NHS Class of 2016 Transcript Review:

42

43

Equal Opportunity Schools Student Survey - October 2016

44

4. Which standards and outcomes will students specifically learn through this course? Project Lead The Way EDD Processes & Course Components: ● Project Management ● Documenting an Engineering Design Process ● Teamwork and Professional Skills ● Problem Identification and Justification ● Research ● Intellectual Property ● Design Requirements ● Project Proposals ● Design ● Virtual Design and Testing ● Preliminary Design Reviews ● Prototyping ● Testing a Prototype ● Presenting the Process and Results

5. How will students in this course engage in the 5Cs in order to:

a. Apply content to real world issues? b. Develop interdisciplinary connections? c. Form independent and innovation ideas and approaches?

The course and the Project Lead The Way curriculum at it’s core design reflects the 21st Century nature of Newberg’s 5Cs and Vision 2018, specifically providing rich opportunities for collaboration, critical thinking, and creativity. Please refer to the course description for more details.



area? *Please include a concept map of all the content area’s course offerings as support

2 Years of any CTE Pathway

Computer Science Agriculture & Natural Resources

Engineering Culinary Arts Business/ Management

Manufacturing

↓ ↓ ↓ ↓ ↓ ↓

Yr 3: Engineering Design & Development

7. How might the addition or change of this course predictably affect staffing?

45

Staffing and sections will be based upon student forecasting requests. Currently, CTE pathways are scattered; once these pathways are streamlined over the next few years, enrollment should increase and stabilize. The course is 2 credits, which may impact enrollment in other electives.




Online Included in PLTW annual membership fee

Technology All technology requirements are met by re-utilizing the technology purchased for other Project Lead The Way courses.

Replacement cycle of targeted devices at the building level


Online through PLTW N/A

Other Project Materials TBD by student projects annually

9. Approvals




NEA School Representative




Superintendent


46

High School Level


Content Area CTE, STEM, Humanities Proposed Course Title Integrated Design Studio NCES Code 17998 Workplace Experience Architecture and Construction

Various STEM and Humanities, based upon individual student needs. Most likely: 01003 English/Language Arts III (11th grade) 01004 English/Language Arts IV (12th grade) 04160 Principles of Democracy 04201 Economics Math & Science TBD by student project

Graduation Requirement fulfilled

CTE Humanities: Language Arts, Social Studies

STEM: Science, Math

Length of Course 1 year (4+ credits: 2 CTE, 2+ Core Academic Areas)

Grade Level(s) 11-12 Prerequisite(s) None Fee None


Integrated Design Studio is adapted from the project-based learning approach of High Tech High*, and is guided by four connected design principles—equity, personalization, authentic work, and collaborative design—that set aspirational goals.

Over multiple class periods, a team of three teachers (One CTE, one STEM, one Humanities) guide students through the collaborative creation of multiple design challenges, each building upon another, eventually addressing a real-world, community need. While the CTE teacher guides student teams through cycles of the design process, the STEM and Humanities teachers engage students in completing connected, academic standards-based, integrated projects and portfolios of work within the four disciplines of Science, Math, Social Studies, and Language Arts, with credit awarded on a proficiency- and mastery-based system responsive to each student’s academic pathway.

The Integrated Design Studio is a multi-disciplinary, project-based approach to teaching and learning. Our students are thinkers and makers, designers and builders, hackers and hipsters, future politicians and plumbers. We employ a design process rooted in empathy, collaboration, sustainability and action to guide the development of projects that ignite change within our community. We believe in the leveling power of education, and that the best learning occurs when we get our hands dirty.

Each year of the Integrated Design Studio will center on student-led interrogations of a critical, environmental and social topic (food, water, shelter, energy). We will examine each topic through a variety of relevant cultural and socio-economic lenses (poverty, equity, race, gender) on local, regional, national and global scales. Over multiple class

47

periods, a team of three teachers (One CTE, one STEM, one Humanities) will guide students through a series of design challenges, each building upon another, applying their topical research to address a real-world, community need.

While the CTE teacher guides student teams through the design process, the STEM and Humanities teachers engage students in completing connected, academic standards-based, integrated projects and portfolios of work within the four disciplines of Science, Math, Social Studies, and Language Arts, with credit awarded on a proficiency- and mastery-based system responsive to each student’s academic pathway.

2. How does the addition of or change to this course support our Mission, Vision, and School

Improvement Plan Goals? The Integrated Design Studio is guided by three design principles aligned with the three major domains which focus all of our district work: All Means All, 21st Century Teaching & Learning, and Collective Responsibility. * descriptions adapted from www.hightechhigh.org

Equity & Personalization (#allmeansall)

Integrated Design Studio is an equity-focused course. Teachers work to address inequities and help students reach their full potential. Enrollment is intentionally diverse and integrated, enrolling students through targeted identification and recruiting aimed at creating inclusive learning environments that are reflective of the community we serve. Teachers recognize the value of having students from different backgrounds working together, and employ a variety of approaches to accommodate diverse learners without academic tracking. Integrated Design Studio has an acute focus on college, career, and life readiness for all students.

Integrated Design Studio teachers practice a learner-centered, inclusive approach that supports and challenges each student. Students pursue their passions through projects, and reflect on their learning. Recognizing that identity development and personal growth occur in the context of community, this approach to learning fosters relationships of trust, caring, and mutual respect among students and adults.

Authentic Work (#21stcenturylearning)

Integrated Design Studio projects integrate hands and minds and incorporate inquiry across multiple disciplines, leading to the creation of meaningful and beautiful work. Students engage in work that matters to them, to their teachers, and to the world outside of school, culminating in the design and building of a structure both aesthetically pleasing and functionally serving a community need. Students connect their studies to the world through fieldwork, community service, and consultation with outside experts. The classrooms are collaborative workplaces with small-group learning and project areas, relevant technology, and common spaces where prototypes and other artifacts of student thinking are created and displayed.

Collaborative Design (#collectiveresponsibility)

Integrated Design Studio teachers collaborate to design integrated curriculum and projects, while seeking student experience and voice in each of these areas. With students as design partners, staff function as reflective practitioners, conducting inquiry into equitable teaching and learning, school culture, project design, and authentic assessment. We are all still learning by doing.

3. What do data and evidence suggest as the needs for this new course or change? Newberg Class of 2015 Graduation Rates, all students and economically- vs. non-economically disadvantaged students:

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The 5 Domains of the Newberg Schools Dropout Prevention Framework: ● DATA: Effectively identify risk factors and track, analyze and apply relevant data to address the

individual needs of at-risk students. ● BARRIERS: Identify and eliminate school and district created barriers that impede the success of at-

risk students ● PARTNERSHIPS: Engage community, students and families in partnerships to provide pro-active

responses to the needs of at-risk students ● SUPPORTS: Identify, create and maintain strong academic and non-academic supports, services and

access for at-risk students. ● RELEVANCE: Design and provide relevant educational experiences at every grade level, for every

student in order to prepare students for their future.

2016 Parent Engagement Survey Lowest Rated Questions #2 & #4

“The school does a great job of challenging my child to his/her full potential”

“My child’s school offers him/her opportunities to explore areas of interest outside the core content areas”

4. Which standards and outcomes will students specifically learn through this course? National Architecture & Construction Career Content Standards

49

Stanford d.school Design Thinking Methodology STEM & Humanities: TBD by individual student learning plan. May include, but not limited to: ● Science: Physics, Biology

○ See Oregon Science Standards ● Math: Algebra 1, Geometry, Algebra 2, Statistics & Probability

○ See Oregon Math Standards ● Social Studies: US History, US Government, Economics

○ See Oregon Social Studies Standards ● Language Arts: English/Lang Arts 1, 2, 3, or 4

○ See Oregon Language Arts Standards Grades and academic credit based upon board policies: ● IK-AR: Academic Achievement ● IKH: Granting Credit by Proficiency

5. How will students in this course engage in the 5Cs in order to: a. Apply content to real world issues? b. Develop interdisciplinary connections? c. Form independent and innovation ideas and approaches?

The course core design reflects the fullest actualization of the 21st Century nature of all of Newberg’s 5Cs (Critical Thinking, Creativity, Collaboration, Communication, and Citizenship) and Vision 2018 and will also serve as a “alpha-version” of innovation and inspiration for creating more integrated, personalized, authentic, and flexible learning pathways for each student. Please refer to the course description for more details.



area? *Please include a concept map of all the content area’s course offerings as support The Integrated Design Studio allows each and every student to bring to bear their assets and identity to an integrated and collaborative learning space, regardless of prior academic achievement. Each student will forward and accelerate their learning from where they are. The Integrated Design Studio is also a space for student behind on core academic credit to “catch up” within one academic year with the support of the teacher team.

7. How might the addition or change of this course predictably affect staffing? Dependent upon student enrollment. Students may need partnership from Flex Learning center instructors of record to certify competence/mastery in core content areas based upon student portfolio of work. Students need not be enrolled in other core academic classes unless they choose to based upon their personal academic plan.

50




N/A N/A

Technology Chromebooks - 1 per student Equipment

N/A - part of Digital Conversion TBD at school level


Teacher team collaborative planning $4,200 (40 hours x 3 teachers)

Other Materials

TBD by projects

9. Approvals




School NEA Representative




Superintendent


51


52


INFORMATIONITEM: IX.b.MonthlyFinancialsPRESENTER:GwenGardner,CFO

BACKGROUND:

Ms.Gardnerwillpresentthemonthlyfinancialsandcashflow.

INFORMATION

53


54

NewbergSchoolDistrictFiscalReport10/31/2016GeneralFund-Revenues&ExpendituresbyObject&FunctionCode

Revenues:BoardAdopted

Budget YTDReceipts EncumbrancesBalance

Remaining %Remaining

1000 LocalRevenue $16,553,000.00 7,961.78 0.00 $16,545,038.22 100%2000 IntermediateRevenue $1,725,000.00 0.00 $1,725,000.00 100%3000 StateRevenue $30,616,669.38 12,331,525.00 0.00 $18,285,144.38 60%4000 FederalRevenue $0.00 0.00 $0.00 100%

5000Beg.FundBalance/Transfers $1,230,000.00 1,292,152.36 0.00 -$62,152.36 -5%TotalRevenues $50,124,669.38 13,631,639.14 0.00 $36,493,030.24 72.80%

ExpendituresbyMajorObject

BoardAdoptedBudget YIDExpense Encumbrances

BalanceRemaining %Remaining

100 Salaries $27,673,846.38 5,599,881.27 22,303,952.43 -$229,987.32 -1%200 Benefits $14,169,242.35 2,814,495.49 11,310,053.54 $44,693.32 0%300 PurchasedServices $5,781,052.44 1,279,525.87 1,248,961.62 $3,252,564.95 56%400 Supplies&Materials $1,231,960.02 627,270.22 297,066.92 $307,622.88 25%500 CapitalOutlay $17,160.00 11,909.24 0.00 $5,250.76 0%600 OtherObjects $505,389.00 394,183.87 8,931.66 $102,273.47 20%700 Transfers $746,019.19 0.00 0.00 $746,019.19 100%800 Contingency $0.00 $0.00 0%

TotalExpenditures $50,124,669.38 10,727,265.96 35,168,966.17 $4,228,437.25 8%

ExpendituresbyMajorFunction



1000 Instruction $31,095,868.44 5,283,452.12 24,324,957.61 $1,487,458.71 5%2000 SupportServices $18,280,281.75 5,443,813.84 10,844,008.56 $1,992,459.35 11%

3000Enterprise&CommntySrvs $2,500.00 0.00 0.00 $2,500.00 100%

4000Facilities&Construction $0.00 0.00 0.00 $0.00 0%

5000 OtherUses $3,000.00 0.00 0.00 $3,000.00 100%6000 Contingency $743,019.19 0.00 0.00 $743,019.19 100%7000 UnapproppriatedEFB $0.00 0.00 0.00 0.00 0%

TotalExpenditures $50,124,669.38 $10,727,265.96 $35,168,966.17 $4,228,437.25 8.44%

YearToDateReceipts 13,631,639.14YeartoDateExpenditures $10,727,265.96NewbergS.D.FundBalanceasofOctober31,2016 2,904,373.18

Fund100-GENERALFUND

55

NewbergSchoolDistrictFiscalReport10/31/2016Grants/SpecialRevenueFunds-Revenues&ExpendituresbyObject&FunctionCode




1000 LocalRevenue $0.00 0.00 0.00 $0.00 0%2000 IntermediateRevenue $145,000.00 0.00 0.00 $145,000.00 0%3000 StateRevenue $600,000.00 0.00 0.00 $600,000.00 100%4000 FederalRevenue $2,802,857.00 0.00 $0.00 $2,802,857.00 100%

5000Beg.FundBalance/Transfers $0.00 0.00 $0.00 $0.00 0%TotalRevenues $3,547,857.00 0.00 0.00 $3,547,857.00 100%

ExpendituresbyMajorObjectBoardAdopted

Budget YIDExpense EncumbrancesBalance

Remaining %Remaining100 Salaries $1,660,823.26 356,065.79 1,148,691.08 $156,066.39 9%200 Benefits $723,661.02 162,537.90 614,450.94 -$53,327.82 -7%300 PurchasedServices $985,901.11 35,277.35 4,885.99 $945,737.77 96%400 Supplies&Materials $131,840.61 10,730.07 9,360.82 $111,749.72 85%500 CapitalOutlay $0.00 0.00 0.00 $0.00 0%600 OtherObjects $45,631.00 0.00 0.00 $45,631.00 100%700 Transfers $0.00 0.00 0.00 $0.00 0%800 Contingency $0.00 0.00 0.00 $0.00 0%

TotalExpenditures $3,547,857.00 564,611.11 1,777,388.83 $1,205,857.06 34%

ExpendituresbyMajorFunctionBoardAdopted


Remaining %Remaining1000 Instruction $2,265,294.67 393,345.16 1,165,931.89 706,017.62 31%2000 SupportServices $1,180,291.33 168,528.44 597,823.39 413,939.50 35%

3000Enterprise&CommntySrvs $102,271.00 2,737.51 13,633.55 $85,899.94 84%

4000 Facilities&Construction $0.00 0.00 0.00 0.00 0%5000 OtherUses $0.00 0.00 0.00 0.00 0%6000 Contingency $0.00 0.00 0.00 0.00 0%7000 UnapproppriatedEFB $0.00 0.00 0.00 0.00 0%

TotalExpenditures $3,547,857.00 564,611.11 1,777,388.83 1,205,857.06 34%

YearToDateReceipts -YeartoDateExpenditures 564,611.11NewbergS.D.FundBalanceasofOctober31,2016 (564,611.11)

Notes:

Fund201-GRANTS/SPECIALREVENUEFUND

56

NewbergSchoolDistrictFiscalReport10/31/2016SpecialRevenueFunds-Revenues&ExpendituresbyObject&FunctionCode




1000 LocalRevenue $26,000.00 7,045.11 0.00 $18,954.89 73%2000 IntermediateRevenue $0.00 0.00 $0.00 0%3000 StateRevenue $0.00 0.00 $0.00 0%4000 FederalRevenue $0.00 0.00 $0.00 0%5000 Beg.FundBalance/Transfers $21,500.00 (7,986.15) 0.00 $29,486.15 137%

TotalRevenues $47,500.00 (941.04) 0.00 $48,441.04 102%



Remaining %Remaining100 Salaries $0.00 0.00 0.00 $0.00 0%200 Benefits $0.00 1,580.00 0.00 -$1,580.00 0%300 PurchasedServices $0.00 3,278.00 0.00 -$3,278.00 0%400 Supplies&Materials $32,500.00 0.00 0.00 $32,500.00 100%500 CapitalOutlay $0.00 0.00 0.00 $0.00 0%600 OtherObjects $15,000.00 0.00 0.00 $15,000.00 0%700 Transfers $0.00 0.00 0.00 $0.00 0%800 Contingency $0.00 0.00 0.00 $0.00 0%

TotalExpenditures $47,500.00 4,858.00 0.00 $42,642.00 90%



Remaining %Remaining1000 Instruction $32,500.00 3,278.00 0.00 29,222.00 90%2000 SupportServices $0.00 1,580.00 0.00 -1580.00 0%3000 Enterprise&CommntySrvs $0.00 0.00 0.00 0.00 0%4000 Facilities&Construction $0.00 0.00 0.00 0.00 0%5000 OtherUses $0.00 0.00 0.00 0.00 0%6000 Contingency $0.00 0.00 0.00 0.00 0%7000 UnapproppriatedEFB $15,000.00 0.00 0.00 15,000.00 0%

TotalExpenditures $47,500.00 4,858.00 0.00 42,642.00 90%

YearToDateReceipts (941.04)YeartoDateExpenditures 4,858.00NewbergS.D.FundBalanceasofOctober31,2016 (5,799.04)

Notes:

Funds202-SPECIALREVENUES

57





1000 LocalRevenue $1,075,000.00 0.00 $1,075,000.00 100%2000 IntermediateRevenue $0.00 0.00 $0.00 0%3000 StateRevenue $0.00 0.00 $0.00 0%4000 FederalRevenue $0.00 0.00 $0.00 0%5000 Beg.FundBalance/Transfers $340,000.00 0.00 $340,000.00 100%

TotalRevenues $1,415,000.00 - 0.00 $1,415,000.00 100%



Remaining %Remaining100 Salaries $0.00 0.00 0.00 $0.00 0%200 Benefits $0.00 0.00 0.00 $0.00 0%300 PurchasedServices $0.00 0.00 0.00 $0.00 0%400 Supplies&Materials $1,415,000.00 0.00 0.00 $1,415,000.00 100%500 CapitalOutlay $0.00 0.00 0.00 $0.00 0%600 OtherObjects $0.00 0.00 0.00 $0.00 0%700 Transfers $0.00 0.00 0.00 $0.00 0%800 Contingency $0.00 0.00 0.00 $0.00 0%

TotalExpenditures $1,415,000.00 0.00 0.00 $1,415,000.00 100%



Remaining %Remaining1000 Instruction $1,415,000.00 0.00 0.00 1,415,000.00 100%2000 SupportServices $0.00 0.00 0.00 0.00 0%3000 Enterprise&CommntySrvs $0.00 0.00 0.00 0.00 0%4000 Facilities&Construction $0.00 0.00 0.00 0.00 0%5000 OtherUses $0.00 0.00 0.00 0.00 0%6000 Contingency $0.00 0.00 0.00 0.00 0%7000 UnapproppriatedEFB $0.00 0.00 0.00 0.00 0%

TotalExpenditures $1,415,000.00 0.00 0.00 1,415,000.00 100%

YearToDateReceipts -YeartoDateExpenditures 0.00NewbergS.D.FundBalanceasofOctober31,2016 -

Notes:

Funds204-STUDENTBODYFUNDS

58





1000 LocalRevenue $1,000.00 0.00 $1,000.00 100%2000 IntermediateRevenue $0.00 0.00 $0.00 0%3000 StateRevenue $0.00 0.00 $0.00 0%4000 FederalRevenue $0.00 0.00 $0.00 0%5000 Beg.FundBalance/Transfers $126,000.00 150,177.56 0.00 -$24,177.56 -19%

TotalRevenues $127,000.00 150,177.56 0.00 -$23,177.56 -18%



Remaining %Remaining100 Salaries $0.00 0.00 0.00 $0.00 0%200 Benefits $0.00 0.00 0.00 $0.00 0%300 PurchasedServices $7,000.00 0.00 0.00 $7,000.00 100%400 Supplies&Materials $0.00 0.00 0.00 $0.00 0%500 CapitalOutlay $0.00 0.00 0.00 $0.00 0%600 OtherObjects $0.00 0.00 0.00 $0.00 0%700 Transfers $0.00 0.00 0.00 $0.00 0%800 Contingency $120,000.00 0.00 0.00 $120,000.00 100%

TotalExpenditures $127,000.00 0.00 0.00 $127,000.00 100%



Remaining %Remaining1000 Instruction $2,500.00 0.00 0.00 2,500.00 100%2000 SupportServices $0.00 0.00 0.00 0.00 0%3000 Enterprise&CommntySrvs $4,500.00 0.00 0.00 4,500.00 100%4000 Facilities&Construction $0.00 0.00 0.00 0.00 0%5000 OtherUses $0.00 0.00 0.00 0.00 0%6000 Contingency $0.00 0.00 0.00 0.00 0%7000 UnapproppriatedEFB $120,000.00 0.00 0.00 120,000.00 100%

TotalExpenditures $127,000.00 0.00 0.00 127,000.00 100%

YearToDateReceipts 150,177.56YeartoDateExpenditures 0.00NewbergS.D.FundBalanceasofOctober31,2016 150,177.56

Notes:

Fund206-SCHOLARSHIPFUND

59





1000 LocalRevenue $629,169.22 130,586.33 0.00 $498,582.89 79%2000 IntermediateRevenue $0.00 0.00 $0.00 0%3000 StateRevenue $30,600.00 2,297.00 0.00 $28,303.00 0%4000 FederalRevenue $1,499,525.00 329,177.61 0.00 $1,170,347.39 0%

5000Beg.FundBalance/Transfers $40,000.00 104,157.81 0.00 -$64,157.81 -160%TotalRevenues $2,199,294.22 566,218.75 0.00 $1,633,075.47 74%



Remaining %Remaining100 Salaries $517,192.01 106,913.80 412,786.85 -$2,508.64 0%200 Benefits $366,802.21 69,451.64 308,899.00 -$11,548.43 -3%300 PurchasedServices $44,550.00 12,593.75 8,508.00 $23,448.25 53%400 Supplies&Materials $1,234,250.00 201,264.55 833,658.91 $199,326.54 16%500 CapitalOutlay $14,500.00 5,395.90 0.00 $9,104.10 63%600 OtherObjects $22,000.00 2,124.80 3,511.50 $16,363.70 74%700 Transfers $0.00 $0.00 $0.00 $0.00 0%800 Contingency $0.00 $0.00 $0.00 $0.00 0%

TotalExpenditures $2,199,294.22 397,744.44 1,567,364.26 $234,185.52 11%



Remaining %Remaining1000 Instruction $0.00 0.00 0.00 0.00 0%2000 SupportServices $0.00 0.00 0.00 0.00 0%

3000Enterprise&CommntySrvs $2,199,294.22 397,744.44 1,567,364.26 234,185.52 11%


TotalExpenditures $2,199,294.22 397,744.44 1,567,364.26 234,185.52 11%

YearToDateReceipts 566,218.75YeartoDateExpenditures 397,744.44NewbergS.D.FundBalanceasofOctober31,2016 168,474.31

Notes:

Fund210-NUTRITIONSERVICESFUND

60





1000 LocalRevenue $200,000.00 32,372.23 0.00 $167,627.77 84%2000 IntermediateRevenue $0.00 0.00 $0.00 0%3000 StateRevenue $0.00 0.00 $0.00 0%4000 FederalRevenue $0.00 0.00 $0.00 0%

5000Beg.FundBalance/Transfers $80,000.00 95,513.01 0.00 -$15,513.01 -19%TotalRevenues $280,000.00 127,885.24 0.00 $152,114.76 54%




100 Salaries $0.00 $0.00 $0.00 $0.00 0%200 Benefits $0.00 $0.00 $0.00 $0.00 0%300 PurchasedServices $0.00 10,567.89 $0.00 -$10,567.89 0%400 Supplies&Materials $280,000.00 12,721.49 490.37 $266,788.14 95%500 CapitalOutlay $0.00 $24,600.00 $0.00 -$24,600.00 0%600 OtherObjects $0.00 $0.00 $750.00 -$750.00 0%700 Transfers $0.00 $0.00 $0.00 $0.00 0%800 Contingency $0.00 $0.00 $0.00 $0.00 0%

TotalExpenditures $280,000.00 47,889.38 1,240.37 $230,870.25 82%




1000 Instruction $150,000.00 36,819.37 1,240.37 111,940.26 75%2000 SupportServices $120,000.00 11,070.01 0.00 108,929.99 91%

3000Enterprise&CommntySrvs $10,000.00 0.00 0.00 10,000.00 100%


TotalExpenditures $280,000.00 47,889.38 1,240.37 230,870.25 82%

YearToDateReceipts 127,885.24YeartoDateExpenditures 47,889.38NewbergS.D.FundBalanceasofOctober31,2016 79,995.86Notes:

Fund270-PRIVATEDONATIONSFUND

61

NewbergSchoolDistrictFiscalReport10/31/2016DebtServiceFunds-Revenues&ExpendituresbyObject&FunctionCode




1000 LocalRevenue $8,472,000.00 0.00 $8,472,000.00 100%2000 IntermediateRevenue $0.00 0.00 $0.00 0%3000 StateRevenue $0.00 0.00 $0.00 0%4000 FederalRevenue $2,000,000.00 0.00 $2,000,000.00 100%5000 Beg.FundBalance/Transfers$357,575.00 1,849,665.07 0.00 -$1,492,090.07 -417%

TotalRevenues $10,829,575.00 1,849,665.07 0.00 $8,979,909.93 83%


Budget YTDExpense EncumbrancesBalance

Remaining %Remaining100 Salaries $0.00 0.00 0.00 $0.00 0%200 Benefits $0.00 0.00 0.00 $0.00 0%300 PurchasedServices $0.00 0.00 0.00 $0.00 0%400 Supplies&Materials $0.00 0.00 0.00 $0.00 0%500 CapitalOutlay $0.00 0.00 0.00 $0.00 0%600 OtherObjects $8,829,575.00 0.00 0.00 $8,829,575.00 100.0%700 Transfers $0.00 0.00 0.00 $0.00 0%800 Contingency $2,000,000.00 0.00 0.00 $2,000,000.00 100.0%

TotalExpenditures $10,829,575.00 0.00 0.00 $10,829,575.00 100.0%



Remaining %Remaining1000 Instruction $0.00 0.00 0.00 0.00 0%2000 SupportServices $0.00 0.00 0.00 0.00 0%3000 Enterprise&CommntySrvs $0.00 0.00 0.00 0.00 0%4000 Facilities&Construction $0.00 0.00 0.00 0.00 0%5000 OtherUses $8,829,575.00 0.00 0.00 $8,829,575.00 100%6000 Contingency $0.00 0.00 0.00 $0.00 0%7000 UnappropriatedEndFnd $2,000,000.00 0.00 0.00 $2,000,000.00 0%


YearToDateReceipts $1,849,665YeartoDateExpenditures $0NewbergS.D.FundBalanceasofOctober31,2016 $1,849,665

Notes:

Fund300-DEBTSERVICE

62





1000 LocalRevenue $3,187,566.00 103,977.19 0.00 $3,083,588.81 97%2000 IntermediateRevenue $0.00 0.00 $0.00 0%3000 StateRevenue $0.00 0.00 $0.00 0%4000 FederalRevenue $0.00 0.00 $0.00 0%5000 Beg.FundBalance/Transfers $0.00 157,266.76 0.00 -$157,266.76 0%

TotalRevenues $3,187,566.00 261,243.95 0.00 $2,926,322.05 92%



Remaining %Remaining100 Salaries $0.00 0.00 0.00 $0.00 0%200 Benefits $0.00 0.00 0.00 $0.00 0%300 PurchasedServices $0.00 0.00 0.00 $0.00 0%400 Supplies&Materials $0.00 0.00 0.00 $0.00 0%500 CapitalOutlay $0.00 0.00 0.00 $0.00 0%600 OtherObjects $3,187,566.00 0.00 0.00 $3,187,566.00 100%700 Transfers $0.00 0.00 0.00 $0.00 0%800 Contingency $0.00 0.00 0.00 $0.00 0%




Remaining %Remaining1000 Instruction $0.00 0.00 0.00 0.00 0%2000 SupportServices $0.00 0.00 0.00 0.00 0%3000 Enterprise&CommntySrvs $0.00 0.00 0.00 0.00 0%4000 Facilities&Construction $0.00 0.00 0.00 0.00 0%5000 OtherUses $3,187,566.00 0.00 0.00 $3,187,566.00 100%6000 Contingency $0.00 0.00 0.00 $0.00 0%7000 UnappropriatedEndFnd $0.00 0.00 0.00 $0.00 0%


YearToDateReceipts $261,244YeartoDateExpenditures $0NewbergS.D.FundBalanceasofOctober31,2016 $261,244

Fund301-PERSBOND2003

63





1000 LocalRevenue $84,325.00 7,400.79 0.00 $76,924.21 91%2000 IntermediateRevenue $0.00 0.00 $0.00 0%3000 StateRevenue $0.00 0.00 $0.00 0%4000 FederalRevenue $0.00 0.00 $0.00 0%5000 Beg.FundBalance/Transfers $0.00 68,630.40 0.00 -$68,630.40 0%

TotalRevenues $84,325.00 76,031.19 0.00 $8,293.81 10%



Remaining %Remaining100 Salaries $0.00 0.00 0.00 $0.00 0%200 Benefits $0.00 0.00 0.00 $0.00 0%300 PurchasedServices $0.00 0.00 0.00 $0.00 0%400 Supplies&Materials $0.00 0.00 0.00 $0.00 0%500 CapitalOutlay $0.00 0.00 0.00 $0.00 0%600 OtherObjects $84,325.00 35,135.00 0.00 $49,190.00 58%700 Transfers $0.00 0.00 0.00 $0.00 0%800 Contingency $0.00 0.00 0.00 $0.00 0%

TotalExpenditures $84,325.00 35,135.00 0.00 $49,190.00 58.3%



Remaining %Remaining1000 Instruction $0.00 0.00 0.00 0.00 0%2000 SupportServices $0.00 0.00 0.00 0.00 0%3000 Enterprise&CommntySrvs $0.00 0.00 0.00 0.00 0%4000 Facilities&Construction $0.00 0.00 0.00 0.00 0%5000 OtherUses $84,325.00 35,135.00 0.00 $49,190.00 58%6000 Contingency $0.00 0.00 0.00 $0.00 0%7000 UnappropriatedEndFnd $0.00 0.00 0.00 $0.00 0%

TotalExpenditures $84,325.00 35,135.00 0.00 $49,190.00 58.3%

YearToDateReceipts $76,031YeartoDateExpenditures $35,135NewbergS.D.FundBalanceasofOctober31,2016 $40,896

Fund302-DEBTSERVICELONGTERM

64

NewbergSchoolDistrictFiscalReport10/31/2016CapitalProjectsFund-Revenues&ExpendituresbyObject&FunctionCode




1000 LocalRevenue $8,500.00 0.00 0.00 $8,500.00 100%2000 IntermediateRevenue $0.00 0.00 0.00 $0.00 0%3000 StateRevenue $0.00 0.00 0.00 $0.00 0%4000 FederalRevenue $0.00 0.00 0.00 $0.00 0%

5000Beg.FundBalance/Transfers $600,000.00 1,200,618.20 0.00 -$600,618.20 -100%TotalRevenues $608,500.00 1,200,618.20 0.00 -$592,118.20 -97%



Remaining %Remaining100 Salaries $50,000.00 $173.76 $0.00 $49,826.24 100%200 Benefits $0.00 $14.05 $0.00 -$14.05 0%300 PurchasedServices $253,500.00 $0.00 $11,200.00 $242,300.00 96%400 Supplies&Materials $305,000.00 870,482.85 0.00 -$565,482.85 -185%500 CapitalOutlay $0.00 $0.00 $0.00 $0.00 0%600 OtherObjects $0.00 $0.00 $0.00 $0.00 0%700 Transfers $0.00 $0.00 $0.00 $0.00 0%800 Contingency $0.00 $0.00 $0.00 $0.00 0%

TotalExpenditures $608,500.00 870,670.66 11200.00 -$273,370.66 -44.9%



Remaining %Remaining1000 Instruction $235,000.00 233,135.84 0.00 $1,864.16 1%2000 SupportServices $120,000.00 637,534.82 11,200.00 -$528,734.82 -441%

3000Enterprise&CommntySrvs $0.00 0.00 0.00 $0.00 0%

4000 Facilities&Construction $253,500.00 0.00 0.00 $253,500.00 100%5000 OtherUses $0.00 0.00 0.00 $0.00 0%6000 Contingency $0.00 0.00 0.00 $0.00 0%7000 UnappropriatedEndFnd $0.00 0.00 0.00 $0.00 0%

TotalExpenditures $608,500.00 870,670.66 11,200.00 -$273,370.66 -44.9%

YearToDateReceipts $1,200,618YeartoDateExpenditures $870,671NewbergS.D.FundBalanceasofOctober31,2016 $329,948

Notes: Thecreditinthe300'sexpendituresisacreditforchangeorder#12

Fund410-CONSTRUCTIONFUND

65





1000 LocalRevenue $351,000.00 48,890.86 $302,109.14 86%2000 IntermediateRevenue $0.00 0.00 $0.00 0%3000 StateRevenue $0.00 0.00 $0.00 0%4000 FederalRevenue $0.00 0.00 $0.00 0%5000 Beg.FundBalance/Transfers$719,000.00 701,895.66 $17,104.34 2%

TotalRevenues $1,070,000.00 750,786.52 - $319,213.48 30%


BoardAdoptedBudget YTDExpense Encumbrances


100 Salaries $0.00 $0.00 $0.00 $0.00 0%200 Benefits $0.00 $0.00 $0.00 $0.00 0%300 PurchasedServices $350,000.00 $0.00 $0.00 $350,000.00 0%400 Supplies&Materials $11,500.00 $0.00 $0.00 $11,500.00 0%500 CapitalOutlay $708,500.00 $0.00 $0.00 $708,500.00 0%600 OtherObjects $0.00 $0.00 $0.00 $0.00 0%700 Transfers $0.00 $0.00 $0.00 $0.00 0%800 Contingency $0.00 $0.00 $0.00 $0.00 0%



BoardAdoptedBudget YTDExpense Encumbrances


1000 Instruction $0.00 0.00 0 0.00 0%2000 SupportServices $1,070,000.00 0.00 0.00 $1,070,000.00 0%3000 Enterprise&CommntySrvs $0.00 0.00 0.00 0.00 0%4000 Facilities&Construction $0.00 0.00 0.00 0.00 0%5000 OtherUses $0.00 0.00 0.00 $0.00 0%6000 Contingency $0.00 0.00 0.00 $0.00 0%7000 UnappropriatedEndFnd $0.00 0.00 0.00 $0.00 0%


YearToDateReceipts $750,787YeartoDateExpenditures $0NewbergS.D.FundBalanceasofOctober31,2016 $750,787

Fund415-CONSTRUCTIONEXCISETAX

66

GENERAL FUND CASH FLOW REPORT - FISCAL YEAR 2016-17

OVER (UNDER)

DESCRIPTION Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun TOTAL ANNUALBUDGET PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED BUDGET

BALANCE FORWARD 3,703,186.90 4,952,910.46 4,701,545.72 3,235,699.23 13,846,107.23 14,141,970.23 13,677,528.23 12,851,727.23 11,723,626.23 10,449,325.23 9,628,533.23

REVENUER1111 Current Year Taxes $14,600,000 66,844.10 38,258.00 12,000,000.00 1,700,000.00 200,000.00 120,000.00 200,000.00 100,000.00 80,000.00 200,000.00 $14,705,102 105,102R1112 Prior Year Taxes $700,000 135,923.28 65,000.00 40,000.00 40,000.00 40,000.00 40,000.00 30,000.00 20,000.00 100,000.00 $510,923 -189,077R1311 Indivdual Tuition $100,000 $0 -100,000R1312 Other Dist. Tuition $500,000 2,000.00 50.00 3,500.00 9,000.00 100,000.00 35,000.00 100,000.00 $249,550 -250,450R1331 Tuition fr Indiv $0 $0 0R1410 Reg Day Transp $5,000 $0 -5,000R1510 Investment Interest $45,000 2,500.00 4,000.00 4,000.00 4,000.00 3,000.00 6,800.00 7,000.00 6,500.00 6,000.00 5,500.00 7,300.00 3,000.00 $59,600 14,600R1512 Taxes Interest $5,000 200.00 150.00 150.00 150.00 150.00 150.00 150.00 150.00 3,000.00 $4,250 -750R1740 Participation Fees $90,000 30,000.00 30,000.00 35,000.00 $95,000 5,000R1815 Child Care Prvt Pay $100,000 3,800.00 8,500.00 7,500.00 7,500.00 9,500.00 8,300.00 10,000.00 7,500.00 13,000.00 28,000.00 $103,600 3,600R1910 Rentals $20,000 1,926.00 1,545.00 850.00 850.00 1,045.00 3,500.00 1,045.00 836.00 836.00 836.00 1,045.00 11,000.00 $25,314 5,314R1940 Svsc oth Local Agency $18,000 $0 -18,000R1941 Svcs Oth Dist within St. $120,000 60,000.00 20,000.00 43,000.00 $123,000 3,000R1960 Recover Prior Yrs Exp $10,000 10,000.00 $10,000 0R1980 Indirect Charges $75,000 100,000.00 $100,000 25,000R1990 Misc Revenue $70,000 2,035.78 8,000.00 24,000.00 500.00 1,200.00 150.00 1,700.00 200.00 2,000.00 3,000.00 50,000.00 $92,786 22,786R1991 E-rate $95,000 50,000.00 45,000.00 $95,000 0R2101 County School Fund $25,000 3,000.00 22,000.00 $25,000 0R2102 ESD Apportioment $1,700,000 425,000.00 425,000.00 425,000.00 425,000.00 $1,700,000 0R3101 BSSF $29,620,104 4,934,386.00 2,465,713.00 2,465,713.00 2,465,713.00 2,465,713.00 2,465,713.00 2,465,713.00 2,465,713.00 2,465,713.00 2,465,713.00 2,465,713.00 $29,591,516 -28,588R3103 Common School Fund $496,565 248,000.00 248,000.00 $496,000 -565R3199 UnRestr Grants Other $500,000 $0 -500,000R4500 Federal Programs $0 0R5200 Interfund Transfers $0 0R5300 Sale of Assets $0 0R5400 BEG. FUND BALANCE $1,230,000 1,292,152.36 $1,292,152 62,152TOTAL ALL REVENUE $50,124,669 4,938,812.00 2,473,293.78 3,979,482.74 2,571,371.00 14,546,408.00 4,233,863.00 3,529,558.00 3,118,199.00 2,782,899.00 2,611,699.00 3,070,208.00 1,423,000.00 49,278,794 -845,876

11/18/16

67

DESCRIPTION Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun+Pd 13 TOTAL REMAININGBUDGET Actual Actual Actual Actual PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED PROJECTED BUDGET

EXPENDITURES 115 Antonia Crater $2,695,265 17,815.69 19,464.71 235,582.75 220,432.18 230,000.00 230,000.00 230,000.00 230,000.00 230,000.00 230,000.00 230,000.00 690,000.00 2,793,295 -98,030128 Dundee $1,928,758 3,140.00 16,627.51 157,028.33 151,891.85 156,000.00 156,000.00 156,000.00 156,000.00 156,000.00 156,000.00 156,000.00 468,000.00 1,888,688 40,071131 Edwards $2,865,918 4,540.00 18,907.92 237,848.17 246,301.90 234,000.00 234,000.00 234,000.00 234,000.00 234,000.00 234,000.00 234,000.00 702,000.00 2,847,598 18,320134 Ewing Young $1,156,440 8,969.95 9,476.13 94,405.01 93,202.15 95,000.00 95,000.00 95,000.00 95,000.00 95,000.00 95,000.00 95,000.00 285,000.00 1,156,053 387142 Joan Austin $2,082,371 16,656.31 17,903.96 171,328.35 179,895.52 170,000.00 170,000.00 170,000.00 170,000.00 170,000.00 170,000.00 170,000.00 510,000.00 2,085,784 -3,413146 Mabel Rush $3,009,209 5,789.06 19,666.09 259,770.19 253,987.69 253,000.00 253,000.00 253,000.00 253,000.00 253,000.00 253,000.00 253,000.00 759,000.00 3,069,213 -60,004147 Online School $255,730 - 26,259.90 18,907.18 16,944.83 15,000.00 15,000.00 15,000.00 15,000.00 15,000.00 15,000.00 15,000.00 45,000.00 212,112 43,618150 Chelalem Valley $3,373,903 4,190.00 37,121.09 275,797.18 286,861.74 275,000.00 275,000.00 275,000.00 275,000.00 275,000.00 275,000.00 275,000.00 825,000.00 3,353,970 19,933160 Mountain View $2,935,897 18,106.90 35,255.76 240,453.66 256,434.36 237,000.00 237,000.00 237,000.00 237,000.00 237,000.00 237,000.00 237,000.00 711,000.00 2,920,251 15,646616 Newberg HS $8,615,687 35,335.65 121,525.36 692,630.52 742,367.95 670,000.00 670,000.00 670,000.00 670,000.00 670,000.00 670,000.00 670,000.00 2,010,000.00 8,291,859 323,828677 NHS Athletics $541,712 600.00 17,283.09 67,299.07 75,995.54 50,000.00 52,000.00 55,000.00 55,000.00 55,000.00 50,000.00 55,000.00 75,000.00 608,178 -66,466704 Assessment $214,456 74,845.50 25,802.49 22,503.66 23,661.37 22,000.00 22,000.00 22,000.00 22,000.00 22,000.00 22,000.00 22,000.00 66,000.00 366,813 -152,357705 Human Resources $539,731 39,317.59 70,063.15 53,121.54 61,952.95 55,000.00 55,000.00 55,000.00 55,000.00 55,000.00 55,000.00 55,000.00 55,000.00 664,455 -124,724706 Curricul & Instruct $632,283 16,354.83 25,553.50 194,286.49 71,497.95 50,000.00 50,000.00 50,000.00 50,000.00 50,000.00 50,000.00 50,000.00 100,000.00 757,693 -125,410707 Contingency $746,019 0 746,019707 Transfers 0 0708 Administration $494,619 64,078.05 35,716.57 40,687.68 54,323.23 37,000.00 37,000.00 37,000.00 37,000.00 37,000.00 37,000.00 37,000.00 37,000.00 490,806 3,813709 Transportation $2,325,645 3,883.67 3,883.65 3,797.56 153,761.06 230,000.00 230,000.00 230,000.00 230,000.00 230,000.00 230,000.00 230,000.00 310,000.00 2,085,326 240,319712 Fiscal Services $1,081,531 378,786.27 47,968.20 189,016.73 58,587.97 60,000.00 60,000.00 60,000.00 60,000.00 60,000.00 60,000.00 60,000.00 60,000.00 1,154,359 -72,828714 Physical Plant $4,758,660 344,609.96 462,037.31 541,717.56 330,437.04 400,000.00 400,000.00 450,000.00 400,000.00 370,000.00 350,000.00 370,000.00 450,000.00 4,868,802 -110,142715 Talented & Gifted $6,520 3,000.00 3,000.00 6,000 520716 Student Services $6,469,974 31,713.27 69,823.34 546,184.83 583,979.02 520,000.00 520,000.00 520,000.00 520,000.00 520,000.00 520,000.00 500,000.00 1,550,000.00 6,401,700 68,274717 Technology $935,497 125,927.68 80,002.36 89,729.46 70,608.57 70,000.00 70,000.00 70,000.00 70,000.00 70,000.00 70,000.00 70,000.00 70,000.00 926,268 9,229718 Welcome Center $237,173 - 11,850.05 12,347.70 13,162.12 15,000.00 15,000.00 15,000.00 15,000.00 15,000.00 15,000.00 15,000.00 30,000.00 172,360 64,813719 Sitka $885,747 - 1,106.04 1,106 884,641725 Alternative Ed $820,998 700.00 14,401.22 65,224.12 70,562.58 70,000.00 70,000.00 70,000.00 70,000.00 70,000.00 70,000.00 70,000.00 210,000.00 850,888 -29,890726 Communications $309,825 40,264.72 26,933.16 21,179.74 20,367.92 22,000.00 22,000.00 22,000.00 22,000.00 22,000.00 22,000.00 22,000.00 22,000.00 284,746 25,079728 Summer School 0 0900 Allocation $205,101 8,937.66 8,938 196,164TOTAL EXPENSES $50,124,670 1,235,625.10 1,223,570.22 4,230,847.48 4,037,217.49 3,936,000.00 3,938,000.00 3,994,000.00 3,944,000.00 3,911,000.00 3,886,000.00 3,891,000.00 10,040,000.00 48,267,260 1,857,410 Estimate

*Yellow = double checked with Visions

FUND BALANCE - 3,703,186.90 4,952,910.46 4,701,545.72 3,235,699.23 13,846,107.23 14,141,970.23 13,677,528.23 12,851,727.23 11,723,626.23 10,449,325.23 9,628,533.23 1,011,533.23 $1,011,533

Balance Revenue-Expense 3,703,186.90 1,249,723.56 (251,364.74) (1,465,846.49) 10,610,408.00 295,863.00 (464,442.00) (825,801.00) (1,128,101.00) (1,274,301.00) (820,792.00) -8,617,000.00($1)

3,731,000.00 3,662,000.00 3,681,000.00 3,666,000.00 3,676,000.00 3,474,000.00 3,701,000.00

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ITEM: X. a. OSBAResolution ACTIONPRESENTER: ChairThomas

BACKGROUND:

AccompanyinginformationisattachedfortheBoardsreview

ACTION

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ITEM: X.b. OSBAElection - Zone 13 ACTIONPRESENTER: ChairThomas

BACKGROUND:

OfficialvotingisnowopenfromNovember14thuntil5pmonDecember16th,2016.

ACTION

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NEWBERGSCHOOLDISTRICT29J BOARDMEETINGFUTUREAGENDAS16-17

asof11.29.16

November8,2016 Recognition:MVMS ConsentAgenda BudgetCommitteeMembersDiscussion HRReport ProjectGraduation:CollegeCareer&Life ReadyCheerleadingTravelRequest ExecSession:SafetyAudit(6:00pm)

November29,2016* Recognition:NHS ConsentAgenda NewCourseProposals–FirstRead OSBAShare-Out MonthlyFinancialReportOSBAResolution&ElectionAction ExecSession:Supt.GoalsProgressSession1

December13,2016 6:00pm-BoardHolidayDinner ConsentAgenda AppointBudgetCommitteeMembersfor17-18 Present17-18&18-19DistrictCalendars NewCourseProposals-SecondRead ListeningTourQuestionInput-Dr.KLEExecSession:SuptGoalsProgressSession2

NoSecondMeetinginDecember

January10,2017 Recognition:Edwards SchoolBoardRecognitionMonth ConsentAgenda NSBAConventionDiscussion PoliciesSecondRead Approve17-18&18-19DistrictCalendars AdoptOSBAResolutions Approvethe15-16Audit PresentBudgetProcessCalendar17-18 ExecSession:SuptEval

January24,2017 Recognition:CVMS ConsentAgenda MonthlyFinancialReport PresentBudgetProcessCalendar17-18 ApproveCatalystCalendars17-18&18-19 Present17-18&18-19CatalystCalendars Division22ComplianceReport At-RiskandDropoutPreventionPres. ExecSession:SuptEval

February7,2017* Recognition:Crater ConsentAgenda NationalSchoolCounselingWeek ComparisonReport GraduationRateReport AdoptBudgetProcessCalendar17-18

February21,2017* Recognition:Dundee ConsentAgenda MonthlyFinancialReport 16-17OE&IDTransferReport SetOE&IDTransferParametersfor16-17 ApproveSuptEvaluation(PublicSession)

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PersonnelContractRenewals

March7,2017* Recognition:JoanAustin ClassifiedSchoolEmployeesWeekProclamation WorkSession:Goals ConsentAgenda PoliciesFirstRead Administrative-PersonnelContractRenewals

March21,2017* Recognition:MabelRush PublicSchoolVolunteerWeekProclamation WorkSession:Goals ConsentAgenda MonthlyFinancialReport Facilities&PhysicalPlantAssetsReport

April11,2017 Recognition:Catalyst ConsentAgenda PoliciesFirstRead 21stTeaching&LearningPresentation

April25,2017 Recognition:EwingYoung TeacherAppreciationWeekProclamation ConsentAgenda MonthlyFinancialReport ApproveStudent&AthleticFees17-18 DesignateDepositoryAccountSignatures ExecSession:Negotiations

May9,2017 (BudgetSeason) Recognition:Sitka ConsentAgenda MealPrices17-18 FoodCommodityContracts PoliciesFirstRead CloseupTripPresentation

May23,2017 (BudgetSeason) Recognition:StudentRepresentatives ConsentAgenda MonthlyFinancialReport PresentProposedBoardMtgCalendar17-18 PoliciesSecondRead

June13,2017 (BudgetSeason) BudgetHearing ConsentAgenda ApproveBudgetfor17-18:Resolution2017-__ ApproveBoardMeetingCalendar17-18 PlanforBoardRetreat PoliciesFirstRead AVIDUpdate

June27,2017 ConsentAgenda MonthlyFinancialReport Climate&CultureReport ListeningTourReport PoliciesSecondRead

*MeetingsthatdonotfallonsecondorfourthTuesdayofamonth

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November 29, 2016 · 11/29/2016 · Session under ORS 192.660 (k) and may resume executive session...

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