Seattle Schools Board Special Meeting Mar 4, 2026

謝謝大家，我知道我們開始的時間比公佈的時間晚了一點，但我們首先要進行土地致謝，我們想在此承認，我們身處祖先的土地和普吉特海灣海岸薩利甚人的傳統領土上。
Thank you folks I know we are starting a little bit later than posted time but we would start with a land acknowledgement we would like to acknowledge that we are on ancestral lands and the traditional territories of the Puget Sound Coast Salish people.

為了記錄在案，我將點名表決，布里格斯副總裁。
For the record I will call the roll Vice President Briggs.

拉瓦列導演。
Director Lavallee.

這裡。
Here.

米茲拉希導演。
Director Mizrahi.

這裡。
Here.

史密斯導演。
Director Smith.

這裡。
Here.

宋導演。
Director Song.

這裡。
Here.

導演蘭金。
Director Rankin.

這裡。
Here.

這位是托普總統。
And this is President Topp.

今天我們還有代表 Masoodi、Mangelson 和 Yoon 出席。
We also have representatives Masoodi, Mangelson, and Yoon with us today.

今晚的會議分為兩個部分。第一部分是預算，第一部分結束後，我們將進入目標和保障措施的製定階段。今晚，董事會將繼續討論我們面臨的預算挑戰，以及如何調整資源以支持學生並使學區恢復財政穩定。我知道我們都非常清楚，我們正面臨結構性赤字，如果我們不改變方向，這將使我們走向破產。身為董事會，我們的責任就是改變這個局面，為了那些每天都依賴我們學校的學生。為此，我們安排了工作人員向大家介紹預算。我認為在介紹過程中會有一些自然的停頓，以便我們可以討論，最後我們也會進行一次更廣泛的討論。現在，我將把發言權交給工作人員，讓他們開始討論或介紹。
we have two portions of our meeting this evening the first is a budget and at the conclusion of the first session we'll move into goals and guardrails work so that tonight continues the board's conversation about our budget challenges and how we align our resources to support students and return the district to financial stability I know that we are all very keenly aware we are facing a structural deficit and that puts us on the pathway to insolvency unless we change course and our responsibility as a board is to change that course for the students who depend on our schools every single day so with that we have staff here to run us through a budget presentation there'll be I think some natural breaks through the presentation where we can have some discussion and then we will conclude with a larger discussion as well so with that I will pass it over to staff to be to have the conversation or begin the presentation

非常感謝托普校長。
Thank you so much, President Topp.

大家下午好。
Good afternoon to everyone.

感謝各位今天到場。
I want to thank everyone for being here today.

正如托普校長所說，本學區正面臨一些相當嚴重的財務困難，但這並不意味著我們僅根據數字來做決定。
As President Topp said, this district is facing some pretty significant financial hardships, but that doesn't mean that we make decisions just because of numbers.

我們必須始終把孩子、員工和家庭放在第一位。
We have to always make sure that we're keeping our children and our staff and our families front and center.

遺憾的是，這意味著我們將不得不做出一些艱難的決定，但我們希望，我們在做出這些決定時，始終要充分考慮所有 50,000 名兒童和 9,000 名員工的利益，以及每個孩子和每位員工的利益。
That does mean, sadly, we are going to have to make some difficult decisions, but the hope is that we're always making those decisions with the best thought of both all 50,000 children and 9,000 staff and each and every individual child and each and every individual staff.

所以，我希望在我的領導下，你們能夠經常看到這種情況。
So what I hope that you're going to see through my superintendency is this is going to be often.

我們將經常就預算問題展開討論。
We're going to share conversation around budget often.

這必須是一場既詳盡又引人入勝的對話，因為我們所做的決定將會影響人們。
This has to be a detailed but also engaging dialogue because the decisions that we make are going to impact folks.

我想，現在認識我的人，大概兩個月零四天前吧，應該都知道我在這方面相當坦誠直率。
I think those of you who know me in now, what, month two, day four, I'm pretty transparent and pretty kind of honest about these kinds of things.

這些事情會很困難，但我認為一定有很好的、深思熟慮的解決方案。
These are gonna be difficult, but I think there is a really good and thoughtful way forward.

我還想先說明一點，因為我想你們很多人都知道，過去一個月我花了很多時間在社區。我認為大家對預算有些誤解，主要是因為預算本身就不合理。所以我很感激大家提出這樣的問題：「本，為什麼一切都在變化？為什麼今天是這樣，明天又是那樣？」這是一個完全合理的問題。因此，我想對董事會和社區說的是，造成這種情況的原因之一是，我們在不了解事實的情況下，不得不對決策做出假設。
what I also want to preface something because as I think many of you know I've spent a lot of time in the community over the last month is that I think there's some kind of misunderstanding around budgets mainly because they make no sense so I really appreciate when folks are saying but Ben like how come everything's changing why is it on one day it's one way and one day it's another a totally legitimate question and so what I would say to the board and to the community is one of the reasons for that is that we have to make assumptions about decisions without actually knowing the facts.

想像一下，你坐在那裡，知道奧林匹亞的一群人即將做出一個你不知道答案的決定。
So imagine here you are sitting and knowing that a bunch of people in Olympia are going to make a decision that you don't know the answer to.

所以你必須假設你知道他們會做什麼。
So you've got to assume that you think you know what they're going to do.

所以你必須根據你認為他們會做什麼來制定一個公式。
So you've got to make a formula based on what you think they're going to do.

然後他們可能會做一些你預料到的事情，也可能會做一些完全不同的事情。
And then they might do something that you think about, or they might do something completely different.

這並不意味著學區對你撒謊了。
It doesn't mean that the district lied to you.

這只是意味著他們做出了一個現在證明是不正確的假設。
It just means that they made an assumption that now turns out to not be true.

我認為學區在解釋所有這些方面做得不夠好，這當然是我作為學監的職責，也是所有教職員工的職責，但我只想指出，很多時候你會看到一些假設，其中一個很大的假設，我知道我們肯定有在家收聽的朋友和現場的聽眾，其中一個很大的假設就是明年你們學校會有多少學生，我不知道。
I think the district has not done a great job in explaining all of that and that's certainly my role as superintendent and all role as staff but I just want to posit that a lot of times what you'll see is assumptions one of the big assumptions and I know we have certainly friends listening at home and folks in the audience one of the big assumptions is going to be about how many students are going to be at your school next year I don't know.

但我們對我們做出決定的原因和做法都有相當合理的假設。
But we have pretty good assumptions of why and decisions that we make.

但我們必須確保我們的系統允許我們根據某些因素進行調整和編輯。
But we do have to make sure that our systems allow for us to adjust and edit based on certain things.

我們有一些學校。
We have some schools.

來的孩子比我們預想的還要多。
More kids are coming than we thought.

有些學校，數量較少。
Some schools, less.

但這並不意味著我們今天在三月做出的假設是錯誤的。
But that doesn't mean that the assumptions we make today in March are false.

這只是意味著它們在一個月後、兩個月後、三個月後可能不再準確。
It just means that they might not be accurate in a month, in two months, in three months.

因此，我將盡我所能，盡可能清楚地解釋一切。
And so I will try my absolute best to explain everything as clear as I can.

當然，我今天和兩位優秀的教育工作者在一起，他們非常關心我們的學生和教職員。
Certainly I'm here with two wonderful educators who care deeply about our students and our staff as well.

他們會一步步完成這件事。
And they're going to walk through this.

所以我想先說明一下，因為我們今天（三月的第一周）分享的信息，20 秒後可能就不准確了，因為奧林匹亞的情況可能會發生變化，學生人數可能會發生變化，或者可能會出現一些變化，比如大家都說我想搬到西雅圖，然後我們就會迎來 5 萬名新生。
And so I wanted to just kind of frame this because what we're sharing to you today on the first week in March is not going to be accurate in 20 seconds from now because something might change where Olympia might change or the number of students might change or there might be some change where everybody says I want to move to Seattle and we get 50,000 new kids.

誰知道呢？
Who knows?

所以，我們必須確保今天我們盡可能清楚地說明我們所做的假設以及我們所做的決定。
So we've gotta make sure that we're as clear as we can today about the assumptions we make and then about the decisions we make.

那麼，接下來我將把麥克風交給巴德爾曼博士，讓他至少談談第一頁的內容，也就是我們所做的一些假設。
So with that, I'm gonna turn it over to Dr. Buddleman to talk about at least the first page on what are some of the assumptions that we're making.

謝謝。
Thank you.

另一個假設，另一個處於變化中的事情，是我認為週五在這個房間裡進行的重組討論。
Another assumption, another thing that's in flux is the reorganization discussions that transpired, I think, in this room on Friday.

我當時不在場。
I wasn't here for that.

但我們在這個過程中還要兼顧另一件事，那就是我們今年要開始學校的各項工作了。
But another thing that we're sort of juggling in this process is that we are starting this year with the school process.

因此，在過去的幾周里，我們開始與學校領導合作，查看他們的金冊和紫冊，以了解根據我們目前的假設，他們的分配情況如何。
So we've started working with school leaders in the last couple weeks with their gold book and their purple book to see what their allocations are based on our current assumptions.

他們將與社區成員會面，制定即將到來的秋季學年的預算，並在幾週後返回。
They'll come back in a couple weeks after they met with their communities to put together what their budget is for the school year that's coming up in the fall.

但正如舒爾特納校長所指出的那樣，從現在到那時，情況將會改變。
But as Superintendent Schultner indicated, things are going to change between now and then.

但這將是，我們將以此為起點。
But this will be, we'll have that starting point.

所以今晚主要討論的是我們向他們提供的學校人員配備流程的具體細節。
So tonight is mostly about the details of what we've given them in terms of the school staffing process.

然後，在史丹佛中心流程方面，細節描述就比較簡略了。
And then it's a little bit lighter on details in terms of the Stanford Center process.

我們仍在努力解決這個問題。
And we're still working on that.

學校流程和史丹佛中心流程之間存在一些重疊和相互影響的因素，但我們正在積極地研究這些問題。
There's some overlap and some things that play together with the school process and the Stanford Center process, but we're working on that actively as we speak.

我想我們今天早上花了三個小時討論其中的一些內容，所以本所說的「這件事正在進行中」這一點是成立的。
I think we met three hours this morning on some of that, so to Ben's point about this is in process.

目前正在進行中，但這是該過程的最新進展。
It is in process, but this is an update on the process.

然後，在我們討論的過程中，我帶了很多紙條，上面寫著他們提出的詳細問題，我和瑪妮以及其他工作人員今天無法即時回答這些問題，我們會盡快回覆你們。
And then as we're going through it, I brought a lot of pieces of paper of their detailed questions that Marnie and I and other staff are not able to answer in real time today, and we'll get back to you on those.

托普總統週末期間發出了 15 個問題。
President Topp had sent 15 questions over the weekend.

我們有備忘錄形式的答案。
We do have answers to those in memo form.

我想再補充一些問題，這樣你們就能收到一份包含所有問題答案的備忘錄了。
I thought I'd just add other questions so you'd get one memo from us with all the answers to all the questions.

因此，我們將嘗試把托普斯總統提出的一些問題的答案融入到本次演講中。
And so we'll try and integrate some of the answers to President Topps' questions into this presentation as we go along.

但我希望確保其他問題也能得到解答，如果今晚我們無法回答這個非常具體的問題，我會把這個問題提交給整個董事會討論。
But I want to make sure that other questions will get answered and get it back to the entire board if we can't answer the very detailed question tonight.

糟糕。
Oops.

糟糕。
Uh-oh.

所以我們今天要談的四件事是：立法機構、學校流程以及我們在這方面所做的工作、學校流程之外的一些擬議的節約和提高效率的措施，以及時間表的最新情況。
So just the four things we're going to talk about is the legislature, the school process, and what we're doing there, some proposed savings and efficiencies outside of the school process, and then just an update on the timeline.

謝爾頓校長，如果我理解有誤請指正，您是希望會議形式輕鬆隨意，如果後勤人員更適合回答問題，他們可以站出來解答。
And I think Superintendent Sheldon, correct me if I'm wrong, you want this to be conversational in sorts, and staff from the back can come forward if we have questions, if they're more positioned to answer.

我知道我的做事方式可能與大家不同，但我真心認為每個人都應該有時間去了解預算之類的事情，所以董事會成員當然可以隨時提問，並積極參與討論。我希望在我任職期間，我們能夠創造一個可以進行此類對話的環境，讓每個人都能理解我們正在做的事情，並感到滿意，至少也能理解我們做出某些決定的原因。
I appreciate that I might have a different way of doing things but I really believe that everybody should have time to feel comfortable with things like the budget and so certainly the board feel free to ask questions to engage you know my hope is that over the however long I get to work here is that we are creating an environment where these are conversations so that everybody leaves understanding what we're doing and feeling hopefully good, but at least understanding why we're making certain decisions.

是的，如果員工能提出意見和建議，那就太好了。
So yes, and if staff comes up to have comments, that would be terrific.

偉大的。
Great.

簡而言之，立法機構目前正在開會，他們將於3月12日結束工作。在過去的幾周里，州財政收入預測進行了更新。我認為我們可以這樣解釋：在第一次預測時，出現了一些意料之外的額外收入，這使得他們的問題更容易解決。這是一筆新的資金，可以用於K-12教育或其他州政府機構，這使得他們在製定下一年度預算時需要採取的削減措施不那麼極端。
so briefly the legislature is currently meeting they're finishing their work march 12th in the last few weeks there was an updated state revenue forecast which i think the way we would explain that is there was additional revenue that was unanticipated when the first forecast was made which made their problem a little bit less hard to solve so this is a new money just to give to K-12 Education or to other agencies of state government, but it just made the cuts they're needing to take a little less drastic for the next year's budget process.

關於本所提到的假設，最後一點，我們一直在對立法機構的行動做出假設。如果我們看一下州議會、眾議院或參議院的版本，我們先前的假設與他們現在的預算金額相差約 10 萬美元。因此，我們對州預算的假設相當準確，並且已經融入我們明年平衡預算計畫的規劃中。以下是一些重點：我們沒有預料到的一點是，像西雅圖這樣沒有自己校車的學區會從州政府獲得一些資金來支付供應商的校車折舊費用，而州政府正在改變校車折舊計劃，這將使西雅圖公立學校的預算減少大約 100 萬美元。
To Ben's point about the assumptions, so that last bullet point, we've been making assumptions about what the legislature was going to do and if we look at the state or the House or the Senate version we came within about $100,000 of where they're at today so our assumptions on what the state budget was going to do were pretty good and are baked into what we're planning around next year's balanced budget plan so a few of the highlights there One of the things we hadn't anticipated was school districts like Seattle that don't have their own buses get some money from the state to account for bus depreciation from their vendors, and they're changing the bus depreciation schedule, which would be an impact of about a million dollars less for Seattle Public Schools.

其他擁有自己校車的學校會減少購買校車的頻率，因為他們透過 STARS 公式獲得的收入會減少。
Other schools that have their own buses would buy buses less frequently because they'd have less revenue coming in through the STARS formula.

這是我們沒有預料到的一件事。
So that's one thing we hadn't anticipated.

它目前仍在奧林匹亞活躍，並且是立法討論的一部分。
It's still active in Olympia and it's part of the legislative conversation.

另一件我們沒有預料到的事情是 BEST 計畫（即新教師支援團隊）的縮減。
Another thing we had not anticipated is this reduction in the BEST program, which is the beginning educator support team.

因此，西雅圖公立學校獲得了 40 萬美元的撥款，相當於兩個全職員工，為第一、第二、第三和第四年的教師提供支持，符合 SEA 協議。
So Seattle Public Schools has $400,000 in this grant and it's two FTE that do support for first, second, third and fourth year educators consistent with the SEA agreement.

因此，如果沒有這筆資金，該地區就必須以不同的方式提供這些支持。
And so without that funding, the district would have to provide those supports in a different way.

這只是預算中的一項支出，用來減少這筆費用。
It's just a line item in the budget that reduces that.

我想我們至少在這張桌子上討論過幾次銷售稅的問題了。
and I think we've talked at this table a couple of times at least around the sales tax.

因此，去年的預算中有一項新規定，學校學區與其他實體（醫院除外）一起被徵收臨時人員服務銷售稅，這主要影響西雅圖公立學校和其他 K-12 服務。
So there was new in last year's budget, school districts were charged along with other entities except for hospitals, sales tax on temporary staffing services, the one that mainly impacts Seattle Public Schools and other K-12 services.

例如，如果一位精神科醫生不是西雅圖公立學校的僱員，卻為我們的學生提供服務，那麼現在我們要為此繳納銷售稅。
So for example, a psychiatrist that's not an employee of Seattle Public Schools that's doing work with our students, now we're being taxed, sales tax on that.

所以，我們已將200萬美元計入明年的預算赤字。
So this is a number that we've built $2 million into our budget deficit for next year.

這個數字之所以沒有你想像的那麼大，部分原因是其中一部分被社會安全資金抵銷了。許多接受這些援助的孩子，他們的收入現在都被徵稅了，而州政府會報銷其中的部分資金。
Some of the reason that number's not as big as you might think it would be is because some of that's offset by safety net funding, So many of the kids who receive those supports, they were now taxed on, we get reimbursed by the state for some of that funding.

因此，該州的淨影響大於 200 萬美元，但我們估計，如果本屆立法會議不推翻這項銷售稅豁免，則影響約為 200 萬美元。
So the net impact of the state is bigger than that $2 million, but we're estimating about $2 million if that sales tax exemption is not overturned in the current legislative session.

現在要接受提問嗎？
Do you want to take questions now?

我們正在路上。
We're on the way.

所以，如果我們在過程中接受提問，請記住我們必須在9點前離開這裡，並且我們也要對所有董事公平。
So if we take questions along the way, let's be mindful that we have to get out of here by 9 and that we want to be fair to all board directors as well.

所以我們可以試試這個方法，看看效果如何。
So we can try this and we'll see how it goes.

導演蘭金。
Director Rankin.

抱歉，我需要一個更詳細的說明。
Sorry, I want a clarification.

你說過，根據我們實際的想法，我們的假設之間只有大約 10 萬美元的差異？
You said that what our assumptions were is only about a difference of about $100,000, depending on what we actually think?

正確的。
Correct.

或者說，我們認為實際上會發生什麼事？
Or on what we think is going to actually happen?

正如我們幾個月前預測的那樣。
From what we predicted a few months ago.

正如我們所預料的。
What we predicted.

好的。
Okay.

因為這意味著，我們失去了許多最具破壞性的削減或項目，例如幼兒園過渡項目和地方教育機構項目，這些項目不僅會影響我們，還會影響其他地區。因此，州長最初的預算實際上打開了一扇門，讓華盛頓州的兒童和殘疾人背負著平衡預算的重擔，我覺得這非常可怕，我只是想大聲說出來。
Because this is, I mean, we, a lot of the most kind of devastating cuts or programs that we don't have, like transition to kindergarten and LEA are sources that are going to really impact other districts besides us in ways that are So the governor's initial budget kind of opened the door for a budget balanced on the backs of children and disabled people in Washington state in ways that I find pretty horrifying, and I just wanted to say that out loud.

教育預算，這絕對是我十多年來見過的最糟糕的補充預算年度。
The education budget, this is definitely the worst supplemental budget year I've seen in all of my 10-plus years.

在通常情況下，補充預算年度是用來回顧過去、完成一些工作，甚至在預測與預期不同時增加一些資金的時候，他們卻考慮大幅削減預算，這著實令人震驚。
The fact that they're entertaining these significant cuts in a supplemental budget year when typically it's like a time to come back and kind of finish up some things and even increase some funding when projections are different than anticipated is honestly quite shocking.

所以，雖然我知道像 TK 和 LEA 那樣的情況不會發生在我們身上，但我仍然很驚訝我們離目標如此之近，我特別想知道的一個方面是醫療補助報銷。
and so although I understand that like TK and LEA don't, that's not gonna show up for us, I'm still surprised that we're this close and one area I'm wondering in particular about is Medicaid reimbursement.

我知道現在有這樣的趨勢：以前，學區可以為符合條件的學生申請醫療補助報銷，但州政府將停止資助其中一些項目，並基本上表示學區可以自行承擔費用。
I know that there is movement to basically have this, previously districts can apply for Medicaid reimbursement for students that qualify for certain services in their schools and the state is gonna stop funding some of those things and basically say well the districts can just pay for themselves.

我不知道這筆錢要從哪裡來，所以我想知道這會對我們產生什麼影響。
Well I don't know where that money's supposed to come from so I'm wondering what that impact is to us.

還有銷售稅豁免，我理解得對嗎？我以為免稅金額會是 700 萬美元左右。
And then the sales tax exemption, am I understanding right that I thought it was more like $7 million.

由於社會保障資金的存在，其影響並沒有我們想像的那麼大。
The impact is not as much as we think because of safety net funding.

那是不是代表我們要動用社會安全資金來繳稅？
Does that mean we're using safety net funding to pay the tax?

今年我們會的。
This year we would be, yes.

好的。
Okay.

因此，社會安全資金應該用於幫助那些超出公式計算結果，達到其個別化教育計劃 (IEP) 要求的殘疾兒童。
So safety net funding is supposed to be for children with disabilities who go above the formula to meet what's in their IEP.

立法機關的意思是，我們不得不從原本用於為殘疾學生提供額外服務和支持的資金中支付這筆原本就不應該加在我們身上的額外稅款。
And basically the legislature is, we're having to pay this additional tax that shouldn't have been applied to us in the first place out of money that's intended to provide additional services and support for students with disabilities.

我們會將符合社會安全資金資格的孩子們的帳單寄給 OSPI，帳單中將包含銷售稅。
We'd be sending the bill to OSPI for the kids that are eligible for safety net funding, and it would include sales tax.

這是否會影響我們能夠獲得的社會安全資金水準？
Does it impact the level of safety net funding we can access?

不。
No.

據我所知沒有。
Not that I'm aware of.

非常感謝蘭金導演。
Thank you so much, Director Rankin.

我希望從第四點可以看出，其他變動帶來的淨增或淨減額不超過 10 萬美元。
What I hope we see from that fourth bullet point is that the other changes net less than $100,000 up or down.

只是庫爾特和他的團隊事先知道會發生什麼事。
That's just that Kurt and the team knew what to anticipate.

但這並不意味著我們只損失了10萬。
It doesn't mean we only lost 100,000.

這只是意味著我們已經充分了解了我們將要失去什麼或得到什麼，因為，再次強調，這要歸功於團隊，我很榮幸，因為他們的工作非常出色。
It just means that we've caked in knowing what we were going to lose or make because, again, the team, my pleasure, because they are quite good at their job.

上面我們重點提到的三件事，都是因為是新事物，所以沒有被過度修飾，對吧？
The three things above that we highlight are the things that weren't caked in because these are new, right?

所以現在我們最終還是完成了這件事，但我非常欣賞庫爾特在這裡所做的一件事，那就是我愛西雅圖。
So now we have caked it in eventually, but one thing that I really appreciate about what Kurt is doing here is I love Seattle.

我在這裡待了一個月零四天，我很喜歡這個地方，其中一個優點是人們真的感到有能力去表達自己的想法。
I've been here for like a month and four days and I love this place and one of the things is that people really feel empowered to advocate.

我認為學區做得不夠好的一件事是，告訴我們優秀的民眾應該在哪裡進行倡議。
One of the things that I don't think the district has done strong enough is to tell our wonderful folks where to advocate.

對一個政府機構來說，繳 300 萬美元的稅似乎很荒謬。
The fact that we're paying $3 million in tax seems absurd for a government entity.

我們可以去奧林匹亞爭取這件事，這樣我們就能拿回 200 萬美元。
That is something we could go to Olympia and advocate for, and that would be $2 million back for us.

認為我們必須在公車增值上損失一百萬美元，這種想法簡直太荒謬了。
The idea that we have to lose a million bucks on bus appreciation is kind of ridiculous.

但這些正是我們想向大家強調的事情，因為我不想讓任何人覺得，哦，天哪，你知道，我們正在損失這麼多錢，但我們不知道為什麼。
But these are the kinds of things we want to highlight for folks, because I don't want anybody to think, oh, man, you know, we're losing all this money, but we don't know why.

我們想把話說清楚。
Well, we want to be really clear.

這裡涉及到銷售稅問題和公車折舊問題。
There's a sales tax issue, and there's a bus depreciation issue.

我們會處理這件事，我們會接受它，但有些事情我們要做，我們想強調這一點，因為這是新的，因為，並不是我們沒有預料到，我們不知道奧林匹亞的人會怎麼做。
We're gonna deal with it, we will absorb it, but there are things that we do, and we wanna highlight this, because this is new, because, and it's not that we didn't anticipate, we don't know what the folks in Olympia are gonna do.

我認為銷售稅問題或許還有解決的可能，如果真是這樣，預算裡就能多出兩百萬美元，那真是太好了。但我們想對社區坦誠相待，告訴大家，這就是我們目前的處境。
I think there's still time that maybe the sales tax thing is gonna be fixed and if that's the case that's two million dollars more in the budget which would be awesome but we want to be really honest to the community and say as of today this is where we are.

是的，銷售稅問題完全可以解決。
Yeah, the sales tax issue is absolutely fixable.

我認為可能有三種不同的車輛，但我們知道這將對我們產生影響，所以我們進行了非常努力的爭取，但我們得到的答覆是，不，這不會影響到你們。
I think there's three different vehicles that it could be, but we advocated pretty hard knowing that that was going to impact us, and we're told, no, it won't impact you.

去年。
Last year.

確實如此，但他們可以解決這個問題。
And it did, but they can fix it.

關於醫療補助計劃的問題，我稍後會回覆您。
And I've got the Medicaid question, and I'll get back to you on that.

我知道我們之前回答過這個問題，我只是不想說錯話。
I know that we've answered this question before, I just don't want to misspeak on it.

我認為全州的數字大約是 30 多萬美元，這看起來不多，但其中許多可能是我們州的，因為對於一些地區來說，申請報銷的成本太高，他們甚至懶得申請。
I think the statewide figure is about 3 point something million, which doesn't seem like very much, but a lot of it is probably ours, because for some districts, it actually costs so much for them to apply for the reimbursement that they don't even bother.

是的，我確實在想這個問題。
But that's, yeah, I'm wondering about that.

謝謝。
Thanks.

議程的下一部分是關於學校預算編制的。
The next part of the agenda is around the school budget development.

正如我所說，在過去一周或一周半的時間裡，學校領導人一直在2776號開會，歡迎大家加入。
So as I said, the school leaders have been coming down here the last week or week and a half, meeting in 2776 if anybody wants to join them.

本，週一早上早點來和他們一起探討一些校長和其他員工正在應對的更複雜的預算挑戰。
Ben, join them on Monday morning bright and early to work through some of the the more complex budget challenges that some principals are managing and other staff.

正如本所說，我認為在座的大多數教職員都在以某種方式支持這一過程，他們會深入基層，幫助校長們應對這些變化，並找出對孩子們最好的前進道路。
I think most staff in this room are supporting that process in one way or another by going down and helping to support principals through some of these changes and figuring out the best way forward for kids, as Ben said.

所以這件事還在進行中。
So that's ongoing.

校長們隨後返回學校，與學校領導團隊合作。
Principals then go back to their schools, work with their building leadership teams.

我把瑪妮當作前任校長來看。
I'm looking to Marnie as a former principal.

為了確保我掌握了正確的流程。
to make sure that I've got the process right.

然後他們就如何制定明年的實際預算提出了一些建議。
And then they come up with sort of their recommendations around how to have their actual budget for next year.

正如本多次說過的那樣，情況會稍有變化，所以幾週後他們回來並將預算輸入系統後，就會提出秋季的初始預算。
And as Ben said multiple times, and then things will change a little bit, so that'll be the point where they come forward to as their starting budget for the fall after they come back in a couple weeks and put it into the system.

這裡有一張圖表，我想我們會花點時間研究一下。
Here's a chart that I think we'll spend some time on.

這是學校類型的變化。
These are changes in the school type.

這是平均年度 FTE（全職當量），也是學區獲得資金的方式。
and this is average annual FTE, which is the way that districts are funded.

這不是人數統計。
This is not headcount.

所以，學生人數指的是學校裡的孩子數。
So headcount is the number of kids in a school.

州政府出於撥款目的，會以平均年度全職員工人數來計算全職員工人數。
Average annual FTE is the way the state counts them for funding purposes.

舉例來說，如果一個孩子一半時間參加跑步起跑訓練，一半時間在學校學習，那麼學校會把他們一半時間按跑步起跑的方式計算，一半時間按跑步起跑的方式計算。
So as an example, if you have a kid who's half running start and half in the school, this counts them half that way and half with the running start way.

所以這是另一個數字。
So it's a different number.

所以你會看到員工人數和 AFTE 之間有這些差異。
So you'll see these differences in headcount and AFTE.

至於 Ben 最初提到的要更清楚地說明這一點，我和 Marnie 緊密合作，努力提供更好的信息，因為她的團隊主要負責統計人數，因為他們正在研究這所學校能容納多少孩子，這個教室裡有多少孩子。
and to Ben's original point about trying to be more clear about that, Marnie and I are joined at the hip on trying to provide better information on how, because her team works in headcount primarily because they're working on how many kids can go into this school, how many kids are in this classroom.

我的團隊正在研究我們將獲得多少資金來資助這些教室裡的孩子們，因此很快就會有更好的資訊來說明這兩者之間的聯繫以及它們之間的不聯繫。
My team works on how much money are we gonna get to fund those kids in those classrooms and so coming soon there will be better information on how these two relate to each other and how they don't relate to each other.

但這裡有個需要注意的地方。
a caveat there.

所以你會看到這裡最大的改變。
So you'll see here the biggest change.

大多數學校類型保持相對穩定，K-8 年級的入學人數略有增長，而非傳統學校的入學人數則大幅下降，這是目前對 26-27 學年的預測。
Most of the school types remain relatively stable, a little growth in K-8, and then a significant decline in the non-traditional school enrollment is what's projected at this point in time for the 26-27 school year.

我想再次強調庫爾特所說的話。
I do want to highlight what Kurt said again.

提到學校，人們就會想到孩子。
When you think of a school, you think of children.

有多少張椅子？
How many chairs?

有多少張桌子？
How many desks?

有道理，對吧？
Makes sense, right?

所有需要學習的可愛孩子。
All the lovely kids that need to learn.

但由於資金運作方式並非如此，有時這些數字會讓人感覺不準確。
But because funding doesn't work that way, sometimes these numbers feel wrong.

你說，等等，可是我面前有200個孩子。
You say, wait a second, but I have 200 kids in front of me.

為什麼我覺得自己好像沒有200個孩子需要資助？
Why doesn't it seem like I have 200 kids for funding?

好吧，也許你有 200 個孩子，但其中 50 個孩子一天中有一半時間都在別的地方度過，而我們沒有為他們獲得資金。
Well, it might be that you might have 200 kids, but 50 of them spend half their day somewhere else, and we're not getting funded for them.

但這並不意味著我們不愛他們。
Doesn't mean we don't love them.

但這並不意味著我們不應該支持他們。
Doesn't mean that we shouldn't support them.

但我們必須非常清楚資金是如何運作的，因為資金，也就是我們得到的錢，就是我們花的錢。
But we have to be really clear about how funding works, because it's the funding, it's the dollars we get, is the dollars we spend.

正如我反覆強調的那樣，現在我們賺到的錢和我們花出去的錢並不相符。
as you've heard me say this over and over again, right now, the dollars we get is not what we spend.

我們花的錢遠遠比得到的多。
What we spend is a lot more than we get.

因此，我們必須平衡我們的收入和支出。
And so we have to balance what we're getting and what we're spending.

所以，AAFTE 其實是資金機制。
So this AAFTE, which is, really is the funding mechanism.

所以，後來當我們討論諸如資金機制和課程模式之類的問題時，重點不是班級規模，而是課程的資金機制。
And that's why later on when we talk about things like the funding mechanism and the model for classes, it's not class size, it's the funding mechanism for the class.

這份文件非常重要，因為我們在討論資金問題時將使用這份文件。
document is super important because this is the document we're going to use when we talk about the funding.

好消息是，-0.5% 雖然不算太糟，但對於像西雅圖這樣的大城市來說，考慮到巨大的變化，這並不算什麼。
The good news is negative 0.5% is not great, but it is not significant when you look at a large district like Seattle in terms of huge changes.

我非常樂意。
I would love that.

我希望並向這個學區承諾，我會非常努力地讓所有學生都是黑人，並且一切都是積極的，我認為我們很快就能實現這個目標，但要知道，目前的結果是負0.5，有256個孩子。
My hope and my promise to this district is I'm trying very hard for that to all be black and it all be positive and I think we have a good shot at doing that soon but just know it's a negative 0.5, 256 kids.

這張投影片與你可能看到的其他一些資​​訊還有一個區別，那就是它顯示的是從去年這個時候到今年這個時候的數據，所以它顯示的不是10月份有多少孩子在那裡，而是預算與預算之間的數據。
And one other just distinction with this slide versus some of the other information that you probably see is this is from about this point in time last year to this point in time this year, and so it's not how many kids were in there in October, this is budget to budget.

所以，回到本的開場白，這一切在某種程度上都是不斷變化的。
So again, back to Ben's opening statement around all of this is fluid on some level.

我認為瑪妮原本打算談談為什麼這些變化會在 K-8 年級和非傳統學校中以這種方式顯現出來。
I think Marnie was gonna talk a little bit about some of why the changes are showing up the way they are in K-8 and non-traditional schools.

是的，謝謝你的提問，也感謝各位的到來和對這項重要工作的關注。
Yeah, thanks for the question and thank you all for being here and for your attention to this such important work.

所以如果我們觀察實際的兒童，實際上減少了​​約 12%。
So if we look at actual kids, it's actually a reduction of about 12%.

因此，AEFTE 數據反映了這一點，正如我們剛才討論的那樣，學生人數減少了約 12%。
So the AEFTE number reflects the, and there's reasons that we've just talked about, but there's a reduction of about 12% in students.

這在很大程度上反映出，由於我們認為的政治環境，多語言和國際學生來這裡的人數不如以前多了。
That's largely reflective of multilingual and international students are not coming here as much as they had due to the, we would assume, the political climate.

所以，如果你看看像西雅圖世界學校這樣的學校，你會發現入學新生人數正在減少。
So if you look at a school like Seattle World School, we are having fewer students arriving.

此外，整體趨勢是，12 年級畢業班人數增多，而入學班人數減少。
We are also, the trending in general is that we have larger exiting 12th grade classes and smaller entering classes.

幼兒園課程，我們也提供了更多選擇。
kindergarten classes and also we have offered more access to choice.

因此，一些學校的部分學生因為被其他學校錄取而流失了。
So some schools have lost some of their kids to other choice assignments.

所以，以上這三個因素影響了孩子的數量。
So those are the three factors that have influenced that, the number of kids.

但實際上，非傳統學校的學生人數變化幅度更接近 12%。
But it's actually more like, again, 12% change in the number of students in non-traditional schools.

我確認一下，您指的是非傳統學校嗎？
Just to be clear, you are only talking about non-traditional schools?

正確的。
Correct.

我想確保沒有人聽到我們正在失去整個地區 12% 的選區。
I wanted to make sure everybody did not hear that we are losing 12% of the entire district.

正確的。
Correct.

謝謝。
Thank you.

因為我們當中有些人可能就是這麼聽到的。
Because that's how some of us might have heard it.

是的，很多情況下會搬到其他地方。
Shifting to other places in many cases, yes.

這是一個需要快速澄清的問題。
That's a quick clarifying question.

為了避免誤解，我決定將提問環節留到每個議程項目結束之後。
Just so we're clear, I'm going to now hold questions until the end of each agenda item.

所以議程共有四項。
So there's four agenda items.

我們先讓工作人員完成報告，然後再進行提問。
We'll let the staff get through their presentation and then we'll go to questions.

但還有一個需要澄清的問題。
But there's a quick clarifying question.

謝謝。
Thank you.

根據 12% 的數據，正如你所說，因為 26.6% 對於非傳統教育來說是一個相當大的變化。
Based on the 12% and you said, because 26.6% is pretty significant change for nontraditional.

然後你說那是我們總數的 12%，上面寫的是 26%，而你剛才說是 12。
And then you said that's 12% of our, it says 26 and you were just saying 12.

我們可以聯手完成這件事。
and we can tag-team this.

部分差異在於我的數字，我之所以稱這些數字為我的數字，是因為它們是資金數字，來自去年通過的撥款。
Part of the difference is my numbers, and I'll call these my numbers because they're the funding numbers, are from last year's adopted.

瑪妮的數據是從今年10月1日到預測日期的，所以一開始，2月到10月之間這些數據可能就出現了一些下降，然後…
Marnie's numbers are from October 1 of this year to the projected, and so there was probably some drop-off between February and October in those numbers to begin with, and then

但我也指的是員工人數，而不是 AAFTE（美國員工總數）。
but also I'm addressing headcount not AAFTE.

因此，AAFTE（平均可用員工人數）的變化與員工人數的變化不同。
So the shift in AAFTE is different from the shift in headcount.

你們兩位都認為這種改變主要是國際學生造成的，還是其他非傳統學校也有其他原因？
And do you both believe that the change is mostly due to international students or is there something else going on in other nontraditional schools?

所以，如果我單獨看一下這些學校，像是 Bridges Center School、Home School、Interagency Middle College、Nova Seattle World School，我可以看到畢業班人數較多，而九年級新生人數較少。
So again, if I look at these individual schools, Bridges Center School, Home School, Interagency Middle College, Nova Seattle World School, I can see larger exiting senior classes and smaller entering ninth grade classes.

所以這也是原因之一。
So that's part of it as well.

而且我還發現，有更多學生選擇了去其他學校就讀，而不是去這些學校之一。
And then also I can see more students have gotten a choice seat at another school rather than going to one of these schools.

好的。
OK.

謝謝。
Thanks.

謝謝。
Thanks.

你想談談選擇的問題嗎？我們目前在選擇變革方面進展如何？
And did you want to talk about the choice, where we're at with the choice change?

當然。
Sure.

所以我們確實看到了一些意義。
So we did see some significance.

因此，我們在1月完成了開放招生，這意味著我們掌握了學生升學去向的非常可靠的實際數據。
So we completed open enrollment in the month of January, which means that we have really strong actual numbers for where our students are going.

截至3月2日，我們有870名學生在候補名單上。
So as of March 2nd, we have 870 students on wait lists.

相比之下，去年同期約為 2,000 人。
That compares to about 2,000 at this time last year.

其中 K5 年級約有 347 人，6.8 年級約有 156 人，9.12 年級約有 367 人。
that breaks down grade band about 347 in K5, 156 in 6.8, and 367 in 9.12.

其中，有 725 人仍在候補名單上，因為他們申請的是熱門學校。
Of those, 725 are remaining on wait lists because they apply to a high demand school.

所以整個地區的情況都是如此。
So that's across the district.

在這 870 人中，有 145 人暫時處於候補名單上，因為他們的申請較晚。
Of those 870, 145, they're kind of temporarily on wait lists because they were late applications.

我們正在考慮這些申請，並且每天都在不斷查看所有這些申請。
they're being considered right now and we're constantly on a daily basis looking at all those applications.

我們每天大約查看三次這些數據，以了解情況的變化，確保我們保持敏銳，確保我們盡可能保持準確，並接受審查以確定是否適合上崗。
We look at these numbers on the cadence of probably about three times a day to see what's shifting, make sure we're staying fresh, make sure we're keeping as accurate as possible and being reviewed for potential placement.

為什麼需要候補名單？
Why wait lists?

雖然整體入學人數略有下降，但家長告訴我們他們想讓孩子去哪所學校。
Because we do have a slight decline in enrollment overall but Families are telling us where they want to go to school.

因此，有些學校的申請人數超過了學校的容量或座位供應量。
So we have schools that have more requests than have capacity or availability of seats.

所以這就是為什麼即使我們所有學校並沒有完全滿員，或者我們的整體入學人數有所下降，我們仍然會有候補名單的原因。
So that's why we have wait lists even though we don't have completely full schools across the board and or we might have a decline in our overall enrollment.

這告訴我們，有兩方面的事情需要改進。
There are two kinds of things that this tells us that we need to work on.

首先，如果我們能從有候補名單的學校的分佈模式中看出這一點，在某些情況下，這是一種專案偏好。
The first is if we can tell as we can by the patterns of where the schools are that have wait lists, in some cases it's a programmatic preference.

STEM（科學、技術、工程和數學）、雙語教學，在某些情況下，還提供從幼兒園到八年級的機會。
STEM, dual language, in some cases K-8 opportunity.

這告訴我們，我們需要關注那些家庭告訴我們他們想要的機會。
So that tells us that we need to look at those opportunities that families tell us that they want.

我們需要提供更多這樣的資源。
We need to make more of those available.

在某些情況下，這與建築物本身的容量有關。
In some cases it has to do with the capacity of the building itself.

這說明我們需要更檢視自身的界線。
and that tells us that we need to do more work on looking at our boundaries.

我們需要這樣做，蘭金主任也多次談到這一點，我們需要定期這樣做，審視我們的招生情況，審視我們的學區範圍，就學生居住地、所在地區以及他們需要就讀的學校做出明智的選擇。
We need to be doing that and Director Rankin has talked about this a lot, we need to be doing this on a regular basis, looking at our enrollment, looking at our boundaries, making smart choices about where our students live, where they are, where they need to attend school.

所以我們有兩次機會真正從這些數據中學習。
So we kind of have two opportunities to really learn from this data.

我們很早就擁有了它，這真是太好了。
We have it early on, which is really great.

我們可以在教育方式上做得更加精準、更完善。
We can get much more precise and much more refined in how we approach our schools.

這就是目前候補名單的情況。
So that's just kind of where we're at with wait lists.

但令人欣慰的是，更多的家庭如願將孩子送進了他們之前告訴我們他們更希望孩子就讀的學校。
But the positive news is that many, many more families have received the assignment to the school that they told us they preferred for their student.

是的，我真的很想贏，我的意思是，我們必須拿下這場勝利。
Yeah, I really want, I mean, we need to take this win.

去年這個時候，候補名單上有 2,000 多人，現在大約有 800 多人。
Last year, there were over 2,000 people on the wait list at this time, and now it's around 800 and change.

那之所以會發生，是因為我們真心相信選擇。
That happened because we actually believe in choice.

我知道我來這裡的時間還不長，但是很多很多家長都告訴我，他們感覺自己申請入學後，就一直待在等候名單上，然後他們走進學校的走廊，卻發現有 14 個空教室。
I know I've been here not that long, but I've been told by many, many parents that they feel like they ask to go to a school and then they stay on a wait list forever and then they walk the halls of that school and they say, wait a second, there's 14 empty classrooms.

為什麼我不能去那所學校？
How come I don't get to go to that school?

我們今年所做的就是確保，如果可以的話，我們一定會把你調到那裡去。
what we did this year was really make sure that if we could move you there we did.

這一點很重要，因為有副作用，我們需要對此非常清楚。
And that's important because there is a side effect and we need to just be really clear about this.

如果我們作為一個學區、一個董事會、一個教育總監都相信選擇權，一位家長說“我想讓我的孩子去這所學校”，而我們也滿足了他的願望，那真是太棒了。
If we as a district, as a board, as a superintendent believe in choice, a parent says I want my child to go to this school and we do it, that's awesome.

我們終於開始聽取家長的意見了，不，不是終於，而是我們非常重視他們的意見，我們更關心他們，但這會產生影響，那就是他們即將離開的學校。
And we finally are listening to parents, not finally, we are listening to them strongly, we are caring about them even more, but there is an impact, which is the school that they're leaving from.

但如果我們相信選擇，我們就會這麼做。
But if we believe in choice, This is what we do.

我們必須坦誠地說，原本有 X 個孩子的地方，現在孩子數量少於 X 個，這將會影響他們的預算。
And we just then have to be honest that the places that had X amount of kids and now have less than X amount of kids, that's going to impact their budget.

但真正的好消息是，去年這個時候，我們有超過 2000 名孩子在等候名單上，現在我們有 800 多個孩子。
But the really good news that you are seeing is that at this time last year, we had over 2,000 kids on the wait list, and now we have 800 and change.

正如你聽到的瑪妮所說，其中一些辦理手續的時間比較晚，這意味著我們可能很快就會有更多人加入。
And as you heard Marnie say, some of those were late to doing the process, which means actually we could probably sit more of them coming soon.

所以這真是好事。
So that's a really good thing.

我認為這一點很重要，因為這意味著我們正在為社區做我們承諾要做的事情，但我們也必須誠實地面對這一點，那就是一些學校的學生人數會減少，因此它們的預算會受到影響。
And I think that it's important that we see that, because it means we're doing what we said we were gonna do for the community, but we also have to be honest that there is then an impact, which is some schools are gonna have less kids and thus their budget's gonna be impacted.

太感謝了。
Thank you so much.

還有一點我想補充。
And one more thing I want to add.

絕大多數在候補名單上的學生都已在西雅圖公立學校取得入學名額。
The vast majority of the students that are on wait lists do have an assignment in Seattle Public Schools.

他們要么不會來，要么在候補名單上。
they're either not gonna be here or they're on a wait list.

他們確實有任務在身。
They actually do have an assignment.

我們可以預料到這一點，我們也聽到一些家庭說，如果我沒有得到這個選擇，我還有另一個替代方案。但大多數家庭，我試圖讓我的團隊確定一個百分比，但大多數家庭，再次強調，這個數字一直在波動，但我可以說超過 90% 的家庭確實得到了分配。
We can anticipate that, and we've heard from families that have told us, if I don't get this choice, I've got another option in my back pocket, but most, and I tried to pin my team down to a percentage, but most, again, it's fluctuating numbers, but I would say over 90% of these families do have an assignment.

再次強調，我們希望西雅圖公立學校成為您和您的孩子都想去的地方，所以我們希望讓這一切成為可能。
And again, we want Seattle Public Schools to be the place where you wanna be, where you wanna be with your student, and so we wanna make that possible.

所以就像我說的，我們還有一些工作要做，例如審視我們的邊界，我們如何使用我們的建築物，我們如何看待我們的學生和家庭居住和想要居住的地方，以及我們為家庭提供的專案機會。
So like I said we also have some work to do then right away in looking at both our boundaries, how are we using our buildings, how are we looking at where our students and families live and want to be and also looking at our program opportunities for our families.

這只是一張圖表，試圖顯示哪些學校因為選擇增加而發展壯大，以及哪些學校規模縮小，學生不再選擇這些學校。
This is just a graph sort of trying to show that, show the outliers which schools are growing in large part because of the more choice process and which schools are getting smaller that students are not choosing going forward.

我從中得到的另一個啟示是，有很多學校處於中間位置，透過這種擇校過程，它們的招生人數並沒有發生太大變化，所以情況有點像光譜的兩端，有些學校流失了相當多的學生，而另一些學校則獲得了相當多的學生。
And the other takeaway for me from this is there's a lot of schools in the middle there where not a lot is changing in terms of enrollment through this choice process, so it's kind of the schools at both ends of the spectrum, some that are losing fairly significant numbers and others who are gaining fairly significant numbers.

一位眼光敏銳的社區成員向我指出，這裡可能漏掉了一所學校。
There may be one school missing on here, an astute eagle-eyed community member pointed out to me that there may be one missing.

如果有的話，我稍後會更新這張投影片。
If there is, I'll update this slide later.

但那裡可能只有105個。
but there may be only 105 there.

它原本不應該按字面意思理解，而只是一種略帶光澤的玩笑。
It wasn't intended to be read literally, but just sort of a luster kid.

但如果漏掉了哪所學校，我會加上去。
But if there's a missing school, I'll add that.

我不認為這是一個特例。
And I don't think it's an outlier.

托普總統，這是自然而然的轉捩點。
That's the natural break, President Topp.

宋導演。
Director Song.

感謝您指出異常值。
Thank you for calling out with the outliers.

我想知道你是如何得出這些學校預測數據的。
I am wondering how you came up with these projections for these schools.

我覺得我的問題主要集中在 Nathan Hale 和 Garfield 身上，因為這兩件事的變動幅度相當大。
In particular, I think my question is around Nathan Hale and Garfield, because those are pretty significant swings.

為什麼？
Why?

這些學生中許多人能否如願以償地被分配到他們申請的其他高中？
Will those, many of those students receive choice assignments to other high schools that they requested?

我收到一些員工的電子郵件，說預測結果與他們實際看到的情況不符。
So I have been getting emails from staff members saying that the projections are inconsistent with what they see on their end.

所以我只是想弄清楚。
So I just want to understand.

在進行招生預測時，例如像內森希爾高中和加菲爾德高中一樣，你是如何得出最終招生人數的？
when you're coming up with the enrollment projections, say like with Nathan Hill and Garfield, how did you land at the number that you did?

是的，所以我至少知道你提到的那所學校的電子郵件地址。
Yeah, so I know the emails at least in one school that you're talking about.

我要分享一點非常重要的技術細節，但我認為有必要在這裡說明一下。
One thing I will share that's really an important technical detail, but I think it bears stating here.

如果你查看 Power School 的數據，你會發現實際數字比預測值高。
If you look in power school, you will see a higher number than the projection.

因此，當我們的校長談到假設時，所謂「實力強勁的學校」就是僅根據入學學生的姓名所做的假設。
Power school, so when our superintendent talks about assumptions, power school is the assumption just based on sheer names of enrolled kids.

我們都知道，並非所有學生都會到校。
As we know, not all students show up.

所以，學校的招生人數總是會更高。
So power school is always going to be a higher number.

我們經常在八月發現這種情況，校長們回到學校後，在學校系統裡查看學生人數，然後會有點不知所措，因為他們會想，我的天哪，我有這麼多學生，我們總是要提醒他們，實際上會有多少學生到校。
And we find this often in August when our principals return to school and they look in power school and they kind of have a little moment because they're like, oh my gosh, I have so many students and we always have to remind them here's how many students are actually going to show up.

這實際上是基於分析科學，即對收視率的分析，我有一個由博士組成的頂尖團隊，他們負責這項工作，他們會認真研究這些趨勢，並不斷改進他們分析收視率的方法。
That is based on really the science of analysis, of show rates, analysis of really, and I have a ace team of PhDs that do this work that really look at those trends and get pretty refined at how they look at those show rates.

這就是它的依據。
So that's what this is based on.

我看到的其中一封郵件提到，這個人說，嘿，在 Power School 裡是這樣說的，而投影結果又是這樣說的。
The person, I think one of the emails I saw referred to, hey, in power school it says this and the projection says this.

這是因為該預測是根據實際到校學生人數來估算的。
That's because the projection is anticipating how many actual kids are going to be counted on that when they come to school.

是的。
Yeah.

你們為每所學校都採用了不同的演出費率。
You're using unique show rates for individual schools.

那麼，從歷史角度來看，這所學校的入學率是多少？
So like looking historically at this school, what is the show rate?

是的。
Yeah.

好的。
Okay.

是的，完全正確，謝謝你指出這一點。
Yeah, absolutely, and thank you for pointing that out.

我們不採用單一的通用演出費率。
We don't apply a single generic show rate.

我們實際上是逐一考察每所學校，研究它們的模式，並再次嘗試預測。
We actually look at each school individually, we look at their pattern, and again, try to anticipate.

我們可能會判斷失誤，也可能完全錯誤，所以我們會進行調整，這就是為什麼我們會在六月進行一次調整，然後在秋季再進行一次調整。
We could be very, we could be wrong, we make adjustments, that's why we do a June adjustment and then another fall adjustment.

是的，我們會針對各學校進行計算。
But yeah, we calculate that for individual schools.

所以我認為還有一個揮之不去的因素可能會稍微改變這些數字，那就是HC。
So I think one more kind of lingering thing that could, changed the numbers a little bit is HC.

所以我們還沒有關閉那扇窗戶，對吧？
So we have not closed that window yet, right?

那麼，我們預計HC分配將如何影響這些學校的預測呢？
And so what do we anticipate how HC assignments are going to impact some of these school projections?

是的，我們也考慮到了這一點。
Yeah, we also calculated for that.

所以，我們再次預測，在獲得合作學校HC席位的學生中，我們相當有信心知道有多少人會接受這個席位。
So again, we anticipate of the students offered an HC seat at a cohort school, We're pretty confident that we know about how many will take that seat.

所以我們也用這種方法來進行這些預測。
So that's what we use to do those projections as well.

去年我們也是這樣做的，當時我們維持了二年級的HC水準。
We did that last year also when we maintained HC at second grade.

所以我們就把這個方法用在了瑟古德·馬歇爾、迪凱特和卡斯卡迪亞地區。
So we used that for Thurgood Marshall, Decatur, and Cascadia.

因此，我們也對此公式進行了改進。
So we've been able to refine that formula as well.

我們就是這樣做的。
So that's how we did it.

我大概知道那些被確認身份的學生在哪裡。
kind of knew where the students were who were identified.

我們確切地知道他們來自哪些學校。
We knew exactly what schools they were coming from.

我們也知道他們選擇該選項的頻率。
We also know the rate at which they tend to select that.

但是，我們會持續進行核查，以確保我們的預測與實際情況相符。
But again, that's something we're checking consistently to make sure that we're on board with our projections.

我們預計會在六月進行調整嗎？
are we anticipating doing a June adjustment?

是的，我會這麼說。
I would say so, yes.

我認為六月進行調整（如果我說的話有悖常理，請見諒），比起十月份，六月進行調整要健康得多。
I think that the June adjustment, and I'm sorry if I've spoken to heresy here, but it's a much healthier time to do it than October.

我們聽到了這些，但對某些人來說，這可能已經太晚了，你知道，對許多正在製定預算的人來說，他們很想知道。
And we hear this, and it's even probably feels too late to some, you know, to many people for whom, you know, they're working on budgets right now and you would love to know.

現在，而且我認為在我們之前的開放招生期間，我必須對招生團隊表示讚揚。
right now and I think during our earlier open enrollment I have to give kudos to the team, admissions and enrollment team.

他們確實在1月份努力進行開放註冊工作，但我們現在確實看到了這項努力的豐碩成果，因為我們現在擁有了更好的數據。
They really hustle to do that open enrollment during January but we can really see the productive fruits of that particular labor which is we have much better data now.

因此，我們希望制定學校預算的艱鉅工作能更有效，因為我們有了更準確的數據。
So the difficult work of building those school budgets we hope will be much more effective because we have better numbers.

但六月的調整仍然意味著我們可以在夏季到來之前完成這項工作，並為秋季做好更充分的準備。
But June adjustment still means that we're able to do that work before we head out for the summer and are more prepared for the fall.

最後一個問題。
Last question.

我好像聽您說入學人數略有下降。
So I think I heard you say that the enrollment is slightly down.

那麼，擇校數據顯示，我們收到的擇校申請數量是否不如以前那麼多？
So is the data from school choice showing that we didn't get as many school choice requests as we did previously?

那這又能告訴我們招生狀況會如何發展呢？
Like what did that tell us about what enrollment was going to go?

這真是個好問題。
That's a really great question.

我會查清楚我們實際上收到了多少個擇校申請。
I will find out how many school choice applications we actually had.

我認為它們差不多，但我會獲得更具體的資訊。
I think they were about the same, but I will get more specific information.

是的。
Yeah.

拉瓦列導演。
Director Lavallee.

是的，在這次開放註冊更新投影片的開頭，你分享了一堆數字，我當時來不及記下來。
Yeah, in the very beginning of this open enrollment update slide, you shared a bunch of numbers that I was not quick enough to write down.

我希望將來這些內容能夠放在這張投影片裡，這樣我們就可以隨時查閱它們。
I would love if in the future those could be within this slide so that we could reference them if at all possible.

因為我的速度不夠快，無法同時聽、記、並理解其中的意思。
Because I'm just not quick enough to both listen and write that down all at the same time and contextualize it.

那真是太好了。
So that would be absolutely wonderful.

嗯，我不需要通過那項考試。
Well, I don't have to pass that.

這份備忘錄還有其他一些具體細節，我們會發回給董事會。
We do have other specifics in this memo that we'll send back out to the board.

好的。
OK.

如果可能的話，最好把它放在簡報中，尤其是當我們引用它的時候，這樣我們就有參考資料了。
It would be great to have it in the presentation if at all possible, especially if we're referring to it so that we have that.

我會原諒工作人員，因為備忘錄中似乎已經提到了我遲到提出的問題，或者是我在預算報告之後提出的問題。
I'll give staff a pass because it was one of my late questions or one of the questions I asked after the budget presentation that it sounds like is addressed in the memo.

所以這可能是問題的一部分。
So that might be part of the issue.

知道了。
Got it.

謝謝。
Thank you.

所以，我也知道，在宋主任的一些問題中，提到了一份2022年的報告（我記得是這樣），其中提到學區過去會公佈學生的學區劃分和就讀學校，這樣就能比較容易地查到相關信息，比如某個K-8年級的擇校學校，以及他們所屬的學區學校等等。但這些資訊我們似乎從2022年左右就不再公佈了。我很好奇為什麼我們不再公佈這些訊息，或者你們部門是否還在關注這些數據。
So within that as well, I know there was, in some of Director Song's questions as well, there was a report back from 2022, I believe, that the school district used to run of kind of where students are zoned for and where they're attending, so you would be able to look up pretty easily and get the information of there's a K-8 choice school, and here was the schools that they were zoned for, and some of that information, which we don't seem to be publishing since, and I believe it was about 2022. I'm kind of curious into why we aren't publishing that anymore, or if that data is still being looked at by your department.

正如你所說，你有一個很棒的團隊在工作，這裡也展示了一些例子。
as well as you were saying that you have a wonderful team working, showing some of this.

對於我們董事會和公眾來說，能夠更清楚地了解這個過程將是一件好事，因為目前我們往往只得到關於某件事的三個要點，然後預算就來了，卻完全不明白這些數字是從哪裡來的。
It would be great for us as the board as well as the public to be able to get more visibility into that process because right now we tend to have three bullet points on a thing and then a budget hitting with no understanding of where those numbers are coming from.

如果你認為它們非常準確，那麼我很想了解更多相關資訊。
and if you do believe that they are very accurate, then I'd love to see a little bit more on that.

聽起來不錯。
Sounds good.

絕對地。
Absolutely.

謝謝。
Thank you for that.

網站上有招生簡章報告。
There's an executive summary enrollment report that is on the website.

我會把我認為包含您所要求的所有資訊的連結發給您，但我們也可以讓它更加顯眼，並確保我們把它推送給您。
I'll send you the link that I believe has all of the information you're requesting, but we could also make that much more visible and make sure that we push that out to you.

所以我們會堅持這一點。
So we are maintaining that.

我們過去會發布實際的紙本入學報告。
We used to publish an actual physical enrollment report.

我的辦公室裡有好幾架子這樣的文件，我常常翻閱，因為它們是非常棒的歷史文獻。我會確保把連結發給你，同時也會想辦法讓招生團隊的工作成果更為人所知。
I have several shelves of them in my office and I look at them often because they're amazing historical documents but I will make sure that I push that link out to you and then also make sure that we find a way to get that work that the enrollment team is doing more visible.

我還要補充一點，我們目前正在招生方面進行的工作是，我們將更換我們的學生分配系統。這個系統是我們內部開發的，因為我們在選擇等方面有一些非常具體和獨特的需求和參數。
I will say one other thing that we're in the midst of in enrollment is we're actually going to be replacing our student assignment system which is an in-house system that we built because we had some very specific unique needs and parameters around choice and things like that.

但它的 Windows 平台已經過時了，所以我們必須更換它。
but that's actually aging out of its Windows platform so we have to replace it.

我們目前正在製定新系統的招標書要求。
We are currently building out the requirements for an RFP for a new system.

我的目標是讓這個新系統更透明、更容易使用、更可見。現在市面上已經有很多優秀的產品可以實現我們一直努力的目標。我認為，就我們自己建構系統的方式而言，我們可能已經走在了時代的前沿。但現在已經有一些經過充分驗證的平台可以完成這項工作，並且會讓大眾更容易了解它。
My goal is for that new system to be one that is much more transparent, much more available and visible and there are great products out there now that do what we've been trying to do and I think we were probably ahead of the game in terms of how we were building something for ourselves but there's well-vetted now platforms that can do this work and will make it much more visible to the public.

好的，我還有一個問題。
Okay, I do have one more question.

你剛才提到候補名單，其實我不確定你是不是在說這個，但候補名單在不久的將來會被取消。
You were talking about waitlists being, actually I'm not sure you were talking about it, but waitlists get dissolved in the not too distant future.

我們能否從候補名單上剩餘的學生那裡獲取信息，了解這些學校是否已滿員，或者是否已達到 80% 的容量，或者它們的容量是多少，以便我們知道候補名單不會阻礙孩子獲得選擇，也不會阻礙家庭參與他們想要參與的選擇？
Can we get information about from who's left on those waitlists if those schools are at capacity or if they are at 80% capacity or what amount of capacity that they're at so that we're aware that the waitlists are not holding kids back from options, holding families back from options that they want to participate in?

這是一個很好的問題。
That's a great question.

我的意思是，這真是個好建議。
I mean, a great suggestion.

所以我們會確保，你知道，或許我們有機會進行一次更新。
So we'll make sure that, you know, maybe we have a chance to do an update.

那是五月底，所以也許五月初我們可以看看候補名單的情況，然後和大家分享一下。
That's the end of May, so maybe early May we can take a look at where we're at with waitlists and share that out with you.

好的。
Okay.

擔心候補名單會被取消，那些原本可以進入家庭理想學校的孩子將會失去這個機會。
Worried that wait lists are going to be dissolved and kids that could have gotten placements in schools that are desirable to those families are going to be, you know, removed from that option.

絕對地。
Absolutely.

謝謝。
Thank you.

米茲拉希導演。
Director Mizrahi.

所以，是的，有兩件事。
So, yeah, well, there's two things.

薇薇安問關於這個數字的問題。
Vivian's question about the number.

怎麼樣？
How about that?

好的，太好了。
OK, great.

我很好奇薇薇安提出的關於有多少家庭申請擇校的問題，尤其是在考慮到之前的時間線之後。
I'm very curious about Vivian's question about the number of families that applied for choice, especially just given the earlier timeline.

例如，你做的任何改變都可能產生影響。
Like, any time you change anything, it could have implications.

所以是同一個數字嗎？
So was it the same number?

不只這些嗎？
Was it more?

更少嗎？
Was it less?

以及我們認為這將如何影響未來。
And how we think that will impact the future.

所以，這倒是挺有趣的。
So that would just be interesting to know.

然後，就像我們剛才討論的那樣，我很想深入探討830。首先，從2000到830的進步令人驚嘆，我認為我們能夠更積極地回應人們的需求和選擇，這非常棒。
And then, similar to we were just talking about this, I'd love to dig in on the 830. First of all, it is amazing progress to go from 2000 to 830, and I think that it's wonderful that we are being more responsive to what people want and the choices that they have.

在這 830 人中，我很好奇，第一，有多少人是因為 85% 的招生規則而進入候補名單，又有多少人是因為學校嚴重超員而進入候補名單？
And within the 830, I would be curious, one, how many of those are on that wait list because of the 85% rule versus just schools that are just way over capacity?

此外，如果像我確信的那樣，有些家庭被分配到克利夫蘭這個最大的異常值城市，那會發生什麼事？我假設克里夫蘭的人口數量是那麼多，是因為那裡已經超負荷運轉，而且候補名單上的人可能也在猜測。
And then also, what happens if there are, as I'm sure there would be, families who are now assigned to pick the biggest outlier, Cleveland, which I assume is at that number because it's overcapacity and there are people on the waitlist probably making a guess.

或許並沒有。
Maybe there aren't.

但如果有些家庭說，算了，我們不想去克利夫蘭或離開這個學區，那麼對於那些已經申請過的人來說，尤其是如果這些等候名單被解散的話，該如何處理呢？
But if then there are families that say, never mind, we don't want to go to Cleveland or leave the district, then what is the process for getting folks who had applied for that, especially if those waitlists get dissolved?

這些家庭下一步該怎麼辦？
What is the next step for those families?

因為很明顯，我們主要是從這些人那裡聽到消息，我們主要是想把這些人送到你的辦公室，了解他們目前的進展情況，因為我不會回答關於這方面的具體問題，但如果出現空缺，我們很想知道他們的申請流程是什麼。
Because obviously those are somewhat the people that we're hearing from, and mostly we're just pushing those folks to your office to find out where they are in the process, because I'm not gonna answer the individual questions about that, but it'd be great to know what the process is for them if spots open up.

是的，這是一個很好的問題，謝謝。
Yeah, that's a great question, thank you.

我會的，我剛剛給瓦爾發了短信，問她能不能告訴我我們收到了多少份志願申請，很抱歉我沒有那個數字。
And I will, and I just texted Val to see if she can tell me how many choice applications we got, and I'm sorry that I don't have that number.

所以，我們每天都會審查這些候補名單，在候補名單解散之前，候補名單上的人會被調動並獲得這些座位。
So again, we're reviewing those waitlists daily, so prior to the time when they dissolve, those people that are on waitlists get moved and get offered those seats.

所以，在候補名單取消之後，其中一個好處是，如果你是西雅圖的新人，如果你搬到這裡，以前你根本沒有希望進入任何一所學校。
So after the waitlists are dissolved, one of the advantages to that is that if you are new to Seattle, if you have moved here, it used to be that you just did not have a hope of getting into any of those schools.

所以這意味著，如果你搬到西雅圖，你不會被列入永遠無法搬走的等候名單的第 55 位。
And so this means that if you do move to Seattle, you're not gonna be put on 55th place on a waitlist where you're never going to move.

但如果一個家庭仍然希望進行該項分配，他們可以提出上訴，即調任上訴。
But a family who still desires that assignment can then put in an appeal, a transfer appeal.

這就是下一步。
so that's the next step.

我們每週都會召開調動申訴委員會會議，所以這是家庭繼續申請調動的非常有效的途徑。
We meet weekly in a transfer appeal board so that's a very valid way for families to continue to request that assignment.

好的，首先我想說，這些問題大部分我認為都不是新的，但我想感謝的是我們抽出時間來討論這些問題。過去的經驗是，我們提出問題後，並沒有真正反思這些問題可能會有哪些不同，而這一點非常重要。儘管預算季會帶來痛苦，政策變化也會讓人感到困惑，但我還是要感謝我們進行這次對話，感謝你們兩位以及舒爾特納督學承認，如果我們不進行討論，就無法解決這些長期存在的問題。
Okay, so looking at, well first of all I just want to say these are all questions that most of them i don't think are new but what i just want to appreciate that we're making time and space to have these questions and that past experience has been we ask them and then don't really see a reflection on how they might be different and this is really important and even though there's pain in budget seasons and people are confused when things change i just want to appreciate for us having this conversation and you both and Superintendent Schultner for acknowledging that we can't solve these longstanding problems without being able to talk about it.

對於習慣於二月份公佈預算，然後直到六月才再次討論預算的人來說，現在的情況可能會讓他們感到困惑，感覺事情正在發生很大的變化，這讓人感到不舒服和不同，但這同時也給了我們一個機會，讓我們能夠以一種我們以前從未做過的方式，真正地談論正在發生的事情。
And it may be confusing for folks who are used to budgets drop in February and then we don't talk about it again until June to have this and feel like things are changing a lot, which is uncomfortable and different, and it also is allowing us the opportunity to actually talk about what's going on in a way that we haven't done.

所以，謝謝你。
So thank you for this.

這與宋導演提出的關於內森·黑爾和加菲爾德是異常值的問題類似。
Similar to Director Song's question about the outliers being Nathan Hale and Garfield.

加菲爾德的說法完全可以理解，為什麼很多學生會選擇克里夫蘭。
Garfield totally makes sense to me that a lot of students maybe opted towards Cleveland.

內森·黑爾，我不明白。
Nathan Hale, I don't understand.

我不明白，我很想知道新生和即將畢業的大四學生之間真的有那麼大的差別嗎？
I don't understand that and I would be really curious to know is there really that much of a difference between the incoming freshman class and the exiting senior class?

我覺得這確實很值得關注。
That's really notable, I guess.

在那些情況下，嗯，所以成長的異常值完全說得通。
In those, well, so the outliers of the increase totally makes sense.

這些都是擇優錄取學校，我們決定允許更多孩子進入這些學校就讀。
They're all option schools and we've decided to allow more kids to them.

這根本不神秘。
That's not mysterious at all.

在下降的異常值中，Hale 和 Garfield 的情況很有意思，但我真的很擔心 Interagency、World School 和 Cascade，以及其他一些在這裡沒有被列為異常值的項目。
in the outliers of decreasing, again, Hale and Garfield is interesting, but I'm really, really concerned about Interagency, World School, and Cascade, and maybe some other programs that are not designated here as outliers.

對於 Hale 和 Garfield，我擔心的是，隨著入學人數的下降，確實會出現學生流失，確實會出現變化，但我主要關心的是，如何確保我們能夠維持學生獲得必修課程的機會，以便他們能夠畢業，並且他們還能選修一些課程。
With Hale and Garfield, my wonder is about making sure that with a decline in enrollment, yes, there's displacement, yes, there's change, but my main concern is about making sure that we're sustaining access to required classes for students to be able to graduate and that they have some electives.

我現在不需要你回答這個問題，但 139 這個數字意義重大。
And I don't need you to answer that right now, but 139 is pretty significant.

內森·黑爾高中是我們規模較小的高中之一，我知道至少去年十年級歷史課的容量不夠，這不是學生的選擇或偏好問題，而是我們必須確保所有高中都能滿足畢業要求的問題。
for Nathan Hale as one of our somewhat smaller high schools, and I know last year at least there were some challenges with 10th grade history having enough capacity, and that's not a matter of student choice or preference, that's a matter of, we've got to provide access to graduation requirements at all of our high schools.

所以這會是一個問題，也許這是一個總體規劃問題，我不知道，但這只是個問題，你知道，我不會說，我們去年有多少 FTE，所以我們今年也必須有多少，但我關心的是學生的入學機會。
So that would be a question, maybe that's a master scheduling issue, I don't know, but that's just a question about, you know, I'm not gonna be one to say, we had this many FTE last year, so we have to have this many this year, but my concern is about student access.

我們情況如何？
So how are we?

我認為區域執行董事們將在周五與本會面，或者從那些可能在製定總課程表方面遇到困難的學校收集數據，他們將與教育總監、托雷斯·莫拉萊斯博士和其他人合作，以確保學生確實擁有這些途徑。
I think the regional executive directors they're meeting with Ben on Friday or collecting that data from the schools that may have trouble putting together the master schedules and they're gonna work with the superintendent and Dr. Torres Morales and others to make sure that students do have those pathways.

所以他們正在識別你所描述的那些熱點地區（如果有的話）。
So they're identifying those hotspots if there are some as you're describing.

我還要再說一點，這只是一個大致的經驗法則，但當你安排高中課程時，理想的人數通常在400人左右。所以蘭金主任，您的觀點非常重要，那就是無論我們辦的是什麼樣的學校，我們都必須始終為孩子們提供他們畢業、通過考試、做任何事情所需的條件。
And one thing I would say, again, this is all kind of general rule of thumb, but when you are scheduling a high school The magic number usually is around 400. So Director Rankin, your point is incredibly well taken, which is we always, no matter what school we have, must give the children what they need to graduate, to pass, to do whatever.

現在，我還想確保其他方面也都很完善。
Now, I also want to make sure there's robust everything else.

我無法始終保證這一點。
That I can't necessarily always guarantee.

但只要一所高中的學生人數在 400 人或以上，通常情況下，計算結果都會相當不錯。
But as long as a high school's at 400 or plus, the math works out usually pretty well.

我一時想不起來內森·黑爾的具體數字，但我認為肯定遠高於這個數字。
I don't know the number of Nathan Hale off the top of my head, but I think it's well above that.

但正如之前所說，我確實在花時間幫助每所學校制定自己的課程安排。
But I will say, as was said, I'm actually spending time helping each school do their own scheduling.

我曾擔任10年高中校長，所以我很樂意做這件事。
I was a high school principal for 10 years, so I'm happy to do it.

但我不想讓任何人過於緊張。
But I don't want anybody to be too nervous.

是的，139 這個數字很大，我們想弄清楚為什麼。
Yes, that number 139 is large, and we want to figure out why.

但是，除非高中的學生人數少於 400 人，否則你應該可以達到基本的預期目標。
But unless the number of a high school goes below 400, you should really be able to do the kind of basic expectations.

好的。
OK.

因此，與此相關的其他異常值是跨機構世界學校級聯。
So then connected to that, the other outliers being interagency world school cascade.

上一頁或下一頁顯示，沒有進行任何程序變更。
page previous or maybe coming up says that there's no programmatic changes being made.

我擔心這些學校會成為例外，因為它們不是那種典型的 400 名學生和典型教室的學校。
My concern with these schools as outliers is that they are not your typical 400 student school with typical classrooms.

這些都是獨特的項目，其中一些學校失去 FTE 實際上可能是一種項目變革。
These are unique programs and the loss of FTE for some of these schools could actually be a programmatic change.

我們可能會透過預算調整使這些項目無法繼續實施，這讓我深感擔憂。
We could make these programs no longer viable through a budget exercise in a way that is really deeply concerning to me.

這本身就是WSS的缺陷。
It's a flaw in the WSS to begin with.

你知道，我們總是說我們不想採取一刀切的方式。
that we, you know, we always talk about we don't want to have one size fits all.

我們與教師簽訂了合同，但沒有與 Cascade 簽署諒解備忘錄。
We have a contract with a teacher agreement that doesn't have, there's no MOU for Cascade.

我不了解跨部門合作中是否存在不同的要求或保護措施，但這項合作通常適用於綜合高中的普通教育教師和特殊教育教師，而且它幾乎涵蓋了所有人，即使那並非他們的真正職責。
I don't know about interagency if there's different requirements or protections in the bargain, but the bargain is generally for general education teachers and special education teachers at a comprehensive high school, and it kind of covers everybody, even if that's not really their job.

WSS的情況也是一樣。
Same with the WSS.

WSS 會告訴你學校有多少學生，有多少老師，僅此而已。
The WSS says how many students you have, here's how many teachers you get, and that's it.

而且它沒有考慮到具體的程序化需求。
And it doesn't take into account specific programmatic needs.

我非常擔心，有些專案不僅僅是個人偏好，而是實實在在地拯救一些學生的生命，或是讓他們能夠繼續上學的途徑，卻受到了預算流程的影響，而這種影響並非出於本意，但無論我們是否有意為之，結果都一樣。
And I am really concerned that some of these programs that are not just a personal preference, but literally a life-saving service to some students or the way that they can continue to attend school are being impacted by a budget process in a way that's not intentional, but it doesn't matter if we mean to do it or not.

所以，如果我們說我們不進行專案改革，那麼 Cascade Parent Partnership 就需要能夠提供數學課程並配備圖書館員。
So if we're going to say we're not making programmatic changes, Cascade Parent Partnership needs to be able to provide math and have a librarian.

跨機構需要能夠為有各種情況需要額外支持的學生提供諮詢支持，這些學生的綜合學校無法滿足他們的需求，或者他們可能已被綜合學校開除。
Interagency needs to be able to have counseling support for students who have any host of things going on that they need additional support with that couldn't be met at their comprehensive school or perhaps were ejected from their comprehensive school.

我想非常明確地說明一點，我們不可能一夜之間改變一切，但這些問題我們已經提出很久了，卻一直沒有得到任何進展。
I want to be really clear about, and we can't change everything overnight, but this is also things that we've been bringing up for a long time and haven't gotten any traction on.

所以既然有這個機會，我們就必須談談這件事。
So having this opportunity, we have to talk about it.

我認為我們不應該強迫任何孩子去一所讓他們感到不安全或不舒服的學校。
I don't think we should force any kid to be at a school where they don't feel safe or are not comfortable.

我很高興我們正在調整安排，讓孩子們能夠參加其他項目。
I am happy that we are moving things around to allow kids to go to other programs.

我還擔心，當我們說「特色學校」時，我們把其他一些學校也包括在內，這些學校的課程和模式實際上完全不同。選擇特色學校不是基於你是否想專注於STEM或其他領域，而是基於你是否需要諮詢服務和學分補修等服務，這些服務更多的是一種獨特的需要，而不是一種偏好。我擔心我們對待它們的方式有些雷同，可能會無意中改變課程設置，使其中一些項目變得不可行。
I'm also concerned that when we say option schools, we're including these other schools that are really actually completely different programs and models and it's not based on would you like to be with a STEM focus or this focus, it's based on do you have the counseling service and credit recovery needs and all these things that is much more of a unique need than a preference, and I'm concerned that we're treating them a little bit the same and going to make inadvertent program changes and make some of these things non-viable.

從個人角度來說，我的小兒子現在在 Cascade 就讀，如果我們在七年級中途沒能讓他轉學，他就會徹底離開 SPS。
From a personal standpoint, my younger son is at Cascade right now, and had we not been able to do that halfway through seventh grade, he would have left SPS completely.

這行不通。
It was not going to work.

有了 Cascade，他就能繼續接受教育，並順利進入高中就讀。
and having Cascade has allowed him to continue to engage in education and will allow him to successfully attend a high school.

我知道這只是一個例子，但這與「我喜歡 STEM 學科」或「我對探究式學習感興趣」截然不同。
And so I know that's just one story, but that's a pretty different thing from, I like a STEM focus or I'm interested in expeditionary learning.

並非要貶低那些，那些都很好，我們也提供這些，但是當我們在談論接受教育的機會與沒有接受教育的機會之間的區別時，我擔心我們有點忽略了這一點。
Not to belittle those, that's great and we offer that, but when we're talking about the difference between access to education or no access to education, I'm worried that we're glossing over that a little bit.

其中一部分就是WSS。
And part of that is the WSS.

它目前還沒有考慮到這一點，但它應該考慮到這一點。
It already doesn't take into account for that, and it should.

我發給你的另一件事，校長，如果您還來不及閱讀，或者其他什麼原因，我很抱歉，但我給您發了一封關於 AAFTE 的電子郵件，這完全說得通，如果學生是參加 Running Start 計畫的兼職學生，那麼就會有不同的資金來源來支付這些學生參加 Running Start 計畫的費用。
The other thing that I sent, and superintendent, sorry if you didn't get a chance to read it yet, or sorry if whatever, but I sent you an email about AAFTE and that totally makes sense that if a student is part-time in Running Start, there's a different funding stream that pays for those students to be at Running Start.

他們上大學課程的費用由國家支付。
It's paid for by the state for them to attend a college class.

很合理，我們沒有收到該學生的學費資助，只有當他們上課時我們才能收到資助。
Makes sense that we don't receive the funding for that student and that we only receive the funding for when they're in class.

對於殘疾學生和接受多語言服務的學生來說，他們始終是我們的學生，然而我們的中學計算公式對接觸時間的調整方式，我認為非常令人不安，並且可能違反了 FAPE（免費且合適的公共教育）。
For students with disabilities and students receiving multilingual services, they are always our students and yet our secondary formula adjusts for contact time in a way that I find extremely troubling and possibly in violation of FAPE.

所以，如果一個學生…而且它也預先決定了一個學生在普通教育課堂上的時間長短，我認為這是不合適的。
So if a student and it also predetermines how much a student will be in a gen ed classroom in a way that I don't think is appropriate.

如果一個學生被認定為資源型學生，我們在資金和人員配備方面會假設該學生 80% 的時間會在普通教育課堂上，20% 的時間會在其他地方。
If a student is deemed to be resource level, we make assumptions in our funding and in our staffing that that student is going to be in a gen ed classroom 80% of the time and somewhere else 20% of the time.

他們還在我們大樓裡。
They're still in our building.

他們不會離開這棟大樓。
They're not leaving the building.

我們仍會收到該學生的通識教育人均撥款。
we still receive a gen ed per pupil allocation for that student.

那20%的錢都去哪了？
Where's that 20% going?

而當你進入其他模型時，就會有 40% 的情況，我們假設你不會參加通識教育課程，你會和其他人一起去其他地方。
And when you get into the other models, it becomes 40% where we're assuming you're not going to be in gen ed, you're going to be somewhere else with someone else.

那名學生作為通識教育學生所創造的40%學分在哪裡？他/她不會提供全職當量（FTE）。
Where's that 40% that that student is generating as a gen ed student that is not going to provide FTE?

這個問題我已經問了四年多了。
and this is a question I've been asking for more than four years.

所以，你知道，我只能說，特殊教育經費的分配方式非常奇怪，這還算是客氣的說法。
So, you know, I will say that the special ed funding is bizarre, to say the very least.

我認為我們用於自身預算的模型有問題。
And I think that the models that we use for our own budgeting are problematic.

我認為我已經非常坦誠地表明了我的觀點，我認為我們需要拋棄加權學生公式。
I think I've been very transparent that I think we need to move away from the weighted student formula.

所以我覺得我可以從兩個方面來回答你的問題。
So I think I would answer your question in two ways.

第一，我很樂意詳細介紹不同學位學生的資助方式，以說明資金的去向。
One is, I will happily go through individual ways of how individual students with different designations are funded to show where the money goes.

但我認為更值得探討的是，我們將要提出哪些新的方案。
But I think the better conversation is going to be about what new formulas are we going to come up with.

因為錢又不是沒錢。
Because it's not like the money isn't there.

錢肯定是有的。
The money is definitely there.

只是消費方式不同而已。
It's just that it's being spent in different ways.

所以，有時候根據學生的具體情況，採用不同的撥款公式是適當的。原因在於，有的孩子可能是特殊教育學生，例如10比2、6比1或8比1，這與一般教育班（25人班級）的學生的情況不同。我認為這個學區非常重視的一點是，他們一直在思考：是否考慮到了公平性？
So it is sometimes appropriate to say, based on a student's designation there's a different funding formula and the reason for that is because a child might be let's say a 10 to 2 to 1 or a 6 to 1 or a 8 to 1 and those are different than let's say a student that's in general ed that's in a class of 25. So one of the things that I think this district has been really thoughtful about is by saying, are you taking into account equity?

你們是否考慮到了特殊需求？
Are you taking into account special needs?

特殊需求，不是大寫的S或N，而是指兒童的特殊需求。
Special needs, not capital S, capital N, but just the special needs of children.

因為我們確實有相應的公式，所以當學生擁有不同的資格認證時，我們實際上會增加資金。
because we actually have formulas that are doing that we are in fact increasing the funding when students have different designations.

我發現的問題是，它不夠透明。我認為我們應該做的，也是我所期待的，是召開一次我稱之為「資訊學習會議」（ISS）的活動，在會議上我們應該真正地討論一下資金分配方案。
The thing that I find is that it's not very transparent and I think that what we should do and I look forward to this is a of what I would call an ISS, an informational study session, where we should actually go through the funding formula.

這樣一來，就不會產生那種誤解了，因為我們沒有分享過，所以也不是要指責其他人。我覺得當你看到一個數字時，你會想，等等，只有 40%，剩下的呢？
That way, the kind of misunderstanding, because we haven't shared it, so no shade on anybody else, I think when you look at a number, you're like, wait a second, only 40%, where's the rest?

這是一個很好的問題。
It's a great question.

其實不是 40%，大概是 2.2%。
Well, it's not really 40%, it's probably 2.2%.

由於我們獲得了其他資金和其他資源，所以成長了 240%。
240% because of the way that we're getting other funding and other things.

所以如果庫爾特想詳細解釋，我當然會尊重他的意見，但我的回應是，讓我們一起來看看錢都花到哪裡去了，我向你們保證，我們接下來會採用一種完全不同的模式。
So I'll defer certainly to Kurt if he wants to go into detail, but my response would be, let us go through and really show where the money goes, and you have my word that we are going to be working on a completely different kind of formula moving forward.

因為你常常聽到工作人員說（而且他們說得沒錯），那就是「等一下」。
Because one of the things that you'll hear from staff, and rightfully so, is wait a second.

為什麼一兩個孩子會影響到我的教師人數？
Why is my number of teachers being impacted by one kid or two kids?

這說不通。
That doesn't really make sense.

還有另一件事，你知道，除非是兩個全職教師（FTE），否則你得不到差額。預算的運作方式應該是：你有多少個孩子，孩子的類別是什麼，資金公式是什麼，然後按孩子來做。
And then there's this whole other thing about, you know, unless it's two FTE, i.e. teachers, differential, you don't get The way budgets should work is how many kids you got, what's the designation of the kid, what's the funding formula, and then do it by kid.

所以，如果少生一個孩子，而且對很多人影響不大，那可能就不會影響到 5000 或 6000 美元。
So if you have one less kid that isn't impacting a large number, it wouldn't impact probably $5,000 or $6,000.

我並非輕視這件事，但我確實想說，因為庫爾特、瑪妮和整個團隊，這些人真的把孩子放在第一位，也真的把員工放在第一位。
And not to make light of this, I do want to say Because Kurt and Marnie and the whole team, these folks really do put kids first, and they really do put staff first.

有人來找我，我真的很感激，他說：“本，你知道嗎，我的配額是 297。如果我們當時是 300，我們就能得到更多。”
Somebody came to me, which I really appreciate, and said, you know, Ben, my allotment, it was 297. If we had just been at 300, we would have gotten more.

我簡直不敢相信他們竟然在天平上動了手腳，就那三個孩子。
I can't believe they put their thumb on the scale, just those three kids.

我說，我們沒那麼好。
And I said, we're not that good.

絕對不可能有人看了之後說：“哦，我要調整一下，因為我們還沒達到目標。”
There's no way in the world that somebody looked at that and said, oh, I'm going to adjust this, because we're not there.

我們使用的一些公式已經過時了，確實需要修改，但我們現在只能繼續使用它們，因為我們還沒有修改它們。
We're just using formulas that are relatively antiquated, and we do need to change them, but we've got to use them as they are today, because we haven't changed them.

庫爾特，我不知道你是否願意回答其中的一些問題，但我稍後會和董事會分享。
I don't know, Kurt, if you want to answer a little bit of it, but I want to share with the board later on that.

我只想簡單回答一下關於非傳統學校的問題。
I just want to answer a little bit about the non-traditional schools.

沒有可供參考的模式。
There is no model for those.

它與 WSS 電子表格不同。
It's different than the WSS spreadsheet.

這只是電子表格中長期存在的靜態數字，我想本在本週早些時候得知這一點時感到很驚訝。
It's just sort of static numbers that persist on a spreadsheet over time, which I think Ben was surprised to learn earlier this week.

所以我比較了去年和今年的數據，唯一的變化是將 9 到 12 的比例從 31 增加到 1。
So I'm looking at last year's versus this year's, and the only changes really are increasing the nine through 12 ratio from 31 to one.

中心學校和 NOVA 的比例為 32:1。因此，關於課程的問題，非傳統學校的教職員工人數明年將總體上保持不變。
at Center School and NOVA to 32 to 1. So this question about program, the staffing at the nontraditional schools is by and large remaining the same for next year.

我不認為這是真的。
I don't think that's True.

我知道 Cascade，因為我看過那本紫色的教材，Cascade 目前 K-8 年級的面授課程加上虛擬課程的收費是 10 分多，這又是另一回事了。
I know Cascade, because I've looked at the purple book, Cascade is 10 point something right now today for the K-8 in-person plus the virtual option, which that's a whole other thing.

我什至認為他們不應該屬於同一所學校，但預計他們明年將有六名學生。
I don't even think that should be part of the same school, but they're projected for like six next year.

他們將無法開展他們的項目。
They're not going to be able to do their program.

但那樣就形成了一種程序性的決策。
But that makes a programmatic decision then.

嗯，我是說，我很想進入下一張投影片，因為你的重點就是下一張投影片，所以我很樂意回答。但我想確保…在我們向史密斯主任和拉瓦利主任提問之前，還有兩位同學有問題，請盡快提問。如果你的問題比較簡短，或者你想…但首先，請快速回答一下：LX是什麼？ LX是哪一所小學？
Well I mean I would love to get to the next slide so I just because that's your point is about that next slide so I'm happy to answer it but I want to make sure that So we have two more folks who have questions real fast before we go to Director Smith and then Director Lavallee if you have a shorter question or if you want then but first real fast what is LX what elementary school is LX?

這裡的藍色，是那個異常的藍色。
It's the blue here it's the outlier blue

哦，我們社區的一位熱心成員今天早些時候給了我一把鑰匙。
Oh, our engaged community member gave me a key earlier today.

是的，我需要鑰匙。
Yeah, I need the key.

讓我找找看。
So let me find that.

卡斯卡迪亞？
Cascadia?

它在…
It's on the...

我們正在聽一位記者講述情況。
We're hearing from a reporter.

這裡是卡斯卡迪亞。
It's Cascadia.

對，卡斯卡迪亞。
Yeah, Cascadia.

知道了。
Got it.

這裡是卡斯卡迪亞。
It's Cascadia.

另外，如果您有興趣的話，我們在那短暫的開放註冊期內收到了 4300 份擇校申請。
And I also, if you're interested, we had 4,300 choice applications during that short open enrollment window.

相比之下，去年幾個月內只有 4,055 例。
That compares to 4,055 last year over the course of several months.

所以是4300分。
So it was a 4,300.

哦，我還以為你說的是430呢。
Oh, I thought you said 430.

不，不，不。 4300。
No, no, no. 4,300.

是的，還有更多。
Yeah, and more.

嗯，謝謝。
Yeah, thanks.

好的，史密斯導演。
Okay, Director Smith.

所以我的第一個問題就是要鑰匙。
So my first question was just going to be to ask for the key.

這件事已經解決了。
So that's taken care of.

然後我想補充一點，我認為這次會議的重點是預算收入以及如何平衡預算，正如蘭金主任指出的那樣，預算收入肯定存在重疊。
And then I just wanted to comment that I think this meeting is really focused on the budget revenue and getting that balanced, which is there's definitely overlap, as Director Rankin has been pointing out.

但這與我期待在國際太空站上的工作安排截然不同。
But that is distinct from the allocation that I look forward to the ISS.

所以，是的，這不是我能迴避的討論。
So yeah, not any discussion I can Pass on.

拉瓦列導演。
Director Lavallee.

首先，我要感謝蘭金導演提到了部分節目收視率下降的問題。
My first thing is just thank you Director Rankin for mentioning the drops in some of these programs.

我還想指出，Interagency World School 和 Cascade K-12 的招生主要依靠口碑傳播，不像其他一些計畫那樣，在一個集中的建築物內進行傳統教學。
I would like to call out as well that for Interagency World School and Cascade K-12 they are a lot of word of mouth programs and not traditional in one building with a centralized location to the same extent as some of the other programs.

像世界學校這樣的機構，除非有人告訴他們，否則人們通常不會知道。
Something like World School people don't know about unless they're told about it.

所以他們不一定知道該如何申請。
So they don't know to apply necessarily.

所以有些學校，像是跨機構學校和世界學校的學生，並不知道有這個申請窗口。
So some of these schools don't, like interagency and World School students don't know about this same application window.

所以它是其中的一個異常值。
So it is an outlier within this.

而且，你知道，我確實擔心將它們歸為同一類，這​​也與蘭金導演的問題有關。
And, you know, I do have concern about having it grouped in the exact same thing, tying into Director Rankin's questions as well.

我真正的問題是，坎貝爾主任或坎貝爾博士，您之前說過，我們希望將入學率限制在 15%，使學校達到 85% 的容量，這樣我們就可以確保那些遷入該地區的人也能進入一些理想的學校。
My actual question is earlier, Director or Dr. Campbell, you said that we wanted to make there was that 15% restriction to get to 85% of capacity so that we could make sure that people that were coming in and moving into the area were able to get into some of those choice schools as well.

其中，有多少時間是在學年期間被利用的？
Within that, how much of the time does that get filled within the school year?

你知道嗎，我們是否看到有些學校在一個學年內就增加了15%的學生？
You know, are we seeing schools where that 15% gets added within one school year?

這是一個很好的問題。
That's a great question.

我需要查閱一些歷史資料。
I would need to sort of look historically.

我認為公平地說，在與我們的資本部門合作時，他們更希望我們不要達到 100% 的產能利用率。
I think just to be fair as well, in working with our capital department, their preference is that we don't get to 100% capacity.

這不應該成為選擇的決定因素。
Now that should not drive choice.

當然，我們其他很多學校的上座率也都是100%。
Sure, a bunch of our other schools are at 100% capacity as well.

我們社區的學校也經常發生這種情況。
It is something that happens to our neighborhood schools as well.

所以我想知道，如果我們限制15%，這15%的比例是否經常被滿足，或者我們可以設定一個更小的比例？
So I'd love to know if we're restricting 15%, is that 15% often filled or could we have a smaller percentage there?

是的，我認為這是一個很好的問題。我想說的是，我正在和團隊一起努力，看看一些社區學校，這些學校的候補名單比較長。我們知道，學生就是學生，就像我們去年所做的那樣，我們看到候補名單非常長，學生和家長都說，我們真的很想去這所學校。
Yeah, I think that's a great question, and I think, I will say, I'm working with the team to say, let's look at some of these neighborhood schools where we do have larger waitlists, and we know that, you know, students are, like, students, this is what we did last year, where we're seeing really large waitlists, and students and families are saying, we really want to go to this school.

我們希望實現這一點，所以我認為我們應該在這方面努力。
We want to make that possible, so I think we do want to push on that.

所以，我會密切關注此事，我們會確保這一點。
So, I will keep track of that, and we will make sure that, yes.

珍，你下一步希望如何？
But Jen, what would you prefer as a next step?

不，我只是很喜歡你從數據驅動的角度得出15%這個數字的信息，以此來了解每年有多少人會在過渡時期考慮去這些學校。
No, I just love the information about how you got to that 15% from a data-driven standpoint to find out how much each year people come in and look to go to those schools in the in-between timeframe.

明白了，好的。
Gotcha, okay.

答對了。
You got it.

我想說的是，我們去年的候補名單狀況和今年的情況截然不同，我們的營運方式也大不相同。
I will say that our waitlist situation last year and this year are vastly different as well how we've operated.

好的，是的，好的，我會明白的。
Okay, yep, but okay, I will get that.

舒爾德納警長。
Superintendent Shuldner.

我想確認一下。
I want to make sure.

太棒了。
This is awesome.

但正如之前提到的，我們確實想討論一下實際的預算問題。
But to the point that was made earlier, we do want to get to the actual budget stuff.

最後，我想說的是，員工提出了很多問題，也提供了許多資訊。
And with that, I will just say there are a lot of questions and a lot of information from requests from staff.

所以我認為我們應該確保向董事會提供回饋，將已提出的問題及其答案連同備忘錄一起提交。
So I think we'll just make sure that we have a feedback loop to the board with answers to the questions that have been asked, along with the memo.

所以我想，我會先從這張投影片開始，然後交給寇特。
So I do want to, I'm going to start with this slide and then I'll turn it over to Kurt.

所以我非常感謝蘭金主任提出的問題，因為這是我們確實需要討論的問題，不是今天，也不是現在，而是我們對專案變更的定義是什麼，對吧？
So I really appreciate Director Rankin's question because this is a conversation we do have to have, not today, not now, but what is our definition of a program change, right?

因為從教育局長的角度來看，我讀到那篇文章後會想，我們到底有沒有關閉學校？
Because From a superintendent's standpoint, I could read that and say, did we shut a school down or not?

如果答案是否定的，那麼這就不是程序變更的定義，因此，當 Kurt 寫下這張投影片並說目前在第 26、27 節中沒有提出任何程序變更時，這就是對規則的一種解讀，對嗎？
If the answer is no, then that's not the definition of a program change, and so thus, when Kurt writes this slide and says no program changes are being proposed at this time in 26, 27, that is the one reading of the rule, right?

我們的想法是，如果我們要關閉一所學校，比如說富蘭克林高中（顯然我們不會這麼做，我只是舉個例子），如果我們真的要這麼做，那麼根據法律和董事會政策，我們需要通知你們。
The idea is if we're gonna shut down a school, let's say, Franklin High School, which clearly we're not going to, so I'm using an example, is that if we were going to do that, then you, by law, by board policy, we need to bring that to you.

一個更有趣也更複雜的問題是，如果一所學校少了 100 個孩子，然後我們按照我們使用的任何公式進行教學，而這 100 個孩子的減少確實影響了我們在那裡開展教育的方式，這算不算是一個專案變更？
An interesting and more complicated question is, well, if there's 100 less kids at a school and then we follow whatever formula we use and that 100 kids less truly impacts the way that we are doing our education there, is that a program change?

問得好。
Good question.

從學區的角度來看，我們的答案是否定的，因為我們對因去年的傷痛和打擊而進行的計劃變更的理解是，嘿，我們對計劃變更的定義是關閉學校、關閉項目，這就是一種變更。
Our reading from a district standpoint would be no because our reading of a program change because of the scars and slings and arrows of last year is, hey, our definition of a program change is closing a school, closing a program, that's a change.

但我會敦促董事會公開與我和其他人進行對話，並且絕對不能違反公開會議法。
But I would urge the board to engage in conversation with me and others publicly and or certainly never break open meeting laws.

我們應該對專案變更達成共識，因為身為你們的員工，我只想服從董事會的指示。
We should come with a an equal understanding of program change because all I want to do as your employee is follow the direction of the board.

但就目前而言，我們的定義是：我們是否關閉了一所學校？
But right now our definition is did we shut down a school or not?

我們到底有沒有關閉某個專案？
Did we shut down a program or not?

改變。這是我們的解讀。
A change That's our interpretation.

如果董事會的解釋不同，那麼我們可以這樣做。
If the board's interpretation is different, then we can do that.

我當然會把這方面的內容轉交給庫爾特，請他以你的理解和解讀來看。
And I would certainly turn over to Kurt, your kind of understanding and reading of that.

它可能比這更穩健，但從最基本的層面來說，我們需要向董事會提出一個問題：我們是否要關閉一所學校？
It might be more robust than that, but at its most basic of level, we need to bring to the board, are we shutting down a school?

我們要關閉一個項目嗎？
Are we shutting down a program?

就是這裡。
That's where this is.

如果您有不同的理解，請告知我們。
But if you have a different understanding, please let us know.

不，我認為這張投影片的目的是為了澄清這個問題，正如你所描述的那樣。
No, I think this slide is intended to gain clarity on that question, as you described.

在我在這裡的這兩年裡，教育計畫決議基本上都是對計畫或變革進行寬泛的描述。
The two years I've been here, the educational program resolution has been sort of broadly describing programs or changes, basically.

然後去年，董事會修改了校長提出的教育計畫決議。
And then last year, the board changed what the superintendent had presented as the program resolution, educational program resolution.

所以，今天這張投影片的目的就是為了闡明董事會希望如何處理這個問題。
So just an attempt for clarity on how the board wants to approach this question is why this is slide here today.

所以一種解釋是，這些項目就是AP項目、IB項目，某種程度上算是項目的嚴格定義。
So one interpretation is programs are AP programs, IB programs, sort of the strict definition of programs.

這些目前還沒有受到你今天所看到的任何事情的影響。
Those are not being impacted with anything you're seeing yet today or you're seeing today.

未來如果其中一些受到影響，可能需要透過削減決議來解決。
Potentially in the future there would be a need for reduction resolution if some of those were impacted.

正如 Ben 所說，對「專案」的不同定義取決於董事會，而我們也需要對此作出回應。
To Ben's point, different definition of program is up to the board and then we'd want to be responsive to that.

下一張投影片。
Next slide.

我們已經討論過學校撥款的問題了。
So we've talked about the school allocation.

我再也不會無所事事了。
I won't be laborless anymore.

我只想強調第三點，也就是帶美元符號的那一點，那就是當他們翻閱紫色頁面、書籍以及他們正在處理的所有事情時，我們也正在將城市稅、FEP 稅款資金納入到該過程中。
Just want to highlight the third with the dollar sign there that as they're going through the purple pages and the books and all the things that they're working on, we're also integrating the city levy, the FEP levy funding into that process.

所以它不會出現在紫色那本書裡。
So it doesn't show up in the purple book.

還有一些東西沒有出現在紫色手冊裡。
There's other things that don't show up in the purple book.

確實支持學校。
that do support schools.

26-27年度的FEP徵稅也存在一些問題。
And there was questions around the FEP levy for 26-27.

因此，各校正在採取行動，目前正在努力將這筆資金納入明年的學校預算計畫中。
So schools are acting, are working on integrating that funding into their school budget plans for next year currently.

警長，您想和這個人談談嗎？
Do you want to speak to this one, Superintendent?

當然。
Sure.

我愛SPS的每一位員工。
I love everybody that works in SPS.

因此，我理解，有時當你對模型進行一些更改時，人們會擔心這會導致人們失業。
And so I appreciate that sometimes when you make some changes to a model, the fear would be that this is going to cause folks to lose employment.

我想明確說明我們在這裡使用的語言。
I want to be clear about language that we're using here.

我們對 WSS 進行了一些更改，當我們計算所有數據時，我們想確保的是，這些具體的更改（例如，學校學生人數減少了 300 人，或者從 31 人增加到 32 人）以及其他一些細微的更改，不會影響到 SPS 的任何人被解僱。
Is that there are a couple of changes that we made to WSS and when we ran all of the numbers, what we're trying to make sure of is these specific changes that is not there's 300 less kids at your school, this is the change from 31 to 32, some of these other changes that are slight, is I don't want that to impact somebody actually being fired from SPS.

我之所以用這種關於失業的說法，並不意味著你不需要從一所學校去另一所學校，因為你必須去有孩子的地方。
and the reason why I'm saying this language about losing employment, that doesn't mean that you might not have to go from one school to another school because you gotta go where the kids are.

但今年我們確實下定了決心，我想非常明確地說明，今年我們做出的一些調整最終將使我們能夠節省一大筆錢，但這不會影響員工人數，也不會導致任何在SPS失業的人。我想明確一點，我們將要進行的這些改變與關閉某些部門或關閉某個機構不同，但我們真正想要做出的承諾，我想說的是我們的工會夥伴，但我的意思是，遠不止於此。
But we are really committed this year, I wanna be very clear, this year is that some of the tweaks that we're making which will end up allowing us to save quite a lot of money is not gonna impact the headcount, the person losing employment with SPS, and I want to be clear, these changes we're going to go to that is different than if we are shutting something down or closing this or closing that, but we wanted to commit to really, I would say our union partners, but I mean more than that.

那些花時間幫助、關懷、支持和教育我們孩子的人。
The people that spend their time helping and loving and supporting and educating our children.

我們不希望今年有人因為例如從 31 歲到 32 歲這樣的變化而失業。所以我們正在努力確保透過自然減員和人員調配來實現這一目標。
We don't want to in this year have folks lose their employment because of changing from let's say 31 to 32. So we are working really hard to make sure that through attrition and displacement we're able to make this happen.

儘管很多人反對，但我對此表示理解。
This is over a lot of folks' objections, and I appreciate that.

沒錯，你們的任務是省下一大筆錢，但我希望確保我們省下一大筆錢的同時，也能造福人類。
And yes, you have tasked me to saving a ton of money, but I want to make sure that we're saving a ton of money with humanity.

我認為有一些方法雖然仍然會帶來痛苦，但可能會減輕一些痛苦。
And I think there is ways of doing that that will still be painful, but possibly less painful.

所以，在推進這些進程的過程中，我會不斷地談論這個問題，因為我們必須做出改變，我們必須做出改變。
So as we go through these processes, I will continuously talk about this because, again, changes that we have to make, we have to make.

那不一樣。
That's different.

如果我們關閉一個部門，那就是關閉一個部門。
If we shut down a department, we're shutting down a department.

這些人可能會失去工作。
Those folks might possibly lose their employment.

但因為我們正在調整階級公式，我不希望任何人因此失業。
But because we're tweaking the class formula, I don't want anybody to lose employment because of that.

這是我非常關心的事情，因為，再說一遍，如果有人想做這項工作，我真的很想支持他們。
And that's something that I care deeply about because, again, if folks want to do this work, I really want to support them through it.

我無法詳細說明，因為目前還沒有具體細節，我們還沒有真正進行更改，但請知道，這就是我給學區下達的方向。
I can't go into detail because there is no details yet because we haven't actually done the changes, but please know that that is the direction I have given the district.

去做吧。
Go to it.

以下是明年車型中將要進行的這些變化的一些細節。
So here's some detail on those changes that are being integrated into next year's model.

我會快速瀏覽一遍，逐一介紹，並簡要說明一下背景。
And I'll go through them really quickly, each of them, and give a little bit of the background on them.

我估計大家會就此提出一些問題。
And I expect there'll be a few questions on this.

因此，該地區歷來會在預算中預留大約 25 個 FTE（全職當量），以應對招生和其他學校流程變化過程中出現的各種問題。
So the district traditionally has held back about 25 FTE in its budget to mitigate different things that come up during the changes that happen in enrollment and other school processes.

我們明年將提交的這份預算將這一數字減少15%。因此，為了實現節省，我們今後必須更嚴格地控制預算。
This budget currently that we'd be presenting in next year reduces that by 15. So we would have to be tighter with our numbers going forward in order to realize the savings.

下一個學區，該學區歷來對職業和技術教育（FTE）的分配方式與典型的基礎教育教師不同。
The district, the next one, the district has traditionally allocated career and technical education, FTE, differently than the typical basic education teacher.

有些學校的師生比低至 2、3、7、15，最高的為 24。而透過 WSS 模式分配的 CTE 教師的師生比則高達 32:1。
There are schools for whom the student-teacher ratio was as low as 2, 3, 7, 15, the highest was 24. This is moving that to 32 to 1 for the CTE teachers who are allocated through the WSS model.

該地區還有一些其他的職業技術教育教師，由職業技術教育團隊分配到某些學校以滿足特定需求。
The district also has some other CTE teachers that are allocated by the CTE team to meet certain needs at certain schools.

職業技術教育 (CTE) 主任布萊恩·戴正在與各校校長，特別是高中校長們，一起解決所有這些問題，探討這一變化將如何影響他們的課程，努力使他們的課程更加嚴謹，更符合畢業途徑。
Brian Day, who's the director of CTE, is working through all of those issues with the principals, primarily the high school principals and how this change will impact their programs, trying to make their programs tighter and more in line with the graduation pathways.

所以我覺得布萊恩可以就此滔滔不絕地講上幾個小時，而且他正在就此事與校長們進行非常直接的合作。
So I think Brian could talk about that for hours and hours and hours, and he's working very directly with the principals on this.

他每天都待在體育館的房間裡，和高中校長們一起探討這些問題。
He's in the arena rooms every day working through these questions with the high school principals.

下一個就比較簡單了，只是資金轉移而已。
The next one is a simpler, just a funding shift.

因此，該地區已從一般資金中撥出 1.0 個 FTE 給高中和世界學校。
So the district has allocated a 1.0 FTE to high schools and world school traditionally out of general funds.

我們將其中一半的資金轉移到 LAP 專案資金、州 LAP 專案資金，從而節省一半的成本，並取消一些源自地區辦事處的與該資金相關的工作。
We're shifting half of that, save half of that cost to the LAP program funding, the state LAP program funding and eliminating some work that emanated from the district office on that funding.

我們還沒有完全想好，但計劃是從戰略計劃預算中拿出一些錢，以這種方式重新分配給學校。
We don't have that figured out yet, but the plan is to take some money out of the strategic plan budget and reallocate it to schools in this way.

我應該一開始就說明，WSS 模型主要只是 CBA 的反映。
I should have started with that the WSS model is primarily just a reflection of the CBA.

WSS模式每年向學校撥付約6.5億美元。
The WSS model pushes about $650 million out to schools.

模型中包含的內容，90% 是由成本效益分析所驅動的。
The things that are in the model, 90% of that is driven by CBA.

因此，這些提出的變更都在與東南亞公司簽訂的現有集體談判協議的約束範圍內。
So these changes that are being proposed are within the constraints of the current CBA with SEA.

我只是想強調，這些變化都在現有集體談判協議的框架之內。
I just wanted to highlight that, that these are all changes that are within the current confines of the collective bargaining agreement.

或者說，接下來是州規章制度。
Or the state rules and laws is the next one.

因此，要使 K-3 教育與州政府撥款保持一致，州政府會向各學區提供額外的資金，以便 K-3 教育能夠實行小班教學。
So aligning the K-3 with state funding, so the state gives districts additional funding to have small classes for K-3 education.

只要師生比保持在 17 比 1 或以下（按照他們的計算方法），西雅圖公立學校在過去幾年裡一直略低於這個比例，所以我們更仔細地研究了一下，首先研究了非高貧困學校，以確保我們不會影響高貧困學校，並稍微調整一下數字，以便我們能夠達到 17 比 1 的比例，並且在明年的師資方面不會明顯低於這個比例。
As long as you stay at or below 17 to one, as they calculate it, Seattle Public Schools has been slightly below that the last few years, so we looked at that a little more tightly and we looked at the non-high poverty schools first to make sure we weren't impacting the higher poverty schools and sort of tweak the numbers a little bit so we can get to that 17 to 1 and not be significantly below it for next year in terms of staffing.

所以對K-3教育經費模式做了一些小調整。
So small tweak to the K-3 funding model there.

其中，我們不向上取整到下一個點二，而是對 ML 和輔導員 FTE 進行取整。
where instead of rounding up to the next point two, we're just rounding for ML and counselor FTE.

你會看到從全職員工人數節省來看，這方面的潛在節省。
You'll see the potential savings there in terms of FTE savings.

此外，班級規模還有兩次增加，但同樣是在集體談判協議的限制範圍內。
And then there's two increases to class sizes, again, within the constraints of the collective bargaining agreement.

將四、五年級的人員配備比例提高到 28:1，六年級提高到 12:1 至 32:1，職業技術教育 (CTE) 也提高到 32:1。
increasing the grades four, five staffing allocation model to 28 to one, and the six to 12 to 32 to one, as well as the CTE to that 32 to one.

本談到了上一張投影片的內容，因此，人們不會因為這張投影片上顯示的變化而失業，教師或員工也不會受到影響。
Ben talked about the previous slide, and so people not losing employment, teachers impacted, or staff impacted by the changes you're seeing on this slide.

因此，我們正在努力解決學校在製定預算方面擁有很大自主權的問題，目前這個過程正在進行中，人力資源團隊正在與他們合作，了解有哪些不同之處，哪些人會被調離崗位等等，最終將會發生什麼，以確保受這些影響的員工不會失去工作。
and so we're working through so schools have a lot of autonomy in how they develop their budgets so that process is happening right now and the HR team is working with them to see what the different, where people will be bumped out of their roles and things like that so what will happen in the end here to make sure that staff who are impacted by these are losing employment.

目前，我們已預留約 35% 的潛在節省額度來應對這些變化。
We've reserved about 35% of the potential savings at this point in time to mitigate those changes.

所以可能有些地方，教師 A 只有這些資格證書，但在其他學校沒有教師 A 的職位，教師 A 就留在那所學校，教同樣的課程，因為沒有地方給他/她去。
So there may be places where teacher A only has these credentials, there isn't a place for teacher A at a different school, teacher A stays at that school, teaches that same program because there isn't a place for him or her to go.

所以讓我試著解釋一下，因為預算總是很奇怪，尤其是 K-12 教育的預算。
So let me try to frame this, because again, budgets get very weird, especially with K-12.

庫爾特有義務制定一份沒有赤字的預算。
Kurt has an obligation to create a budget that doesn't show a deficit.

根據法律，他必須這樣做。
By law, he's got to do that.

所以我們必須確保它降到零。
So we've got to make sure that it gets to zero.

現在，很多時候發生的情況是，假設有一個空缺職位。
Now, a lot of times what happens is, let's say there's a vacancy.

所以薪水是這樣的，我們姑且稱之為 10 萬美元。
So there's a salary, let's just call it $100,000.

如果那裡沒有人，顯然我們不會花10萬美元。
If there's no person there, clearly we're not spending $100,000.

但數據顯示我們好像花了 10 萬美元。
But it shows like we're spending $100,000.

問題是，如果你證明你花了 10 萬美元，那麼州政府就會說你花了 10 萬美元。
And the problem is, if you show that you're spending $100,000, then the state says you're spending $100,000.

如果你這樣做，就會佔用你的預算。
And if you do that, that counts against your budget.

既然我們不能低於零，我們就必須確保，如果出現空缺，我們能夠很好地說明，實際上，我們並不需要這些空缺。
And since we cannot be at anything less than zero, we have to make sure that if we are having vacancies, that we are really good about saying, well, actually, we don't need these vacancies.

我們會關閉它們。
We'll close them down.

這就是我努力的方向，目的是讓個人不會因為這些改變（而不是其他改變）而失去工作。
This is how I'm trying to get us to a place where individual people, because of these changes, not other changes, wouldn't necessarily be losing their employment.

但由於學校預算的運作方式，如果你發現有未使用的資金，那就會對你的預算產生不利影響。
But because of the way school budgets work, If you show that you have something open, that is a knock against your budget.

所以，我們現在努力的目標是調整我們的資金分配方案，使其能夠減少職缺，減少我們實際上沒有做的事情。
So what we're trying to do here is get our funding formula to a place that it makes it so that there's a lot less vacancies that are showing up, that there's a lot less things that we're not actually doing.

而且，這張投影片上顯示的只是一百萬美元，但我們接下來真正要努力解決的問題是，一般基金和撥款基金之間也存在著很大的差異。
And then it's only a million dollars on this slide, but the thing that we really will be working on moving forward is there's also a really big difference between general fund and grant funds.

根據定義，撥款資金是美元流入，美元流出。
grant funds are dollar in, dollar out by definition.

但關於撥款資金的好處是，如果你用撥款資金支付工資，這不會佔用你的普通資金。
But the good news about grant funds is that if you put a salary on a grant fund, that doesn't count against your general fund.

這樣一來，即使你搬家了，還是同一個人，還是能拿到同樣的錢，而且都是綠色的，對吧？
So that way, if you move, it's still the same person, still getting the same dollars, and they're all green, right?

但差別在於，如果這筆錢是從一般基金預算中支出的，那就會影響我們實現零支出的目標。
But the difference is that if it comes out of a general fund budget, that counts against us getting to that zero.

如果資金來自撥款，則不算數。
If it comes out of grants, doesn't count.

所以庫爾特和他的團隊真正想做的是，能否合法地從撥款中支付報酬，從而幫助我們完成這項工作？
So what Kurt and the team has really tried to do is, are there people that can be paid out of grants legally that would then help us with this?

是否有長期無人填補的空缺職位？
Are there jobs that are vacant that nobody's been in for a while?

我們能否關閉這些項目，從而節省這些資金？
Can we close those down and save those money?

此外，需要再次說明的是，這並非實際的班級人數上限。
And then with this, again, this is not actual class size caps.

這是分配。
This is allocation.

例如，對於 CTE 來說，我認為有 30 個 CTE FTE 學分被分配到地區辦公室。
And for the CTE, for instance, there was, I think it was 30, there were 30 CTE FTEs that were being held at the district office.

所以，如果我們能把這些錢投入學校，這並不是說我們會失去課堂上的老師，而是我們改變了資金的分配方式，讓資金真正流入學校。
So if we could just push those towards the schools, that's not us losing teachers in a classroom, it's just us changing the way that we're formulating it so that the money is now going into the schools.

不過，我要說的是，當我們計算一些 CTE 數據時，我們看到班級規模最小的是多少？
I will say though, when we did run some of the CTE numbers, we saw class sizes of, what was the lowest one?

2.31？
2.31?

是的。
Yeah.

所以我們有一些小班制。
So we had some small class sizes.

就這麼說吧。
Let's just say that.

所以我們要確保的是，我們不能只開兩個孩子的班級。
And so what we want to make sure of is we can't run classes of two kids.

我們不可能開設只有四個孩子的班級。
We can't run classes of four kids.

但我們希望確保孩子們接受良好的教育。
But we want to make sure that kids have a robust education.

即使我們開始開設10人或15人的班級，我們仍然會按原計劃進行。
If we start to have classes of, let's say, 10 or 15, we're still going to do our thing.

但改變的是資金分配公式，而不是資本規模。
But that's where the funding formula changes, not the cap size.

關鍵在於我們如何使用這些錢。
It's about how we use the money.

我知道這有時聽起來不太合理。
So I know this doesn't always make a lot of sense.

但我真正想強調的是35%的儲備金，這是我們的承諾。
but the number I do want to highlight is that 35% reserve, that's our promise.

也就是說，我們本來可以說一切都結束了，這一切都發生了，但我們也知道，有些事情會發生破裂之類的。
That's us saying, look, we could have said it's all gone and all of this is happening, but we do know that there are things like breakage.

我們知道有些事情，例如，哦，我們離目標還差 5 美元。
We do know that there are things like, oh, we're $5 away from something.

我們會想辦法的。
We'll figure it out.

但我們估計可能需要大約 35% 的破損率，也就是說，是的，他們真的應該請老師。
but we are estimating that we might need about 35% of breakage, meaning like, yeah, they really should have had the teacher.

他們差了三個孩子。
They were off by three kids.

我們會把老師交給他們。
We'll give them the teacher.

我們會吃掉它。
We'll eat it.

這就是我們得出這個數字的過程。
And that's how we're getting to this number.

還有，後面還有很多投影片要看，但這張投影片可能是影響最大、也是你最感興趣的一張。
And again, there's a lot more slides to go through, but this is probably the slide that impacts the most people and the one that you're probably most interested to.

但是庫爾特。
But Kurt.

我只想澄清一件事。
Just want to clarify one thing.

我看到這邊有人一臉震驚。
I saw a face of shock over here.

30 名全職職業技術教育教師被分配到學校，但並未納入此模式。
The 30 FTE who are CTE teachers were allocated to schools, but outside of the model.

所以，32 比 1 的實際比例與課堂上平均發生的情況不符，部分原因是存在著許多類似的情況。
So in part, the reason that the 32 to 1 doesn't actually match what's happening in classrooms on average is because there are a number of things like that.

職業技術教育（CTE）、一些音樂教師，以及一些不屬於此模式但被分配到學校的其他教師。
CTE, some music teachers, some others that are outside of this model that are allocated to schools.

回到卡斯卡迪亞為什麼是KZ這個問題。
Back to the question of why Cascadia is KZ.

我不知道這兩個問題的答案，也不知道為什麼會這樣，但目前的情況就是這樣。
I don't know the answer to either of those questions, why that is the case, but that is the current case.

希爾德校長堅稱，我們明年要改變這個模式。
Superintendent Schilder is adamant that we were going to change the model for next year.

所以，這是針對 27-28 學年而言的。
So for the 27-28 school year.

還要清理一下那些東西。
And clean up some of that.

完美的。
Perfect.

我們就往這邊走吧。
We'll just go kind of this way.

導演蘭金。
Director Rankin.

謝謝。
Thank you.

所以，在這個頁面上，101，再次強調，鑑於這些調整不會導致任何人失業，要么是自然減員，然後我們就不再填補空缺；要么是空缺職位，我們就直接說我們不再有這些職位了；要么是改變分配方式。
So on this page, the 101, again, given that these adjustments are not going to result in anyone's loss of employment, is either attrition and then we won't fill it, or positions that have been vacant that we're just gonna say we don't have anymore, or a switch of the way it's allocated.

好的。
Okay.

或者一名員工從一所學校調到另一所學校。
Or an employee moving from one school to another.

正確的。
Right.

你是這裡的圖書館員，舉了個壞例子。
You're the librarian here, Bad example.

你是這裡的老師。
You're a teacher here.

你們學校規模變小了。
Your school's gotten smaller.

你不需要那麼多老師。
You don't need that many teachers.

現在你在另一所學校當老師了。
Now you're a teacher at this other school.

但那樣做仍然無法節省開支，因為我們仍然要支付那個人的薪水。
But that still wouldn't result in the savings because we're still paying that person.

確切地。
Exactly.

很多說法都很有道理。
And a lot of this is making sense.

我接下來要問的一些問題是基於過去的經驗。
And some of what I'm going to ask is because of past experience.

我們談論這件事的方式也不同了。
And the way we're talking about it is different.

我真的很感激。
And I really appreciate that.

我現在想直接跳到明年，到那時我們就可以真正討論如何建立一個真正能為學生服務的模式了。
And I want to skip ahead right now to next year when we can actually talk about making a model that actually works to serve students.

我甚至記不清是去年還是前年了，那一年為了彌補一定數額的赤字，其中一項節省措施是將二級撥款增加1。
I can't even remember if it was the last year or the year before, one of the savings that year trying to close a certain amount of deficit was to increase the secondary allocation by one.

結果是，孩子們突然失去了更多選修課的機會，我們經常遇到40個孩子一起上課，但課桌卻不夠用的情況。
The result of that was suddenly kids had less access to electives and we had classes of 40 kids and not enough desks.

請幫我理解一下，為什麼這樣做不會讓情況變得更糟。
Help me understand how this doesn't make that worse.

我也明白，有些班級裡有兩個孩子。
And I do understand, too, that there are some classes with two kids.

但如果一個職業技術教育班只有兩個孩子，而巴拉德的代數班有40個孩子，這並不一定意味著…
But if there's a CTE class with two kids and Ballard has an algebra class with 40 kids, that's not necessarily going to

是的。
Yeah.

不，這是真的。
No, it's true.

所以，我只是想讓你知道，我每天都盡量做些什麼。
So just so you know, what I try to do with my days.

所以我要求把每所高中的總課程表寄給我，因為我是一個書呆子。
So I had asked to be sent every high school's master schedule, because I'm a dork.

我做的也差不多是這樣。
That's kind of what I do.

這就是我們聘用你的原因。
That's why we hired you.

沒錯。
That is true.

是真的。
It is true.

這是我的工作。
It is my job.

因此，我們現在看到的是，像代數課有很多學生，而選修課卻只有七個學生的情況。
And so what we're seeing is, even now, things like an algebra class having lots and lots of kids, and then an elective with seven kids in it.

從 31 到 32 的變化與此無關。
This change from 31 to 32, that has nothing to do with that.

我們必須開始與高中進行真正的對話，讓每個人都說，你們不可能管理一個只有七個孩子的班級。
What we have to do is start to have real conversations with high schools and everybody saying, you can't run a class of seven kids.

我的意思是，我很抱歉，這很糟糕，我很喜歡這些課程，但我們必須非常清楚什麼是重要的，我們需要做什麼，以及我們如何維持收支平衡。
I mean I'm sorry and like it sucks and I love those classes but we've got to be really clear about what is important and what we need to do and how can we be solvent.

我是否想取消一些選修課？
Do I want to get rid of any electives?

當然不是。
Of course not.

但如果學生用腳投票，而你只有五個孩子報名參加這門課，那你可能就不該開設這門課。
But if students are voting with their feet and you only have five kids signed up for the class, you probably shouldn't have that class.

當你開始對這些事情產生影響時，你的代數課或生物課上就不會有 40 個孩子了。
And when you start to impact those things, you're not going to have 40 kids in your algebra one class or your biology class.

你會開始把它拉下來的。
You're going to start to bring it down.

但是從 31 調整到 32，完全沒有影響。
But this tweak from 31 to 32, that's not impacting it at all.

我們將與學校和校長們進行深入的對話，以了解他們使用什麼樣的規則來開課。
It's going to be having really thoughtful conversations with schools and principals about what kind of rules are they using to open up a class.

好的，這真的很有幫助，因為我想說這和我們上次討論人數增加的情況類似，而且我明白我們實際上不是在討論一個教室裡一個老師的學生人數，而是在討論一棟樓裡成人與學生的比例。
Okay, that's really helpful because I would say that's the similar conversation that we had the last time with an increase, and I understand that we're not actually talking about the number of kids in a classroom with one teacher, we're talking about adults to students in a building.

不同的員工在這方面有不同的職責，這對我來說完全說得通，我們也討論過這個問題，然後第二年秋季，我們開班時有 40 個孩子。
And different staff counts for different things with that, and that totally makes sense to me, and we had that conversation, and then the next fall we had classes with 40 kids.

因此，我的假設是，當時並沒有就課程安排、平衡以及是否需要開設五個十年級歷史課班等問題進行討論。
And so my assumption is because the conversation didn't happen at that point, around master schedules and balancing and maybe saying, you know, we do need five sections of 10th grade history.

我們不需要水下編籃。
We don't need underwater basket weaving.

這是正確的。
That's right.

即便有五個人非常想要它，但我們今年還是不會提供它。
And that's just, even though five people really want it, that's just, we're just not going to offer it this year.

而這僅僅是…
And that's just...

這是正確的。
That's right.

所以，學區必須更周全考慮，給予更多支持，尤其…
And that's why the district has to be more thoughtful and more supportive, especially...

抱歉，這是我爸爸在水下編籃子時開的一個玩笑。
Sorry, that's a joke of my dad's underwater basket weaving.

這就是為什麼我們要更支持我們的高中校長和輔導員，幫助他們想辦法制定一些我們共同遵守的規則。
is that that's why we have to be more supportive of our high school principals, our counselors, to help figure out how can we say, here are some rules of the road that we work with.

我昨天和某人聊天，他們看了看日程表，然後說，我的天哪，我們必須取消音樂節目。
I was talking to somebody yesterday, and they looked at the schedule, and they were like, oh my god, we have to get rid of music.

我說，別碰音樂。
And I said, don't touch music.

假設還有另一種方法。
Let's say there's another way.

當然，我們也發現還有一些其他的選修課，有人想選，但只有七個人想選。
And then of course we found that there were some other classes that were electives, people wanted it, but only seven people wanted it.

所以，這就需要我們做出一些我一開始就提到的艱難決定了。
And so this is where we have to make some hard decisions that I spoke about at the beginning.

這些措施不會容易，也不會很完美，但總比取消音樂課程好得多。
These aren't gonna be easy, they're not gonna be great, but it's a lot better than getting rid of a music program.

你不必那樣做。
You don't have to do that.

但我想說，如果你的學校有一個很棒的、具有歷史意義的、令人驚嘆的項目，並且這個項目已經流行了一代人，而你的學校裡有五個孩子參加了這個項目，那麼你就應該開始考慮關閉它了。
But I will say, if there is some wonderful, historic, amazing program that your school has loved for a generation, and you have five kids in it, you are gonna have to start thinking about shutting it down.

好的，還有一件事，雖然相關但略有不同。前幾天我和Jen一起去參觀了兩所小學，然後，我和Vivian在電話裡討論了立法機構以17比1的比例通過的法案的意圖。現在我們看到的是相當合理的、得到充分支持的幼兒園到三年級，然後你走進四年級的教室，裡面擠滿了孩子和課桌。
Okay, and then related but slightly different, Jen and I were at your visit to two elementary schools the other day and so, and then actually Vivian and I were talking on the phone about the intent of the legislature with the 17 to one and right now what we're seeing is pretty reasonable well-supported K-3 and then you go into a fourth grade classroom and it is wall-to-wall kids and desks.

你知道，很多時候，這可能取決於老師的課堂管理能力和班級學生人數，但很多時候，四、五年級的學生需要坐著等待。
And a lot of, you know, probably varies by people's ability to classroom manage and how many students are in the class, but a lot of sitting and waiting for kids in fourth and fifth grade.

正如我和薇薇剛才談到的那樣，我們認為立法機關削減預算的本意並不是要把預算降到 K3 級，犧牲 4-5 級。
And as Vivi and I were talking about, we don't think it was the legislature's intent with that reduction that you just, to push stuff down to the K3 and sacrifice the 4-5.

這是為了增加資源，從而縮小班級規模。
It's supposed to be additional resources to decrease those class sizes.

那麼是否有類似的情況，我們可以加以平衡呢？
So is there something similar going on that we can balance?

因為這是決定小學能有多少間教室的另一個因素。
Because that's a different factor of how many classrooms we can have in an elementary.

所以，我們該怎麼做呢？我的意思是，實際上，我們所在的教室裡幾乎沒有空間，四年級的教室裡課桌之間幾乎沒有走動的空間。
So how do we, I mean, literally there was almost no, one classroom we were in, there was almost no room to walk around the desks in a fourth grade classroom.

是的，我的意思是，感謝所有和我一起拜訪學校的董事會成員，因為我覺得親眼所見真的很有幫助。
Yeah, I mean, and thank you to all of the board directors who have been visiting schools with me, because I think when you see it with your own eyes, it's really, really helpful.

我們現在看到的，或者說我現在在第 38 號學校看到的，或者不管是哪所學校，是四、五年級的學生人數相當多，這主要是因為書本損壞。
What we are seeing, or what I am seeing on school number 38 now, or whatever it is, is that there are some schools where fourth and fifth grade are pretty heavy, It's mainly because it's breakage.

因為還有很多其他學校，實際上四年級和五年級只有 12 個學生。
Because there's a lot of other schools where in fact the fourth and fifth grade have 12 kids in it.

所以，這也是為什麼當我們開始推行擇校政策並開始平衡入學人數時，你會開始看到這種情況。
And so this is why also when we start to go through school choice and we start to balance numbers, you're going to start to see.

例如，因為我們沒有將四年級和五年級分科，所以我們去的一所學校只有一個四年級班。
So for instance, because we don't departmentalize fourth and fifth grade, one of the schools that we went to had one fourth grade class.

他們有一個四年級班級，大約有三十多個人。
And they had one fourth grade class of like 30 and change.

但是，那是因為你不能把 30 個人分成兩組，每組 14 人或其他人數。
but, that's because you can't break the 30 into two classes of 14 or whatever.

那應該是28，我知道怎麼算。
That would be 28, I know the math.

所以他們決定保留這個大班。
And so they're deciding to keep that one large class.

但是，問題是，他們四年級到底夠不夠學生？
However, that's about do they have enough kids in the fourth grade at all?

所以我不會說這是異常現象，但有些地方確實如此，有些地方則相反。
So I wouldn't say it's anomalous, but it is what you are seeing at some, and then the exact reverse is happening at others.

這是學校正在做出的決定，我們需要幫助他們。
And that's a decision that the schools are making that we need to help support them with.

而這正是諸如此類的事情——這與邊界變化有關，誰知道呢，對吧？
and that's where things like- It's got to do with boundary change and- Who knows, right?

可能是邊界的變化，可能是選擇，也可能只是那一年發生的偶然事件。
It could be boundary changes, it could be choice, it could be just the way that that one year happened.

就像這樣，所以才要展示，我當時就在一所學校，我在薩卡加維亞學校。
Like it's just, and that's why to show, so I was just at a school, I was at Sacajawea.

很棒的學校，和家長們聊得很開心。
Wonderful school, talking to the parents.

學校裡進行的一項活動就是劈腿。
One of the things that school does is they do splits.

所以他們會做第三次、第四次，或是第二次、第三次。
So they do a third, fourth, or second, third.

我們去的另一所學校，那裡有很多四年級的學生，他們沒有分班。
Another school that we went to that had all those fourth graders, they didn't do a split.

他們本來可以那樣做，但這是他們自己做出的決定。
They could have, but that was a decision that they're making.

所以我不認為立法是導致第四章和第五章完全荒謬的原因。
So I don't think that the legislation is the reason why four and five are totally bananas.

我認為這很大程度上與我們學區如何教育孩子有關。
I think a lot of it has to do with how we as a district have our kids.

而這正是我們需要幫助這些學校平衡發展的地方。
And that's where we need to help those schools to balance them out.

謝謝你提出這個問題，莉莎。
Thank you for asking that question, Liza.

我確實認為，在校長們制定預算時，會有一些指導方針，我不知道它們是否算是真正的規定，但這些方針是給校長們的。因為我們試圖達到K-3的比例，這確實讓校長們不得不在四年級或五年級做出一些奇怪的決定。我想說的是，我們都觀察到，例如我和喬的孩子所在的學校，就存在這樣的情況：因為被告知必須達到K-3的比例，所以我們有一個非常大的四年級班級，而另一個年級的班級卻非常小，情況很複雜，因為涉及語言方面的問題。所以我認為，這些有點像是一般的教職員分配規定，但我認為我們真的需要與校長合作，並根據他們實際情況進行調整。
I do think that there are kind of, I don't know if they're like real rules, but directions given to principals when they're developing their budget, that because we're trying to chase that K-3 ratio, that that does put Principals in a position where they have to make their four make weird decisions around four or five and I would just say like I Think we've all observed it that it there's you know Joe and my kids school There's a situation where because they were told you have to have the k3 ratio We've got a very large fourth grade class and a very small very small other grade class and it's complex because the language part so I think that You know, these are kind of like general staff assignment rules, but I think we really need to work with principals on their dynamic situation.

百分之百。
A hundred percent.

絕對地。
Absolutely.

我的問題是，為什麼最初在 WSS 中，高中職業技術教育 (CTE) 的比例較低？
My question is, so why was it originally in the WSS we had a lower ratio for CTE for high school?

這件事的起因是什麼？
What was the genesis of that?

我們知道嗎？
Do we know?

我不認為我們，我不知道。
I don't think we, I don't know.

不。
No.

好的。
Okay.

我們一定會調查此事，而且我以後很少再說這種話了，但這事發生在我入行之前很久。
We will definitely look into it, and I will rarely say this anymore, but way before my time.

但我認為我們應該知道，因為我想知道它的歷史。
But I think we should know, because I want to know what the history is.

身為高中校長，我可以分享我的經歷，有時這種情況是由於特定設備的緣故造成的。
I will share that as a high school principal that was explained at times because of specific equipment.

所以，如果你當時要建造一個 CAD 實驗室，那件大事就是你只能有這麼多工作站，或者說，工作站的數量就是這麼分配的。
So that if you were going to have a cad lab at that time that was kind of the big thing that you could only have this many workstations or that's how many was allocated.

但當時普遍認為，這是因為如果你使用工具或其他類型的物品，那麼設備的數量或設備的安全就會受到限制。
But that was sort of the received wisdom was that it was because if you were working with tools or other kinds of things that it was prohibitive around the amount of equipment or the safety of the equipment.

請繼續，校長。
Please keep going, Superintendent.

下一節。
Next section.

對，加油，庫爾特。
Yeah, go to it, Kurt.

所以就具體細節而言，目前還不太確定，但如果你看一下上一張幻燈片，如果所有項目都按這種方式進行，總共可以節省大約 950 萬美元，而學校、體育項目的基礎預算約為 10 億美元，所以 950 萬美元佔 10 億美元的 10 億美元。
So this is less solid at this point in terms of specifics, but just if you looked at the previous slide, the total savings, if all that came together in that way, is around $9.5 million, and that's the basis for schools, schools, sports, is about a billion dollars, so nine and a half million out of a billion.

中央辦公室，我們的目標數量大約是這個百分比的三倍，也就是 3 億人口中的 800 萬到 1500 萬。
Central Office, we're targeting about three times as much as a percentage, between eight and 15 million out of 300 million.

我們已經討論過其中的一些內容，本談到了一些一直存在的空缺職位，因此，為了平衡預算，我們今天早上就此開會討論瞭如何消除其中一些空缺職位。
So we talked about some of this already, Ben talked about some of the vacancies that have persisted, so eliminating some of those as part of the balancing the budget process, we met this morning about that.

我認為最終成交價應該會在四、五百萬美元之間。
I think that'll be within that four to five million dollar range by the time all is said and done.

然後我們將繼續尋求中央辦公室在 400 萬至 1000 萬英鎊之間進一步削減預算或進行調整。
and then we're continuing to look for additional budget reductions or changes at central office between four and 10 million.

我們再次從正在進行的學校流程入手，現在我們要著手解決中心辦公室的流程。
Again, we're starting with the school process that's underway, and now we're attacking the central office process.

重組、改組，約翰·史丹佛中心也是其中的一部分，所以當我們對學區的組織方式有了更清晰的了解後，這將為學區辦公室的裁員和變革提供參考。
The restructuring, reorganizing, John Stanford Center is a part of that, so when we get some more clarity on how the district will be organized, that'll be an input into reductions and changes at the district office.

我們提出的一些想法，以及我們正在開始估算的相關數字，包括學區在學校開展一些專業發展活動，其中一些活動是在上課期間進行的，那時我們就需要為那些參加專業發展的教師支付代課教師的費用。
Some of the ideas that we've come forward with that we're starting to estimate the numbers around are the district initiate some professional development at schools and then some of that is during the school day when we have to pay for substitute teachers for those teachers who are getting professional development.

有沒有其他方法可以做到這一點，從而避免產生替代成本？
Is there a different way to do that so that we're not incurring substitute costs?

專業發展團隊正在研究的一個問題是：我們能否以不同的方式對待這些教師？
Could we do that in a different way with those teachers is one question that the professional development team is looking into.

在13億美元的預算中，只有大約60萬美元用於差旅，但要確保所有必需的差旅費用都得到資助，而可有可無的差旅費用則不予資助。
There's only about $600,000 of the $1.3 billion budget that's on travel, but making sure that everything that's necessary is still funded, but things that are optional are not funded.

同樣，在諮詢合約方面，該地區也做了一些事情。
Similarly, with consulting contracts, there are a few things the district has done.

ERS完成了所有由外部資金資助的診斷工作。
ERS did all the work on the diagnostic that was funded by outside funding.

但西雅圖公立學校也發生過一些類似的事情，所以要消除或杜絕這些事情。
but there are some other things like that that happen at Seattle Public Schools, so eliminating or eliminating those.

自助式創業的例子就是我們銷售電腦。
Self-help, an example of that is we sell computers.

當他們生命走到盡頭時，我們會得到一些錢，我們會用這些錢去做其他事情。
When they're at end of life, we get some money for that, we use that to do other things.

我們能否利用其中的一部分來幫助平衡明年的預算，並用其他資金去做其他事情？
Can we use some of that to help balance the budget next year and do those other things with different monies?

跨區報銷，以及因不同目的來到西雅圖公立學校就讀的孩子。
Inter-district reimbursement, kids who come to the Seattle Public Schools for different purposes.

你可以從其他學區獲得部分已發生費用的報銷，因此我們在這方面的流程效率更高。
You can get reimbursement from the other school districts for some of the costs you've incurred, so being more efficient in our process around that.

餐飲服務正在發生變化，想想我們如何為孩子們提供服務以及為孩子們提供什麼，有沒有更有效率的方式來做到這一點？
Culinary services changes, just thinking about the way we serve kids and what we serve kids, and is there a more efficient way to do that?

瑪妮和她的團隊一直在深入研究這個問題，試圖找出更好的餐飲服務方式。
Marnie and her team have been leaning into that heavily to try and figure out if there's a better way to do food service.

這是一項規模很大的操作，所以我們正在努力提高效率。
It's a significant operation, and so trying to find some efficiencies there.

在這種情況下，非工會成員員工的休假天數將持續存在。
the furlough days for the non-represented staff would persist in this scenario.

然後，正如我之前提到的，有一項預算支持舊的戰略計劃，預算約為 700 萬美元，其中 300 萬美元是項目資金，300 萬美元是過渡資金，約 150 萬美元是普通基金。
And then I alluded to earlier, there was a budget that was supporting of the old strategic plan, and it was about $7 million, $3 million of it was title funding, $3 million of it was lap funding, and about $1.5 million was general fund.

因此，需要以不同的方式重新調整整個預算，並努力節省一般基金，使其更符合西雅圖公立學校的當前發展方向。
and so reorienting that whole budget in different ways and trying to save that general fund savings to be more in line with the current direction of Seattle Public Schools.

所以這些就是目前正在湧現的一些想法。
So these are just sort of the ideas that are happening right now.

我們正在積極研究所有這些細節，時機成熟時，我們會公佈結果。
We're actively working through the details of all of that and we'll bring that forward when the time is right.

為了讓你們了解我們當時的情況，內閣辦公室在一個房間裡，我想就在這上面三層樓，我們逐條審查。你們需要嗎？
and just to just bring you into our days, cabinet was in a room, I think three floors directly above this and we went through line by line Do you need it?

是還是不是？
Yes or no?

開始吧。
Let's cut.

所以，目前我們的數字大約在 800 萬到 1500 萬之間。
And so we're at right now around 8 million to 15 million.

我們確實認為我們可能會添加一些內容，但我確實想強調庫爾特所說的話。
We do think we're gonna probably add to it, but I do wanna highlight what Kurt said.

如果比較我們從中央學校節省的資金與從其他學校節省的資金，比例幾乎是三比一。
When you look at a percentage of the money we're saving from Central versus schools, it's almost a three for one ratio.

我這麼說只是因為這是對的。
And I only say that because that's what's right.

如果要裁員，應該先從哪裡開始裁？
If we're gonna cut, where do you cut first?

你把中央銀行裁掉，就這麼定了。
You cut Central, that's the deal.

對於中央地區來說，其受到的衝擊可能比對學校來說大兩倍半到三倍。
And it probably should be around two and a half to three times as much as a hit for Central than it is for schools.

學校應該始終放在最後考慮，但這並不意味著學校永遠不會受到影響，但事實是，目前我們受到的影響大約在 2.5% 到 3% 之間，而中心受到的影響是學校受到的影響的三倍，比例為 300%。
Schools should always come last, doesn't mean that they never get hit, but the fact is that right now we're running at around a 2.5 to 3% a 300% ratio in terms of the hit to central is three times what the hit is to schools.

這樣做是對的。
And that's the right thing.

所以，你知道，雖然繼續休假讓我很痛苦，因為這意味著我不能拿到全額工資，但這是我們必須付出的代價。
And so, you know, though it pains me to continue furlough days, because that means I don't get paid my full salary, that is the price that we have to pay.

我希望幾年後，當我們把債務降至零時，我們就能擺脫這些債務，我就可以拿到全額薪水了。
My hope is that in a couple of years, when we get to zero, we get rid of those and I can get my full salary.

但更重要的是，其他所有人都能拿到全額薪水。
But more importantly, that everybody else gets to get their full salary.

但我確實想強調這一點，因為我們實際上是在為球隊做出犧牲，而這樣做是正確的。
but I do want to highlight this because we actually are taking a hit for the team and that's the right thing to do.

我不想任何人拍拍我們的背說謝謝。
I don't want anybody to pat us on the back and say thanks.

我只想強調一點，如果大家理解我們確實在承受損失，因為這是正確之舉，我感謝所有承受損失的人。三比一或二比一的比例是正確的，我非常感謝中央辦公室理解這一點，也感謝內閣今天做出的裁員決定。這些裁員將會繼續，一旦我們能夠更詳細地制定方案，就會公佈更多細節。之所以目前還沒有完全制定好，是因為我們需要確保我們確切地了解哪些職位、哪些是可選合約。
I just want to highlight that if folks understand that we are actually taking a hit because it is the right thing to do and I thank everybody who is taking the hit and that ratio of three to one, two and a half to one is the right ratio and I am very appreciative of central office understanding that and I'm certainly appreciative of the cabinet for literally making cuts just today and these cuts will continue and we will be more detailed once we can flesh them out but the reason why they're not as completely fleshed out is We need to make sure we understand exactly which roles, which optional contracts.

這有點不同，因為這方面沒有固定的公式。
It's a little bit different because there's no formula for this.

關鍵在於：你需要它嗎？
The formula is, do you need it?

學校的計算公式是：你有多少學生？
Formulas for schools is, how many students do you have?

有多少個項目？
How many programs?

諸如此類的事情。
Things like that.

接下來的內容單獨放在一張投影片上，因為第一張投影片上沒有空間了，而且內容也略有不同。這部分內容是與我們的巴士供應商協商不同的安排，以獲得一些批量價格折扣，並研究明年如何提高路線效率。
and then the next thing just is on a separate slide because there wasn't room on the first slide and it's a little bit different anyway and so this is just negotiating different arrangements with our bus vendors to capture some volume pricing discounts and then looking into more routing efficiencies for next year.

我認為瑪妮，目前我們估計這部電影的票房大約是350萬。
About 3.5 million I think Marnie is what we're estimating on that at this time.

這只是我們目前進展的簡要總結。
This is just sort of the summary slide of where we're at.

你會看到我們已經像以前一樣，把它整理成了一次性解決方案，所以你可以預期在春季的某個時候，圍繞資本利息和應急基金，會出現一個酒吧。這第三件事則有所不同。
You'll see we've sorted it as we have previously into one-time solutions, so you'd expect a bar coming forward at some point in the spring around the capital interest, the rainy day fund, This third thing there is a different thing.

所以這裡有一個聯邦計畫。
So there's a federal program.

如果你在建築物中採用地熱、太陽能之類的技術，你就能獲得所謂的稅收抵免。
If you do geothermal, solar type things in buildings, you get what they call a tax credit.

我們不繳稅，所以這不是稅收抵免，但我們做了這些事後會收到支票。
We don't pay taxes, so it's not a tax credit, but we get a check for doing those things.

如果我們以某種方式記錄下來，提交相關文件，我們預計明年可能會有 500 萬美元可以從該專案中一次性計入明年的預算。
If we document it in a certain way, send in the paperwork, we're anticipating potentially $5 million next year that we could apply to the budget one time for next year from that program.

我們之前討論過這個問題，Interfund貸款沒有被使用，所以最初的8700萬美元的假設是我們必須償還這筆錢。
We've talked about this before, the Interfund loan was not utilized, so the assumption in the original $87 million was we'd have to pay that back.

今年我們不會這樣做，因為我們沒有使用這筆錢，所以從另一個角度來看，我們正在為平衡預算節省這筆錢。
This year we won't because we didn't use it, so it's another way of looking at we're saving that money towards the balanced budget.

然後，我們正在努力提前做好準備，我想米茲拉希主任和斯科爾德納督學在上次會議上也提出了這個問題：我們認為到年底我們會取得怎樣的成績？
And then we're trying to get more ahead of, I think Director Mizrahi and Superintendent Scholdner were asking at the last meeting, where do we think we're gonna land at the end of the year?

如今答案是 1000 萬到 2000 萬美元之間。
Today the answer is between 10 and $20 million.

同樣，有很多變數在起作用。
Again, lots of variables in play.

從現在到年底，將會有幾場大型談判會議。
There's a couple big bargaining sessions that will happen between now and the end of the year.

因此，我想預先說明，我們預計今年用於平衡預算的部分資金將可用於平衡明年的預算。
And so I just want to foreshadow that we're anticipating that we'll have some of the money we use to balance this year's budget available to balance next year's budget.

但這並不意味著我們今年不會動用資金餘額，所以這是下一步要討論的問題。
doesn't mean we won't spend our fund balance this year, so that's the next thing.

我們將繼續動用基金餘額，但今後的計畫是不再這樣做，而是重建應急基金。
We will continue to eat into the fund balance, but going forward, the plan is not to do that anymore, to rebuild that rainy day fund.

最後一部分是對我們先前介紹的各項變更進行總結。
And then the last part of this is just summarizing the ongoing changes that we have previewed here.

所以，好消息來了。
And so here's the good news.

好消息是我們當時負債約1億美元。
The good news is we were about 100 million in the hole.

現在我們回想過去一個月的辛勤工作，努力把孩子和員工放在第一位，但我們知道我們不想破產並被國家接管，我們認為我們已經非常接近目標了。
We now think through one month of really hard work and trying to put kids and staff first, but knowing that we don't want to be insolvent and be taken over by the state, we think we're pretty close.

我原本希望降幅在零下50度左右。我覺得我們實際上做得比這還要好一些。
My hope had been to be about negative 50. I think we've actually done a little bit better than that.

看起來氣溫可能會在零下20度左右，但情況可能會朝著不同的方向發展。
It looks like we might be around negative 20-ish, but things can break different ways.

如果因為稅收我們能拿到兩百萬，那就​​太好了。
If we get the two million because of the taxes, great.

如果能再招收幾個孩子，那就太好了。
If we have a couple of more enrolled kids, terrific.

如果屋頂塌下來了，那就另當別論了，對吧？
If a roof falls, that's a different story, right?

所以，我們必須確保在這些事情上做到真正透明和誠實。
And so we've got to make sure that we are really transparent and honest about this stuff.

但好消息是，如果一切順利，我們可能會將資金餘額減少 10 到 20，也許 25%。
But the good news is if all things are going right, we're going to probably dip anywhere between, I don't know, I'd say 10 to 20, maybe 25 into the fund balance.

這不是我們所希望的，對嗎？
It's not our hope, right?

但好消息是，我們上個月所做的改變目前來說相對可持續，希望如果我們能繼續推進一些大額支出項目，最終能夠實現零支出。
But the good news is the changes we've done in the last month are relatively sustainable for now, with the hope that if we redo some of the large ticket things moving forward, we can actually get to zero.

我從不願承諾今年就能實現零成長。
I never want to promise that we would get to zero this year.

那根本不是事實。
That is just not true.

我覺得我們不會。
I don't think we will.

但事實是，透過所有這些改變，我們節省了相當可觀的資金。
but the fact is that through all of these changes, we are saving really significant money.

我總是開玩笑說，我唯一保守的時候就是做學校預算的時候。
I always joke the only time I'm ever conservative is when I do school budgets.

我的政治觀點略有不同。
My politics are a little bit different.

但如果我們保守估計，解決一個價值約 8,700 萬美元的問題，需要花費約 6,300 萬到 6,500 萬美元，那麼費用大約是 2,200 萬美元。
But if we're conservative and we're looking at about $63, $65 million on about an $87 million problem, that's about $22 million.

如果我們只動用基金餘額 2,200 萬美元，那將是一場巨大的勝利。
For us to only dip into the fund balance by $22 million would be a huge win.

截至今日，我們仍虧損1億美元。
Again, we're still down 100 million as of today.

但我們希望，如果我們能做出這些改變，我們的損失只會減少22到25人左右。但話說回來，這也不可持續。
But we're hoping that if we can do these changes, we're only down about 22, 25. But again, that's not sustainable.

因為如果我們繼續這樣做，我們就會破產。
Because if we continue to do that, we go bankrupt.

所以我們不能承諾或繼續做其他事情。
So we can't promise or continue to do other things.

但我真的想表揚庫爾特、馬蒂以及中心辦公室的每一個人，也真心感謝教職員工、孩子們和社區，因為這些都是削減開支，對吧？
But I think I really want to commend Kurt, Marty, everybody on central office and really thank you to the staffs and the kids and the community, because these are cuts, right?

我不想粉飾太平，但我認為我們目前的處境相當不錯。
I'm not trying to sugarcoat it, but I think we're in a pretty good shape.

我們會看到。
We will see.

我們會看到。
We will see.

但整體來說還可以。
But relatively okay.

但別光聽我說的。
But don't take my word for it.

庫爾特？
Kurt?

他說的話。
What he said.

好了。
There you go.

好的。
All right.

這裡先給大家一個預覽，我們會隨著獲得更多資訊繼續向董事會匯報，然後希望能在 7 月就擬議預算舉行正式的公眾會議，並在 8 月獲得批准。
and then just here's a preview so we'll continue to update the board as we get more information and then hopefully have the formal public meeting on the proposed budget in July and then approval in August.

這和我們過去幾年的時間安排略有不同。
That's a little different timeline than we did the last couple years.

去年是六月、七月，我們希望今年的董事會能給我們七、八月的時間，以便我們有更多的時間向您提供完整的資訊。
It was June, July and we're hoping for July and August from the board this year to give us a little more time to give you full information.

好的，請問宋導演有問題嗎？
All right, questions as Director Song.

我有一個關於基金間貸款的問題。
I have a question about the Interfund Loan.

所以這是否意味著我們就此結束了？
So does this mean that we're just done with it?

27-28賽季的預測中沒有反映出這一點嗎？
It's not reflected in the 27-28 projections?

我們今年計劃償還 1600 萬，但我們不會償還這筆款項，而這筆款項是 8700 萬的一部分。
we had built into this year paying back 16 million which we're not going to pay back and that was part of the 87 million.

這樣就能在平衡預算中節省 87 項中的 16 項。
So that will save that 16 of the 87 in the balancing of the budget.

我們不會預測第 26 年、第 27 年的還款情況，因為我們沒有任何需要償還的債務。
We won't project anything in paying back for the 26, 27 year because we don't have anything to pay back.

這樣回答了你的問題嗎？
Does that answer your question?

這項措施將在26日之後終止。
This is going to sunset after the 26.

我們會把錢退還給基金，但這不會影響預算。
We'll give it back to the fund but it won't impact the budget.

即使我們沒有使用它，我們也要付費嗎？
But even though we didn't use it, are we paying?

我們需要對利率做假設嗎？
Do we have to make an assumption around interest?

這筆錢放在普通基金裡的時候，我們賺了利息。
We earned interest on it when it sat in the general fund.

我們將把這部分利息還給資本基金。
We'll give that interest back to the capital fund.

我們必須這樣做。
We're required to do that.

但如果不是這樣，我們就無法獲得這筆利息，因為它原本會在那裡。
But it was interest we wouldn't have earned otherwise because it would have been over there.

所以淨結果其實是零。
So the net of this is really zero.

我有點困惑，這次演示中還有其他一些內容，感覺像是資本方面的因素，例如公車折舊，為什麼會成為STAR公式的一部分？自從這次改動以來，我還沒有完全研究過STAR公式，但它確實是STAR公式的一部分。
I guess I'm a little confused there's other things that in this presentation were like it felt like that's a capital thing so why is it like the bus depreciation like why is that it's part of the stars formula and I have not interrogated completely the stars formula since this change but it's part of the stars formula

是的，STARS公式的PDF文件上寫著，你需要高級學位才能理解它。
Yeah, it says on the STARS formula in a PDF that you need an advanced degree to understand that.

是的，我也有，但我還沒抽出時間去研究它。
Yeah, and I have too, but I haven't taken the time to study it.

導演們還有其他問題嗎？
Other questions from directors?

抱歉，關於公車的問題，我的意思是，它們不是我們的公車，這有什麼意義嗎？
Sorry, on the bus question, I mean, is it meaningful that they're not our buses, right?

所以這不是我們的首都。
So it's not our capital.

他們屬於另一個組織，但這仍然是 STARS 公式的一部分。
They belong to another organization, but it still hits us as part of the STARS formula.

他們給我們開了一張支票。
They write us a check.

他們會給我們開支票。
They write us a check for this.

是的，它們不屬於我們。
Yeah, they don't belong to us.

如果他們更改折舊計劃，支票金額就會減少。
And it'll be a smaller check if they change the depreciation schedule.

水空導演。
Director Mizorahi.

我在上次會議中試圖了解，我們目前預計今年年底的資金餘額是多少？
I was trying to find in the previous meeting, what is our current projected fund balance for the end of this year?

所以無論今年年底的預測是多少，之後可能還會有 20 到 25 人加入。
So whatever the projected is for the end of this year, then maybe another 20, 25 that comes out of it.

因此，在過去三年裡，我們的趨勢下降了約 31%。
So our trend has been reduced by about 31 in the last three years.

經過這些削減，我們預計其減少幅度將小於 31。
With these reductions, we're anticipating it reducing by less than 31.

我想問的是，本，你的意思是說這是不可持續的嗎？
I guess my question would be, is that something you're saying that that's not sustainable, Ben.

這件事我們至少還要再等一年才能做，對吧？
Is that something that we can't do that for another year, right?

所以我們必須達到這樣一個階段：我們讓自己走上一條軌道，讓 27、28 年的預算真的不能動用…
So we have to get to a point where we're sort of putting ourselves on a trajectory where that 27, 28 budget really has to not be dipping into the .

這就是問題的關鍵。
That's the bottom line.

這是正確的。
That's right.

我一個月零四天前來到這裡時，就想盡可能透明公開。
When I, getting here a month and four days ago, I wanted to be really kind of as transparent as possible.

我們根本不可能在一年內完成預算平衡。
There was no way that we would have enough time to actually balance the budget in one year.

但我認為我們已經取得了非常好的進展，明年我們必須繼續前進，因為我們不能再走下坡了。
But I think we've made really good progress that next year we really have to because we can't go and continue to dip.

但好消息是我們取得了良好進展。
But the good news is we're making good progress.

壞消息是我們仍然虧損，我們不可能連續兩年虧損，因為我們銀行裡沒有足夠的錢。
The bad news is we're still negative and we can't really be negative for two years in a row because we ain't got the money in the bank.

除非微軟願意直接給我們幾十億美元，我只是說說而已。
Unless Microsoft wants to just give us billions of dollars, I'm just saying.

此外，立法會議也穿插其中，所以…
And there is a legislative session intervening in there, too, so that...

切。
Cut.

這可能會產生多方面的影響。
Which could cut multiple ways.

對，兩種方法都行。
Right, either way.

對，所以這就是原因。
Right, so this is why, yeah.

是的，這裡面有很多變數。
Yeah, there's a lot of variables at play.

預算部分到此結束。
So we have wrapped up the budget portion.

我認為應該感謝 Buddleman 博士和 Campbell 博士的演講。
I think Dr. Buddleman, Dr. Campbell, for the presentation.

我認為，我們將在新成立的財務和審計委員會中繼續進行一些討論，這非常令人興奮。
We will continue, I think, some of the conversation in our new finance and audit committee, which is very exciting.

我認為其中一些，一些招生方面的事情，也涉及運營委員會。
I think some of this also, some of the enrollment stuff hits in the operations committee.

但我們要轉換方向了。
But we're going to transition gears.

我們休息一下，五分鐘夠嗎？
We'll take a, is five minute break good enough?

所以我們會回來的。
So we'll be back.

喬還想要更多一點。
Joe would like a little bit more.

所以我們休息10分鐘。
So we'll take a 10-minute break.

我們將在 6:55 回來，繼續我們在休整會上討論的目標和指導方針，因為今天原本應該是一次進度監控會議，但根據我們在休整會上的談話，我不想搶舒爾特納督學的風頭，但是——搶先說說吧。
We'll be back at 6.55, where we can go through and have our conversation kind of continuing from our retreat about our goals and guardrails, because today was supposed to be a progress monitoring session, but from our conversation at our retreat, I don't want to steal Superintendent Schultner's thunder here, but- Steal it away.

我們討論過一些變化，並且希望能推進這些變化。
some of the changes that we discussed and we wanted to move forward with.

所以我們正在審核此事，確保並更新相關資訊。
So we're just reviewing that, making sure and getting an update there.

那麼，我們就在6點55分跟大家見面了。
So with that, I will see folks back at 6.55.

好的，我們縮短休息時間。
All right, we're gonna shorten our break.

剛回來，我們現在就開始，而不是晚些時候，因為我們必須在7點30分之前離開這裡。是的，所以我們現在就開始，我們沒有完整的10分鐘時間。明白了，我們今晚的工作結束了。我會很快結束。好的。好的，我們直接把麥克風交給您，舒爾德納校長。
just returning we're gonna start now instead of later because we had to be out of here by 730 yes that's why we're starting we're not having the full 10 minutes we got it we're done for the evening I'll be quick okay All right, we'll pass it straight over to you, Superintendent Schuldner.

謝謝。
Well, thank you.

各位晚上好。
Well, good evening, everyone.

我覺得這事兒已經定了。
I think this is on.

我衷心感謝大家就預算問題展開如此精彩而深入的討論。
I really want to thank everybody for a really wonderful and robust conversation about budgets.

正如你所看到的，庫爾特說過，我們會盡量多做一些這樣的更新。
As you saw, one of the things that Kurt said was that we will try to do these updates a lot more.

同樣，我非常讚賞圍繞目標、限制條件和進度監控的討論。
And similarly, I really appreciate the conversation around goals and guardrails and really progress monitoring.

董事會一直以來都在做一件我非常喜歡的事情，那就是密切關注學區的運作。我們認為現在是時候進行這次談話了，因為我剛來這裡的時候，我們舉行了一次非常棒的務虛會，我非常感激。那當然是公開會議，但你知道，會議是在學校圖書館舉行的。我們進行了一次很棒的對話，但我不太確定是否每個人都能看到或聽到了。我們也一直非常希望公開透明地討論圍繞目標和指導方針正在發生的事情。
One of the things that boards really always do, which I love, is really try to keep a pulse on how the district's doing but we thought it was appropriate for us to have this conversation because we had a wonderful retreat when I first got here which I really appreciated and it was certainly a public meeting but you know it was in a library of a school and we kind of had a great conversation but I'm not sure that everybody got to see it or hear about it and we also have been really want to be open about what is happening around kind of goals and guardrails.

所以我想開始。
So I want to start.

看看這樣行不行？
Let's see, is this working?

好的，我們來看看。
Okay, let's see.

好了，魔法。
All right, magic.

好的，就是這樣。
Okay, so.

開始了。
Here we go.

首先，我要先明確一點，我要感謝董事會，感謝社區。
The first thing I want to do and I want to be really clear about this is I want to thank the board and I want to thank the community.

你們在目標設定、規則制定以及努力讓公眾了解我們學區正在做的事情方面做了很多工作。
You have done so much work around goals, around guardrails, around trying to make the public understand what we're doing as a school district.

即使我在蘭辛的時候，即使我在亨特學院的時候，即使我是教授，這裡發生的工作也非常特別，我認為我們，我們指的是SPS，在那些討論中受到了一些詆毀。
even when I was in Lansing, even when I was in Hunter, when I was a professor, the work that was happening here was really special and I think that we have been, we meaning SPS, have been maligned a little bit around those conversations.

我真心感謝大家，因為如果社區和董事會能夠齊心協力，共同努力，明確我們想要承擔的責任，那真的非常有幫助。
And I do want to thank everybody because if you have community and board working together around what we want to hold ourselves accountable to, that's really, really helpful.

但我還想說，我認為總有機會就如何改進它們展開討論。
But I want to also say I think there's always a chance to have a conversation around ways to make them better.

並調整他們，讓他們活在當下。
and to tweak them to live in the moment.

憲法之所以如此偉大，是因為它具有修正憲法的能力。
The reason why the Constitution is such a great document is it has the ability to make amendments.

它具備做出改變的能力。
It has the ability to make changes.

但我們仍然保留了文件的底層結構和支撐結構，因為文件本身非常出色。
But we still keep the undergrowth, the undergirding of the document because the document is so good.

好了，我們開始吧。
So here we go.

我該感恩什麼？
What am I appreciative for?

這是對學生成績的承諾。
It was a commitment to student outcomes.

領導階層希望提高學術嚴謹性，明確關注公平性，並加強對校長的問責制。
leadership wanted to raise academic rigor, a clear focus on equity, and strong accountability for superintendent.

我是那種喜歡嚴格問責制的古怪校長之一，因為你們的職責就是督促我做好我的工作。
I'm one of those crazy superintendents that actually likes strong accountability because that is your job is to hold me accountable to doing my job.

所以，真的非常感謝你。
So really, thank you so much for this.

現在，讓我們來了解目標和限制條件。
Now, background on goals and guardrails.

當然，董事會非常清楚這一點，但這實際上也是為了社區的利益。
And of course, the board knows this really well, but this is really for the community too.

我們為什麼要設定目標？
Why should we have goals in the first place?

如果我們不知道自己追求的是什麼，又如何知道是否已經實現了？
If we don't know what we're reaching for, how do we know if we've reached them?

但這也是為了讓我和學區對我們所重視的價值觀負責。
But it's also about holding me and the district accountable to making sure we know what we are valuing.

我們想做什麼？
What do we want to do?

我們的目標是什麼？
Where are our goals?

當然，我還要感謝董事會制定的這些目標，因為我認為這些目標非常好，也經過了深思熟慮。
And I want to thank the board, of course, for the goals that we currently have because I think they're really good and really thoughtful goals.

但我認為我們需要討論如何調整它們，使它們比現在更強大。
But I think we need to have a conversation about tweaking them so that they're even more robust than they are today.

當然，第二個問題是：為什麼要安裝護欄？
And then the second, of course, is why have guardrails?

護欄理論，而且是一個非常聰明的理論，就是：嘿，我們的不可妥協的原則是什麼？
Guardrails, the theory, and it's a very smart theory, is, hey, what are our non-negotiables?

身為學區總監，您和學區最關心的是什麼？
What are the things that we really care about that you as superintendent, that you as the district do?

這是源自於幾個世代以來深思熟慮的一些工作，即董事會應該告訴領導者，這些事情你真的不能做，或者這些是我們真正關心你做的事情，我們希望能夠真正支持你明確這一點。
And this comes out of some really thoughtful work that's been around for really generations about saying the board should tell the leader, these are the things you really can't do, or these are the things we really care about you doing, and we want to be really supportive of being clear about that.

在商業領域，很多時候都是這樣：嘿，盡量不要違法。
Now, in the business world, a lot of that is, hey, try not to break the law.

嘿，你知道，要好好利用這筆錢。
Hey, you know, use the money thoughtfully.

在學校教育領域，這其實是在說要把孩子放在第一位。
In the school world, it's really saying you got to put kids first.

你必須確保教師和學校都得到妥善照顧。
You got to make sure that teachers are taken care of and schools are taken care of.

以上就是關於目標和限制條件的背景介紹。
Again, that's the background on goals and guardrails.

但既然現在已經是 2026 年了，我認為我們應該重新思考這個問題。
But now that we're here and it's 2026, I think there's some conversation we should have about rethinking.

而且，我們之前也進行過一些類似的對話。
And again, we've had some of these conversations before.

以下是我們學區的目標。
So here are our district goals.

我們都認識他們。
We all know them.

我們喜歡他們。
We love them.

這些都是我們學區的目標。
These are our district goals.

也許我們並不愛他們，但這沒關係。
Maybe we don't love them, but it's okay.

所以，這是二年級的讀寫能力水準。
So second grade literacy.

為什麼？
Why?

因為識字能力非常重要，對吧？
Well, because literacy is super important, right?

我們的想法是儘早解決這個問題，所以我們要確保讓孩子們承擔責任，也要讓成年人承擔責任，認真完成工作。
And the idea was we want to get it early, so we want to make sure that we hold kids accountable and really the adults accountable to doing the work.

了不起。
Terrific.

六年級數學。
sixth grade math.

為什麼？
Why?

我們也重視數學，但不一定只會招收年齡較小的孩子。
Well, we care about math too, but we're not necessarily going to only do kind of younger kids.

我們希望確保自己理解六年級的數學知識。
We want to make sure that we understand about sixth grade math.

最後一種是“為生活做好準備”，我稱它為“畢業升級版”。
And then the last one, life ready, which I kind of refer to as grad plus.

太好了。
Well, great.

我們不僅僅關心孩子們高中畢業。
We don't care just about kids graduating from high school.

我們當然關心他們在社會上能否取得成功，能否獲得大學學分之類的東西。
We certainly care about them doing well in the world and maybe getting college credits and things like that.

偉大的。
Great.

這就是我們當今的世界。
So that's our current world.

這就是我們現在的處境。
That's where we are now.

然後，在右側，我當然不必去看，但我們有學區的指導方針，實際上是在說，你知道，學監不會允許這件事，學監不會允許這件事。
And then on the right-hand side, certainly I don't have to read them, but we've got district guardrails that are really saying, you know, the superintendent will not allow this, the superintendent will not allow this.

這些都是很好也很重要的事。
And these are all good and important things.

隨著我們向前邁進，我認為有一些深思熟慮的調整和一些問題我想向董事會提出，因為現在是一個絕佳的機會，讓我們認真思考我們認為、我們共同認為對本學區來說是正確的事情。
As we move forward, I think there's some thoughtful tweaks and really just questions that I want to bring to the board because it's now a perfect opportunity to think really critically about what we believe, we collectively believe is right for this district.

以下是SPS目前的運作狀況。
So here's the current performance of the state of SPS.

在所有學校中，我現在至少走訪了三分之一的學校，甚至可能更多，我們擁有非常敬業的教育工作者。
Across schools, and now I've gone to at least a third of the schools, if not more, We have deeply committed educators.

老師們都很努力。
The teachers are working hard.

員工們工作很努力。
The staff is working hard.

校長們工作很努力。
The principals are working hard.

大家都做得很好。
Everybody is really doing a good job.

我們擁有充足的人員配置。
We have robust staffing.

我們有很多成年人。
We have a lot of adults.

我們人很多，有許多志工、家長、老師、行政人員，應有盡有。
We have a lot of people, a lot of volunteers, parents, teachers, administrators, you name it.

它們就在那裡。
They're there.

人們非常重視領導力。
There's a strong appreciation for having leadership.

我們有課程。
We have curriculum.

校長們非常希望達成共識，明確方向。
Principals really want alignment and clarity.

此外，大家對入學和出席等問題也頗有興趣。
And there's also kind of a lot of interest around things like enrollment and attendance.

所以問題當然是，這是否轉化為實際結果？
And so the question, of course, is, is this translating into outcomes?

所以我去過超過三分之一的學校。
So I've gone to more than a third of the schools.

我見過這種情況。
I've seen this.

當然，最重要的問題是什麼？
And of course, what's the most important question?

那麼，它有效嗎？
Well, is it working?

嗯，答案是肯定的。
Well, the good answer is yes.

總的來說，我要明確指出，SPS 整體而言是整個西海岸表現最好的學校系統之一。
In the aggregate, and I want to be clear here, in the aggregate, SPS is among the highest performing school systems on the entire West Coast.

我們應該為此感到非常自豪。
And we should be really proud about that.

我認為我們沒有得到足夠的認可，並不是說我們需要認可，而是我認為我們沒有得到足夠的認可，因為我們確實是西海岸表現最好的學區之一。
I don't think we get enough credit, not that we need the credit, but I don't think we get enough credit for being really one of the highest performing districts in the West Coast.

這是數據，有點小，很抱歉，但請記住，排名第二的就是我們。
and here's the data, a little small, I apologize, but just know that number two, that's us.

所以當你查看所有這些學區時，例如貝爾維尤、埃弗雷特、波特蘭、俄勒岡、聖地亞哥、長灘、舊金山、聖何塞、倫頓、塔科馬、肯特、薩克拉門托、弗雷斯諾、海萊恩、聯邦路，都在這附近，對吧？
So when you look at all of these school districts, Bellevue, Everett, Portland, Oregon, San Diego, Long Beach, San Francisco, San Jose, Renton, Tacoma, Kent, Sacramento, Fresno, Highline, Federal Way, that's around here, right?

抱歉，我是新手。
Sorry, I'm new.

你知道，奧克蘭，那些都是城市。
Oakland, you know, those are cities.

你猜怎麼著？
And guess what?

我們排名第二。
We're number two.

我的意思是，貝爾維尤，我們來找你了。
I mean, we're coming for you, Bellevue.

但是，我們排在第二位。
But like, we're number two.

太棒了。
That's amazing.

我們應該為此感到非常自豪。
And we should be really proud.

這就是ELA。
And that's ELA.

你猜怎麼著？
And guess what?

這就是數學。
That's math.

我們在西海岸排名第二。
We are number two on the West Coast.

當你看看加州、俄勒岡州、華盛頓州的任何一個大型學區時，你會發現我們就是這樣的。
When you look at any of the big school districts in California, in Oregon, in Washington, that's us.

我們應該為此感到非常非常自豪。
And we should be really, really proud of that.

然而，當你觀察不同的學生群體時，情況就並非如此了。
However, that is not true when you look at different groups of students.

這張圖才真正應該讓我們感到恐懼。
That is the graph that should scare us.

你可以開卡車穿過那裡。
You can drive a truck through that.

頂部行和底部行。
The top lines and the bottom lines.

因此，三年級識字率、種族、貧窮、多語言狀況等方面存在顯著差距。
And so these are the significant gaps that exist in third grade literacy, race, poverty, multilingual status.

頂部、底部，開卡車穿過。
Top, bottom, drive a truck through.

客觀來說，雖然我們的程度高於大多數學校，但如果檢視低收入家庭學生的三年級讀寫能力，我們的排名將從第二名下降到第五名。
To put it in perspective, though we are higher than most, we drop down from second to fifth on looking at third grade literacy for low income students.

如果你還記得的話，那是在我加入之前，但大城市學校理事會的哈特博士和我認為ERS的人都說過，如果你看看貧困情況，就能很好地了解你如何服務那些服務不足的人群。
And if you remember, it was before my time, but Dr. Hart from the Council of Great City Schools and I think the ERS folks had said that if you look at poverty is a pretty good indicator of how you're serving populations that have not been served well.

你看，我們不是第二名，而是第五名。
And if you look at this, we are not number two, we're number five.

你知道我們下面是誰嗎？
And you know who we're below?

洛杉磯、聖地牙哥、長灘。
LA, San Diego, Long Beach.

所以，當我們作為一個地區審視自身時，我們必須重視這個問題。
So when we look at us as a district, we have to care about this.

我強調這一點是因為，當我們談論我們作為一個學區想要達成的目標時，我們希望非常清楚地了解我們在哪些方面做得非常出色，在哪些方面做得還不夠好，並確保你們作為董事會成員，能夠督促我作為學監做出一些改變，造福我們的孩子。
and I highlight this because when we talk about what are the goals we want as a district, we want to be really clear about where we already are rocking it out and where we are not and making sure that you as a board hold me accountable as a superintendent to make some changes for our kids.

同樣，你可以開卡車穿過這裡。
Again, you can drive a truck through this.

這現在是數學了。
This is now math.

所以是英文、數學。
So English, Math.

差距。
Gap.

差距。
Gap.

我喜歡視覺效果。
I like visuals.

我們再次排名第五。
And we're, again, number five.

一、二、三、四、五。
One, two, three, four, five.

是的。
Yes.

好的。
Okay.

所以，如果把低收入學校看作學校，ELA 排名第五。
So ELA, we're fifth when you look at low income.

數學方面，我們排名第五。
Math, we are fifth.

我只使用低收入數據，因為這些數據比較清晰。
I'm only using low income because the data is pretty clean.

我可以取得存取權限。
I can get access to it.

事實上，當你從種族、英語學習者、以及其他方面來看時，我們都會發現自己處於中等水平。
The truth is also when you look at race, when you look at ELL, when you look at other things, we are middle of the pack.

我很樂意分享您需要的任何數據。
I'm happy to share whatever data you want.

我只有半小時，所以不想深入探討。
I only have a half an hour, so I don't want to go too deep.

但這究竟在告訴我們什麼呢？
But really, what is this saying to us?

這說明，作為一個地區，我們整體上做得非常非常好。
This is saying, as a district, we are doing really, really well in the aggregate.

前兩名，對吧？
Top two, right?

我的意思是，看看加州所有的大學區，華盛頓州和俄勒岡州所有的大學區，我們排名第二。
I mean, you look at all the big districts in California, all the big districts in Washington and Oregon, we are number two.

我的意思是，我顯然需要去貝爾維尤醫院看看。
And I mean, I clearly need to go visit Bellevue.

但我們確實做得很好，但這未必是為了孩子。所以，正如你們經常聽到我說的那樣，如果我們真正的目標是如何成為美國最好的城市學區，那麼這需要什麼呢？
But we are really doing well, but we're not necessarily for the kids So if our true north, as you've heard me say a lot, is how can we be the best urban school district in America, what does that require?

我們需要對孩子抱有更高的期望，我們需要縮小差距，實現公平的結果，但還有另一件事。
Rigor, we need to have higher expectations of kids, we need to close gaps, have equitable outcomes, but here's the other thing.

如果你看看我的目標，我會一步一步實現它們，它們只是學術上的目標。
If you look at the goals, I'm getting there, they're only academic.

你應該對我有更高的要求。
You should ask more of me.

董事會和社區想要的不僅僅是二年級的讀寫能力、六年級的數學能力以及畢業證書。
The board, the community, wants more than just literacy in second grade, math in sixth grade, graduation plus.

我再次在投影片開頭就說，這個委員會的工作非常出色。
Now again, I started off my slide by saying it's amazing work this board did.

我完全沒有批評的意思，我很感謝你們這樣做，因為你們需要這樣做，需要告訴社區：我們董事會關心這些事情，但我想說的是，現在是時候提出更多要求了。當我這麼說的時候，我從社區聽到了什麼？我聽到了出勤率，我聽到了不要破產，我聽到了家庭需要信任我們、關心我們、想要留在這裡，我還聽到了安全問題。所以，這只是一次演講，我並不是說我們會做出任何改變，我只是覺得在一個公開的場合，因為對我們所有人來說進行這樣的對話都很重要，如果我們正在重新思考如何前進，才能真正成為美國最好的城市學區，那麼討論出勤率之類的問題或許對我們有益。
I'm not knocking this at all I am thankful that you did this because you needed to because you needed to say to the community you know what we care about board as a board we care about these things but I am saying it's time to ask for more and when I say that what have I heard from the community I've heard attendance I've heard don't go bankrupt I've heard families need to trust us and care about us and want to be here and I've heard safety so again this is a presentation I'm not saying anything that like we are going to make this change I just think in a public setting because it's important for all of us to have this dialogue is if we are rethinking how we're moving forward for us to truly be the best urban school district in America, it might behoove us to talk about things like attendance.

我們或許應該談談預算償付能力、安全、家庭信任等議題。
It might behoove us to talk about budget solvency, safety, family trust.

所以，關於畢業生比例指標，我還想強調一些其他方面，這是一個比較新的數據，非常棒，那就是如果你只看四年制畢業率，它下降了，這不好，我們會改變這種情況，但它大約是 86.14%。
So, some other things about the grad plus metric that I want to highlight, and this is a little bit new data, which is awesome, is that if you just look at four-year graduation, it's dropped, which is not okay, and we will change that, but it's at about 86.14%.

然後，如果你看看我們目前看待畢業生的方式，你會發現它只有 84.83%。
And then if you look at the current way that we were looking at grad plus, it was only 84.83%.

所以，普通畢業率和我們這種衡量學生是否具備生活能力的指標之間甚至沒有 2% 的差距。
So there's not even a 2% differential between just regular graduation and our kind of life-ready indicator.

如果我們相信我們重視嚴謹的教學，重視學生達到更高的期望，我們就必須提出更高的要求。
If we believe that we care about rigor, about students rising to higher expectations, we gotta ask for more.

所以，我再次聲明，我不想讓任何人感到困惑，這些只是我個人的想法。
And so here, again, I don't wanna confuse anybody, these are just thoughts.

一個真正的畢業生該設定怎樣的目標？
What might a real grad plus goal look like?

沒有選修AP課程，但通過了考試。
not taking an AP class, but passing the test.

沒有參加IB考試，但通過了考試。
Not taking an IB test, but passing the test.

不僅僅是那種，是的，我上了一門高級課程，但那實際上是大學的補習課，但我當時參加了一個大學夏令營。
Not just doing the kind of, yeah, I took an advanced class, but it really was a remedial for college, but I was on a college camp.

太棒了。
It's awesome.

但那真的是研究生級的嗎？
but is that really grad plus?

所以，如果你計算一下這些數字，我們只達到了 59% 左右。
And so if you run these numbers, we're only at around 59%.

所以與其說我們達到了 84% 或更高的水平，如果我們真的想設定這麼高的標準，那我們的目標就會降到 59% 左右。
So rather than saying we're at 84 or something percent, if we really want to have these kind of high bars, it'll drop us down to about 59%.

現在，我還想指出一點，那就是，當你回顧過去時（我不會完全回顧），如果你還記得我們的目標，我們二年級的目標，當時是這樣的，再次感謝董事會。
Now, one of the things that I do also want to point out is that when you go back, I won't go all the way, is if you remember our goals, our second grade goals, there was, and again, I want to thank the board.

二年級的目標之所以有意義，是因為你想儘早達成目標。
The reason why second grade goals made sense was because you wanted to get there early.

絕對地。
Absolutely.

你希望讓大家承擔責任，確保我們儘早達成目標。
You wanted to hold people accountable to making sure that we got to getting the goals early.

問題是，目前對二年級來說，唯一能用的就是 MAP。
The problem is that right now, for second grade, the only thing you can use is MAP.

MAP 並不是談論真正高標準的好方法，尤其對於華盛頓州以及所有優秀的 HC 或正在申請 HC 的家庭來說更是如此。
MAP is not really a good way to talk about really kind of high standards, especially for Washington and for all of you wonderful HC or applying HC families.

你可以看到，即使孩子參加了考試，MAP 分數也會改變。
You saw that MAP scores change even after a kid took the test.

為什麼？
Why?

因為有全國性的樣本，有百分比的變化，情況會改變。
Because there's these national samples and there's these percentile shifts and things change.

知道你的孩子在一次考試中可能排在前1%，但由於排名重新調整，結果卻發生了變化，這感覺有多奇怪？
How weird is it to know that your kid on one test might be one percentile, but because of a reshuffling, it changes?

真是匪夷所思。
That's bizarro.

SBA（小型企業管理局）的運作方式並非如此，對吧？
SBA doesn't work that way, right?

因此，我想在討論中強調的一點是，我們或許可以考慮將 SBA 之類的東西作為目標之一，而為了實現這一目標，我們或許應該考慮從二年級開始，到三年級開始。
And so one of the things that I'm just highlighting for the conversation is maybe we want to think about using something like SBA as one of the goals and for us to do that we might want to think about going to third grade rather than second grade.

護欄也是一樣。
Same thing with guardrails.

我喜歡護欄，因為它能幫助你告訴我你想讓我做什麼。
I love guardrails because it's helping you tell me what you want me to do.

問題在於歷史，再次感謝董事會採取了這項行動，歷史的保障措施是執行長不應幹預。
The problem is the history, and again, I thank the board for doing this, the history of guardrails was the CEO shall not.

校長不應該這樣做，這完全合理。
the superintendent shall not, which makes perfect sense.

執行長不得盜竊錢財。
The CEO shall not steal money.

首席執行官不得違法。
The CEO shall not break the law.

這很有道理。
That makes great sense.

但目前的判決方式使得很難證明某件事不存在。
But the way that the current ones are written is it's hard to prove a negative.

我理解我們這樣做的原因以及它們存在的意義，但我認為我們可以考慮這樣表述：與其說“學區總監不得……”，不如說“學區總監領導下的學區應努力提供公平的教育機會，努力促進……”。
I appreciate why we did it and why they exist, but I would offer that it's possible that we could think about saying instead of the superintendent shall not, the district led by the superintendent shall work towards offering equitable, work towards promoting.

我為什麼這麼說？
Why do I say that?

因為我想向你證明我們正在這樣做。
Because I want to prove to you that we are doing that.

關於校長的問題，嗯，我並不完美。
The issue with the superintendent shall not, well, I'm not perfect.

有時候可能會發生一些事情，而這還牽涉到對這件事的解釋，那就是，這件事到底有沒有發生？
There are going to be times where maybe things happen and it's also about an interpretation of, well, did this thing not do it or did do it?

所以，我並不是說我們必須這樣做，我只是提出來，因為我認為這有點像是一個全新的領域。我並不是說我有多了不起，或者我只是想說，我知道身為校長，我與眾不同，我希望能夠證明我的能力和我們能做到的事情，並接受大家的監督。所以，這只是我想跟大家分享我的想法，也想跟社區分享我的經驗。以下是一些可以討論的問題。
so again I'm not saying we have to do this I'm throwing it out there because I think it's a little bit of a new world and not to say like I'm great or I can just say that I know I am different as a superintendent and I want to be held accountable to being able to prove to you what I can do and what we can do and so again this is just my kind of sharing with you, sharing with the community where I'm coming from, and so these are some questions for the conversation.

再次強調，我樂於維持現狀，樂於利用我們已有的資源，但在某些方面，我認為如果能讓我承擔更多責任就太棒了，這話聽起來可能有點瘋狂，但就像，讓我承擔更多責任一樣。
And again, happy to remain the way it is, happy to use what we have already, but in some respects I think it would be awesome, which is crazy for me to say, but like, hold me accountable to more.

但我確實想認真思考一下目前目標的製定方式，我認為它沒有考慮到我們今天的實際情況。
but I do want to be thoughtful about the way that the goals are written currently which I think don't take into consideration our actual situation today.

所以，以下是一些值得思考的問題。
So, things to think about.

由於 SBA 的規定，識字程度應該從二年級升到三年級，而不是從二年級升到三年級。
second to third grade for literacy rather than second using third because of the SBA stuff.

10 個百分點的成長真的準確嗎？我們已經是整個西海岸排名第二了，如果我們能成長 10 個百分點，那簡直是……我的意思是，沒有人會這麼想，我們會遙遙領先。
Is a 10 point gain really accurate when we're already number two in the whole West Coast and for us to do 10 points would be way, I mean, nobody, we would be so far out of the world.

現在，你想讓我這麼做？
Now, you want me to do it?

我會盡我所能。
I will do my best.

但我認為它忽略了我們目前還不夠優秀的方面，例如縮小差距、實現公平等等。
but I think it misses where we're not the best already which is on things like closing the gap and equity and things like that.

我不想說，好吧，你知道，我們已經是第二名了，但是董事會說我們必須完成這十點，然後我們做了所有這些事情，但這實際上並不一定能縮小差距，這就是我們不是西海岸頂尖的地方，我什至認為不是全國頂尖的地方。那麼，提高畢業生的嚴格程度會是什麼樣子，而不僅僅是那種畢業生，我們能否讓它更加嚴格？這又會是什麼樣子呢？再說一遍，因為我要求更多的工作。
And I would hate to say, well, you know what we're already number two but we but the board says we have to do this ten point and then we do all this stuff and it doesn't actually necessarily close the gap which is where we're not you know top in the in the West Coast and I would say actually in the country and then what would it look like to actually increase rigor for graduates rather than just that kind of grad plus could we make it even more rigorous what that looks like and then again because I'm asking for more work.

除了學術目標之外，我們還可以考慮哪些面向？
What could we think about with non-academic goals?

有沒有辦法表達安全保障、缺席、出席率、課外活動參與和預算？
Is there a way to say safety and security, absences, attendance, extracurricular participation, budgets?

我並非試圖替董事會說話。
I'm not trying to put words in the mouth of the board.

我只是想說，這些想法也可能發生在其他地區。
I'm just saying that these are some thoughts that are possible that happen in other districts as well.

所以再次強調，這一點很重要，因為我想非常認真地考慮一下，在我成為校長之前，日曆上原本計劃今天進行進度監控談話。
So again, it's important because I want to be very thoughtful that on the calendar, before I became the superintendent, today was supposed to be a progress monitoring conversation.

我覺得進行那次進度監控對話不太自在，因為我對我們應該監控的內容還不熟悉，因為我們還沒有進行過這樣的對話。
I didn't feel comfortable having that progress monitoring conversation because I didn't feel comfortable with what we were supposed to be monitoring yet because we hadn't had this conversation.

那麼，接下來我想把發言權交給托普校長，我非常期待與他對話。
So with that, I want to kind of turn it over to President Topp and certainly look forward to the conversation.

在正式開始談話之前，我想先問你一個問題，因為我覺得我們在上次的靜修會上已經討論過這個問題了。
And I'm going to preface the conversation with a question right towards you, because I think we sort of had this conversation already at our retreat.

我們做了這個演示。
We had this presentation.

我們仔細探討了很多這類問題。
We went through a lot of these questions.

我的理解是，我們基本上是指示你們在一到兩個月後帶著新的目標和指導方針回來。
And I think my understanding was that we essentially directed you to come back in one to two months with new goals and guardrails.

這樣的理解正確嗎？
Is that a correct understanding?

只要董事會同意，我就想確認一下，因為這件事已經安排在日程上了，我不想把它取消，免得顯得我們在隱瞞什麼。我覺得這會是一次很棒的談話，但我確信我們已經討論過這件事，也確實有一些想法。我很想了解更多，也很樂意聽聽大家的想法。我希望在接下來的一兩個月內能提交一份草案。我不想讓大眾感到困惑，不知道這是怎麼回事。
As long as the board is good with that I wanted to make sure because it was on the calendar I didn't want to take it off to look like we were hiding anything I figured what a great conversation to have but it is definitely my understanding that we had this conversation there were some thoughts about this I'd love I'm happy to hear more and then my hope is in the next you know a month or two to present a kind of a draft I didn't want necessarily the public to go well where did this come from and so

是的，我很感激，而且我認為今天必鬚髮生這件事。
Yes and I appreciate that and I think that needed to happen today.

我還想說明，我們可能會在另一次進度監控會議上收到您的更新訊息，因為我們的日程安排中有進度監控的時間表。
I also want to acknowledge that we'll likely see an update from you at another progress monitoring because we have a calendar of progress monitoring on our schedule.

我們將在7點30分離開這裡，所以我將開放討論時間，但我們只有10分鐘的討論時間，然後我們將結束會議。
We will be out of here at 7.30 so I'm going to open it up for discussion but we're going to have 10 minutes of discussion and then we're going to wrap it up.

所以請注意，先從米茲拉希導演開始。
So be mindful, start with Director Mizrahi.

我什至不知道它是怎麼上傳上的。
I don't even know how that got up.

我覺得它之前就已經升起來了。
I think it was up from before.

但我確實有，我得說。
But I do have, I'll just say.

你是第一個。
You were the first one.

這就是在示範開始前就把影片上傳的後果。
That's what happens when you have it up before the presentation even starts.

不，我就再說一次我在靜修會上說過的話，因為當時在場的人不多。
No, I'll just say the same thing that I said at the retreat, because not a lot of people were there.

首先，我希望在你經歷這個過程的過程中，我非常支持你的想法，我認為你提出新的目標想法非常好，我喜歡它超越學術目標的想法，而是真正回顧我們所做的所有出色工作，我認為所有這些數據都應該保留下來。
One is that I hope that as you're going through the process I'm looking, first of all, very supportive of what you're saying and I think it's great for you to come in and present new ideas for goals and I like the idea of it being beyond just the academic goals, but really to go back and look at all that great engagement that we did and I think all that data should still be there.

我認為我們制定這些目標是基於我們從…我不知道，莉莎，大概30、40次會議或其他什麼會議中聽到的，我們與大家進行了很多交流，收集了很多社區回饋，也得到了很好的參與。我認為這些資訊應該仍然存在，而且我認為對你來說，回顧一下這些資訊會非常有指導意義。
I think we built those goals around what we heard through, I don't know, Liza, what, 30, 40 sessions or whatever that we did with folks, a lot of community feedback and really good engagement and I think that that information should still be there and I think will be very instructive for you to go back and look at that.

絕對地。
Absolutely.

其次，我也非常支持對防護措施進行重新措辭，使其更符合人們的理解習慣。
And then the second thing is also just very supportive of the rewording of the guardrails just in a way that is more like plain language for people to understand.

是的。
Yeah.

宋導演。
Director Song.

我非常支持我們調整縮小差距的目標，所以即使只是看看這張數據表，當我們看到六年級數學成績時，有一點讓我很驚訝，我認為這是針對 FRL 學生而言的，洛杉磯取得了很大的進步，從 20% 提高到 29%，但我們卻朝著相反的方向發展。
I am very supportive of us adjusting the gap closing targets so even just looking at this table of data when we are looking at the sixth grade math performance something that kind of popped out to me is that for I think this is for FRL students right so LA made a good gain from 20 to 29 percent but we went the opposite direction.

但是，如果我查看我們所有學生的數據，我會發現情況完全不是這樣。
But if I look at the data for all of our students that is not at all what you would see.

所以我認為我們確實需要設定一些縮小差距的目標。
So I think we really do need to have some goals around gap closing.

說實話，我一直對我們「人生準備」目標持保留態度，因為它與我從家長那裡得到的回饋不符。家長們說，我的孩子畢業時成績名列前茅，但到了大學卻發現自己還沒做好準備。這是一個問題。所以我期待我們能設定一個真正確保學生為大學做好準備的目標。再次感謝您分享這些訊息，因為我看到我們學生通過IB考試的比例如此之低，著實感到震驚。這真的很令人擔憂，尤其是考慮到哪些學校開設了IB課程。最後，我非常贊同非學術目標的想法，因為我認為這也是讓學區以外的利害關係人參與並支持我們目標的好方法。
I have long felt kind of like to be kind of honest kind of like meh about our life readiness goal because it doesn't comport with what feedback I'm getting from parents which is my child graduated top of her class but when she showed up to college she was not ready and so that's a problem and so I look forward to us developing a goal that actually does make sure that our students are ready for college and again thanks for sharing this information because I was kind of alarmed to see how low the percentage of our students who are passing IB tests that's really concerning especially when I think about which schools have IB programs and then finally I love the idea of the non-academic goals because I also think it's a great way for stakeholders beyond our school district to get engaged and supportive of our goals.

所以，這些都是課外活動參與的好方法，也是我們融入更廣泛的社區以及保障安全的絕佳途徑。
So these are things like extracurricular participation that's like a fantastic way for us to engage kind of our broader community and safety and security certainly.

所以，謝謝你。
So thank you.

史密斯導演。
Director Smith.

我想說我想要所有這些，所以我覺得這引出了我唯一的顧慮，那就是我們如何篩選出一個可行的數量。我想喬，你指的是所有可用的數據和互動訊息，所以，是的，我已經看過一些了，我會深入研究這些數據。你知道，這就是我喜歡這些對話的原因。
I want to say I want all of these things so I think there's that leads to my only concern is kind of like how do we whittle down to picking a manageable number and I think I think Joe you were referring to all of the data and engagement that's available so yeah I mean I've already looked at some of it I'm gonna immerse myself in the data and you know again this is why I love these conversations is all

我會提交一份草稿，我們會收集一些回饋意見，但我很感激我的員工們，有時我甚至會忘記吃飯。我知道有時候我對自己要求太高了，但我認為他們都很棒，我們會開始給他們排名。是的，拉瓦列主任，你睡覺嗎？
I'll present a draft we'll get some feedback but I appreciate sometimes I like my staff know sometimes I just forget to eat so like I know that sometimes I'm asking too much of myself but I think that they all are great and we will start to rank them yeah Director Lavallee Do you sleep?

很少
Very little

我唯一的小請求，當然，我們在之前的董事會務虛會上也討論過這個問題，當時幾乎所有人都一致表示非常有興趣重新製作這些數據，因為我們都不是完全滿意。但我希望看到有IEP（個別化教育計畫）的學生也出現在這些數據中，作為我之前在進度監測會議上提出的一個要求，現在已經添加到附錄中了。看到這些學生的成績，既令人欣慰又令人沮喪。
My only small ask and obviously we all talked about this during previous our board retreat as well and this is where pretty much unanimously came out as very interested in redoing these because none of us were completely in love with them but I'd love to see students with IEPs shown on this data as well just as as an element of I did have that ask in a previous progress monitoring session and it's now been added in the appendixes and it's been wonderful and disheartening to see how our rates are for those students.

絕對地。
Absolutely.

非常感謝，請務必好好休息。
So thank you so much and please sleep sometime.

謝謝。
Thank you.

導演蘭金。
Director Rankin.

別睡覺。
Don't sleep.

力求完美。
Get everything perfect.

所以我很有興趣重新檢視這些目標。
So I am very interested in revisiting the goals.

坦白說，我認為我們當中沒有人是百分之百滿意的。
I want to be totally frank that I don't think any of us were 100% satisfied.

這就是我們能得到的大概結果了。
That was kind of what we could get.

當然不是。
And certainly is not the.

當我們與社區互動時，來自各個不同地方的統一信息，以及在招聘公司詢問大家希望一位怎樣的學區總監時再次得到強調的信息，與西雅圖社區的願景非常契合：一個公立學校系統，讓每個學生，無論種族、居住地、母語、能力或收入如何，都能在高質量的公立學校中茁壯成長。
When we engage with community, the kind of unifying message that came out of all these different places and was again reinforced during the search firm about what do you want in a superintendent, very much aligned what the Seattle community envisions is a public school system where every student, regardless of race, neighborhood, home language, ability, or income, thrives in a high quality public school.

這就是他們想要的，他們希望學生畢業後能夠做好準備，迎接接下來他們想做的任何事。
That's what they want and they want students to graduate from that being ready to take on whatever it is they want to do next.

這當然無法在二年級的閱讀成績中反映出來。
That is certainly not reflected in a second grade reading score.

六年級數學成績，或是你選修了幾門課程？
a sixth grade math score, or how many classes do you take?

我們也遇到過同樣的情況。
We had the same thing.

如果他們沒通過測試，我們怎麼知道他們準備好了？
If they don't pass it, how do we know that they're ready?

所以，多件事可以同時成立。
And so multiple things are true at the same time.

有些東西很難量化。
Some of this stuff is hard to quantify.

如果我們只能保證在學生畢業前與他們保持聯繫，我們可以嘗試，但我們不一定能在他們畢業五年後再詢問。
When we only have guaranteed access to students until they graduate, we could try, but we can't necessarily go out and ask five years post-graduation.

然後，你知道，我的意思是，是的，我們可以嘗試，而且在某些方面這可能是可能的，但是你的教育是否讓你做好了充分的準備，是或否？
and get a, you know, I mean, yeah, we could try, and it's probably possible in some ways, but did your education adequately prepare you, yes or no?

你現在在做自己想做的事嗎？
Are you doing what you wanted?

因此，我們在製定這些目標的過程中遇到了許多困難。
And so we struggled a lot in making these goals.

理想情況下，學區應該配備一個。
Ideally, a school district should have one.

為學生過美好的生活做好準備。
to prepare students to have good lives.

就是這樣。
That's it.

我確實有點猶豫。
I do kind of hesitate.

其實，我覺得成為全國城市學區中最好的學區這個想法挺令人興奮的，但這非常主觀。
I actually, I think the idea of being the best school district in the urban school district in the country is kind of exciting, but that's very subjective.

所以，如果我們說的「最好」是指我們在所有這些方面都名列前茅，那麼我們即使做到了這一點，仍然會把很多學生拋在後面。
And so if we mean best, meaning we're number one in all of these things, we could do that and still leave a whole lot of students behind.

如果我們說的「最好」是指我們為所有這些孩子提供了各種各樣的選擇，他們都會取得相當大的成功。
And if we mean best by we have all of these options for all of these kids who are going to be pretty successful.

總之，那也不是最好的方法。
Anyway, that's also not really best.

所以我覺得你說的很有趣，而且我覺得當你身處公眾視野時，人們也樂於參與討論，但對我這個董事會成員以及我們董事會來說，我們有責任代表我們社區的意願，但我從未聽人說過，我希望西雅圖公立學校成為全國最好的城市學區。
So I think that's like a fun thing for you to say and something that I think when you're out there, people want to get engaged on, but for me as a board member and us as a board, being responsible for representing what our community wants, I never heard anybody say, what I want from Seattle Public Schools is for it to be the best urban school district in the country.

我認為在很多方面，西雅圖甚至不認為自己是城市學區，這完全是另一回事。
I think in a lot of ways, Seattle doesn't even think of itself as an urban school district, which is a whole other thing.

但他們想要的是一個能讓孩子的生活得到改善的好地方。
But what they want is a great place for kids to have their lives improved.

所以我完全同意你的看法，我們目前的目標確實沒有反映這一點。
and so I am totally with you that our current goals really don't reflect that.

但我非常反對以營運目標為導向。
I am really opposed though to operational goals.

我認為，如果我們有這些目標，它們應該存在於結果目標之下，因為我們在這裡的存在並非是為了改善兒童的境況，而是為了實現預算平衡。
I think if we have those, they should exist beneath the outcome goal because we don't exist here like having a balanced budget is a necessary component to us improving outcomes for children.

但是，我們可以實現預算平衡，讓家長非常滿意，提高入學率，而無需改變任何差距。
But we could have a balanced budget and super happy parents and we could have attendance improve and not change anything on that gap.

因此，對我來說，作為董事會，我們最重要的成果目標應該是…，而設定預算目標或其他目標實際上就是降低標準。
And so for me the top line outcome goal for us as a board needs to, going to a budget goal or something else is actually for me a lowering of standards.

意思是，孩子是否成功，或是這些學生的未來發展軌跡是否改變，其實都不太重要，因為你看，我們的交通運輸系統運作良好。
is saying, like, doesn't really matter that much if kids are successful or not or if the trajectory for these students change because, look, our transportation is really working out.

在我看來，這是降低標準。
That, to me, is a lowering of standards.

而且，我們已經看到並評估了許多不同的方法。
And there are also so many different ways that we already see and evaluate.

我們已經期望你們通過一份平衡預算。
We already expect you to pass a balanced budget.

這是每年的例行要求。
That's an annual requirement.

所以，設定目標來實現這一點，我們已經在這樣做了，我們的職責是確保你們提交給我們的預算與我們為孩子所做的一切一致。
So setting a goal to do that is, we already do that, and it's our job to make sure that the budget you present to us aligns with what we're trying to do for kids.

如果我們只是想通過一份平衡預算，那我們就成功了。
Which if all we're trying to do is pass a balanced budget, we're done.

但我們想做的遠不止這些。
But we're trying to do much more than that.

我不知道那是不是……我不確定。
I don't know if that's just a, I'm not sure.

但是，目標確實很重要，我更想討論的是我們如何衡量這些目標，而我們努力實現的目標，是一種有意義的衡量方式。
but so goals yes and I'm interested in talking about how we would measure that more and again we struggled to get is kind of a meaningful way to indicate that.

我認為順利完成是一件好事。
I think the successful completion is a good one.

但最重要的是，所有孩子都能獲得成功。
But the most important thing is that all children can be successful.

人們真正想要的，是知道當你離開公立學校時，你已經準備好過著美好的成人生活。
That's really what people want, is knowing that when you leave public schools, you're ready to have a good life as an adult.

護欄就是護欄，也就是說，護欄之類的東西我都懂。
The guardrail is, that is, So the guardrail things I understand.

因此，在一個國家已經告訴我們所有你需要做的事情的系統中，從約束到承諾。
So going from constraints to commitments in a system where the state is already telling us here's all the things you need to do.

我們社區重視的事物就在於此，當你做所有這些事情的時候，不要做這些事情。
Our representation of what is important to our community is in, while you're doing all those things, don't do these things.

我有點擔心再增加更多類似的事情，像是做這些事，以及做出這些承諾和表達良好的意願。
I'm nervous about adding more like, also do these things, and also have these commitments and good intentions.

我們所有人的出發點都是好的。
We all have really good intentions.

我們究竟該如何監測這些意圖是否產生了影響？
How would we actually monitor whether or not those intentions are having impact?

這就是我關於護欄的問題，我還想補充一點，我們的管理政策中已經有了 0010 和 0030，它們本質上是願景聲明和價值觀聲明，我們應該考慮回顧一下我們已經擁有的那些東西，看看它們如何才能做到這些。
so that's my question about the guardrails and I would also just offer that we already have 0010 and 0030 in our governing policies which are essentially a vision statement and a value statement that we should think about looking back into those things that we already have about how they could do these things.

好的，布里格斯副總裁，您有兩分鐘時間。
All right Vice President Briggs you have two minutes

我想快速說完。
I want to talk quick.

首先，我真的要說，我覺得學校只有 65% 的合格率還能成為第一名，這簡直太不可思議了。
First of all, I really just have to say that I think it's bonkers that you can have a 65% proficiency rate and be the number one school.

我只是想說這些。
I just needed to say that.

總之，這不是我的重點。
Whatever, that's not my main point.

顯然，我非常支持你繼續前進，就像我在研討會上說的那樣。但我在擔任學校董事會成員初期了解到，德州的一個學區設定了一個目標，那就是讓每個學生都獲得副學士學位。
I think what, obviously I'm very supportive of you proceeding, as I said at the retreat, but something that I learned early on in my tenure as a school board member was about a school district in Texas that set one goal of having every single student graduate with an associate's degree.

顯然，這是一個較小的地區。
Obviously this was a smaller district.

但要實現這個目標，他們需要從學前教育階段開始進行逆向工程。
But that goal, required them to reverse engineer all the way back to pre-K.

我非常認同這一點，因為我認為危險在於，這有點像莉莎關於設定營運目標的觀點，如果我們分散精力，設定各種不同的目標，那麼我們實際上就無法實現這些目標。
And I just really latched on to that because I think that the danger, and this is kind of getting a little bit into Liza's point about having operational goals, is that if we spread ourselves really thin, we have all these different goals, then we're not gonna actually accomplish them.

所以我非常喜歡設定一些非常遠大的目標的想法，我認為你可以很有力地論證，假設我們所有的學生都能獲得副學士學位，這就像高中畢業後一個很好的開端，但如果其他所有事情沒有在整個系統中層層落實，這是不可能實現的。我對營運目標也有類似的看法，感覺這些事情必須發生才能實現這些學術目標。
so I really loved the idea of setting some like really high pie in the sky goal and I think you could make a pretty good argument that having all of our students graduate hypothetically with an associate's degree is like a great start out of the gate from high school and that can't happen if all these other things haven't been cascaded through the entire system and that's kind of how I feel about the operational goals too, it's sort of like these things will necessarily have to occur in order for us to reach these academic goals.

所以，我有點擔心會忽略莉莎的觀點。
And so I just worry a little bit about losing focus to Liza's point.

但我完全支持你帶著新的願景回到我們身邊。
But I fully support you coming back to us with a new vision.

史密斯導演。
Director Smith.

我盡量長話短說。
I'll try to be quick here.

那麼，關於這一點，營運目標是否都是非學術性目標呢？
So just on the topic of, are the operational goals all of the non-academic ones?

因為我確實想對此稍作反對，至少在課外活動參與方面是如此。
Because I do want to push back on that a little bit, at least for extracurricular participation.

研究生畢業後的成功很難衡量，但我認為（這只是一個例子），我很確定有研究表明，參加課外活動有助於畢業後取得更大的成功。
The post-grad success is really hard to measure, but I think, and this is just an example, but I'm pretty sure there's research that shows participation in extracurriculars leads to more success after graduation.

所以，這可以作為未來成功的一個參考指標。
So that's an example of something that we could use as a proxy for that future success.

我認為這與我們希望學生在學術成就之外獲得全面發展的理念也相符。
And I think it also aligns with we want our students to be enriched beyond just academic achievement.

我還想說，護欄被設定為基準，這是所有事情的起點。
And I also want to say that the guardrail is being framed as the baseline of this is the starting point for everything.

然後，目標就像是我們努力追求的東西。
and then the goals are like what we're striving for.

我認為這是一個很好的區分，它能讓我們擺脫消極與積極陳述的束縛。
I think that that's a good distinction that kind of loosens us up from the negative versus positive statements.

史密斯主任，我非常同意您提出的兩點。
I strongly agree with you Director Smith on both of your points that you made.

我們今天就到此為止，因為還有兩分鐘。
We are going to wrap up now, since we have two minutes.

謝謝你，舒德納警長。
So thank you, Superintendent Schuldner.

感謝您繼續我們在研討會上開始的關於目標和限制措施的對話。
Thank you for continuing our conversation that we really started at the retreat on goals and guardrails.

但我們的下一次董事會將於 3 月 11 日舉行。我們將討論校長評估、董事會自我評估，然後在 4 月份，我們也將在董事會會議上開始學生報告。
But our next board meeting is on March 11. We will talk about superintendent evaluation, we'll talk about board self-evaluation, and then in April we will start student presentations at our board meetings as well.

鑑於議程上沒有其他事項，會議於7點28分結束。謝謝大家。
So as there is no further business on the agenda, the meeting stands adjourned at 728. Thank you, everyone.