Camas, WA — About 50 members of a local group called Open Camas Schools rallied for several hours today at the Camas School District (CSD) administration building and alongside Everett Street.

Their intention is to encourage CSD to start opening up more classes to in-person learning. Camas schools have been mostly closed to in-person learning since March, with the exception of special education and a handful of other students totaling about 600 district wide.

Open Camas Schools is a grassroots group of parents and some teachers who are greatly concerned about students falling behind academically, as well as the mental and emotional challenges emerging from continued isolation from peers, academics, and sports.

”I’m here to support Camas schools,” said Mike Hubbell, a concerned parent who helped organize today’s rally. “I want to see our kids back in school. I believe there’s a better method than how we’re currently teaching our kids — to sit and just watch a screen.”

Is the timing right now challenging given the lockdown?

“I think there’s always going to be challenging times,” he said. “When you look at the opportunity we are missing with our kids there’s nothing more important than our kids being educated. The biggest challenge is seeing my kids in sports, and how that’s affecting their ability to play sports, their ability to practice sports, and the whole camaraderie that people see when they play sports. Kids love to play with other kids. They’re missing out on those opportunities right now, and that’s a big part of what our lives are about. The hard work, the dedication that comes with that. Parents don’t get together anymore.”

He also said the schools are the hubs of community.

“The moment you destroy schools, you destroy sense of community.”

Mike Hubbell, Open Camas Schools

He’s also very concerned about the mental well being of students.

“Too much screen time is dangerous,” Hubble said. “What kind of message are we sending to our kids?”

Heather Wynn was also in attendance.

“We’re here as parents asking the district to hear us,” said Wynn. “Online learning is not working for many, many students for many reasons, not just academically. It’s harming them mentally and socially. So, we are here to say it can be done safely. Once the lockdown is over let’s get on this. Let’s get them back in school happy and healthy.

“We know this lockdown has put a damper on things, we’re not tone deaf, but we did plan this weeks ago. We’ve done car rallies, and we’re just getting nowhere with them (CSD Administration). They’re not listening to us. They are using one metric, and this metric is not meeting the needs of the children.”

What’s the metric?

”Case numbers per 100,000,” she said. “It has to be 75 or under and it’s the only metric they are using. They’re not paying attention to other statistics from other school districts that have been open. So, we believe all those things have to be put on the table. We are here to ask them to look at other schools who are doing it safely, even here in our local area. And, then make the decision based on that. Look at what the children are asking for. How many are failing? I personally know of two children — not in this area — who have committed suicide.”

Wynn wants CSD to open up schools once this current lockdown is over. She’s not asking all families or teachers to come back to school.

“I don’t want them to go against what they believe,” she said. “You can see people are saying we need these in-person options for our kids. We want our children to be better served. It can be done safely. They have the space in the buildings. Follow all the protocols. Do a hybrid model. To teachers we say we need you in the classroom.”

The Open Camas Schools Facebook page has 922 members as of this writing.

CSD Statement

Dr. Jeff Snell, Superintendent of Camas Schools, issued this statement today:

“We recognize that this is a challenging time for everyone and appreciate that the pandemic has affected all of our families uniquely.  We understand the value of in-person learning experiences and have been incrementally increasing the number of students served that way within the recommendations from the Washington State Department of Health.  We also value input from our community – students, staff, and families.  Last night, we held another town hall to engage the community in a conversation about remote learning, increasing in-person learning opportunities, and the current transmission rates in our community.  My hope is that we can rally together in our community and every other community on behalf of our students, drive down transmission rates and get all of our kids back in school.”

The Town Hall was virtually attended by about 200 people. Here are some resources CSD posted today from the event.

 *   Town Hall Recording<https://camas-wednet-edu.zoom.us/rec/share/AqkBv7RuEDngRF1nvRYEGVYeIuHBoenB9XZfh71nSsDPl86WtDLs95usXn3io9MZ.1oufgBhpi2iQ-bYU>
 *   Presentation Slides<https://docs.google.com/presentation/d/1BGyVnno1sR-b_534495KBEkD9vU0IecvgLKX1t7fhzg/edit?usp=sharing>
 *   Thoughtexchange prior to Town Hall<https://my.thoughtexchange.com/report/9f1740ee28e0a23b0b9b1ad48369f555> – read community members’ concerns and questions that we used to help plan the Town Hall
 *   Thoughtexchange during the Town Hall<https://my.thoughtexchange.com/report/f8f583c4132ba1bf6002d3f6dc3e4ebf> – read participants’ questions and concerns captured at the end of the Town Hall Meeting.

In his Friday update, Camas School District Superintendent, Dr. Jeff Snell, said the following:

Dear Camas Community,

It may be overstated, but we are in the midst of extraordinary times. Our staff is committed to supporting students and families as we work through the state-wide school closures.

Our school system is built on human interactions. Relationships that staff members form with students are critical to the learning process.  It’s not just about technology access, but access to staff members in the moments of learning to monitor and adjust instruction. It’s a new world with a new context for learning. We cannot replicate the experience in the classroom, but we can provide content and learning experiences in different ways.  Shifting to a remote learning system in two weeks while in the midst of a public health crisis is a great challenge for all of us. For the class of 2020, our focus is ensuring they graduate. For all other students, the focus is on making the most of the opportunity we have.

We want to help students grow in meaningful ways and be ready for whatever the next stage of learning looks like. Our staff is creatively embracing this challenge. Please be patient with them as they embark on this journey with your students.  Please help us by supporting your students as they engage in remote learning opportunities safely, responsibly, and respectfully. We also greatly appreciate your support in helping students find some structured time at home. We are all learners in this together!

Below is our school year, organized into the different sections we’ve experienced and will be experiencing. In each section, there is a high-level description of the learning and assessment provided during that time.  On Monday, April 6, teachers will be starting the next section of our school year. They will be connecting with you and your student(s). Our goal is to use the three weeks for meaningful learning and then transition back to school on April 27.  We are doing our best to lead through this challenge with flexibility, grace, and heart. As we have all seen over the past month circumstances can change quickly, requiring us to adjust plans, and making those leadership qualities essential. 

Please take care of yourself and each other.  We will continue to regularly provide you with updates.

Sincerely,

Jeff Snell, Superintendent

2019-20 School Year: Learning Activities & Assessment

9/3/19 – 3/13/20: Traditional learning engagement and assessment/grading practices

3/16/20 – 3/27/20: Transition time with the announcement of state school closures; staff members exploring and learning more about remote learning options; continuing the learning that was planned prior to the closure; making connections with families to assess student needs.

3/30/20 – 4/3/20: Spring break

4/6/20 – 4/24/20: Staff members will deliver learning designed to continue student growth in all subject areas. The primary focus will be on providing learning opportunities and meaningful feedback for students rather than grading. Staff members will document the level in which each student is involved with the learning to monitor progress, not in a way that negatively impacts grades.

While technology will be a key resource used in this phase of learning, other options will be available to accommodate students who have limited access to the internet. Staff members will continue to develop opportunities for students to engage with learning and demonstrate their understanding.

Staff members may enter scores into Skyward for tracking and communication purposes. Those scores will not negatively affect a student’s grade.

4/27/20 – 6/19/20: If we are able to return to school, staff members will help transition students back to school with opportunities for students to re-engage with learning considering their ability to access instruction during the closure.  In order to assess student learning, staff members will blend pre-closure and closure learning experiences to determine proficiency and/or grades. Students will have multiple opportunities to demonstrate their learning.

IF THERE ARE CONTINUED SCHOOL CLOSURES BEYOND APRIL 24: Staff members will continue to provide learning experiences, and will begin to shift to a proficiency-based assessment system of prioritized learning standards for students through remote instruction.  Students will be given multiple ways to demonstrate their proficiency.

High School:  Teachers will consider overall assessment in two phases: prior to closure and during closure in determining credit.  For classes that require a grade, we will determine a process that accounts for the extraordinary circumstances. We will also develop a process for students to recover credit and learning opportunities if they were unable to access learning during the closure.

The Camas School Board voted unanimously Monday night to approve Levy Rate Resolution 1902, which restores the 2017 voter-approved levy, and brings an additional $4.05 million in district revenue through 2021.

The levy calls for $2.15 per $1,000 of assessed property value, and becomes effective January 2020. The 2018 McCleary legislation cut the Camas School District levy authority in half, which contributed to budget deficits and staff reductions. In 2019, the Washington State Legislature authorized school districts to levy up to $2.50. The current levy is $1.50.

“If we stayed at $1.50 there would be no added revenue,” said School Board member, Connie Hennessey. “At $2.15, it brings in an additional $4.05 million, which puts us at the amount voters approved before McCleary.” 

School Board member Tracey Malone said “We have to be good stewards of the taxpayer money” while School Board member Erika Cox felt “very comfortable with $2.15.”

“We had authority by the state to go to $2.50 but we felt $2.15 honors what the taxpayers approved in 2017,” said CSD Communications Director, Doreen McKercher.

The board also voted unanimously to increase contingency funds for The Heights Learning Center Seismic Upgrade Project, as well as approve final acceptance of Energy Services Agreement for district-wide projects.

WSSDA Conference

The board spent November 21-24 at the Washington State School Director’s Association (WSSDA) Annual Conference. Superintendent Jeff Snell addressed topics learned at the conference, which include the following:

• Budget process
• Communication with community
• Social emotional learning
• Changes in law/requirements/procedures
• Best practices related to inclusion, highly capable, pathways to graduation
• Hot topics around the state

Legislative Priorities

Snell also identified CSD’s legislative priorities:

1. Continue progress towards fully funding special education: Ensuring students served through special services have full access to their basic education, continues to require the use of CSD’s local enrichment levy. Possible solutions are 1) increase the multiplier for each special education student; and 2) lower the threshold required to attain safety net funding.
2. Sustain regionalization: Regionalization factors for some districts begin declining in 2020-21, 1% per year. It is unclear why this is the case, and this is challenging CSD give the cost per employee will continue to rise annually. Possible solution: Do not phase out funding using “regionalization” existing factors over time.
3. Update staff allocation formulas: The staffing allocations in the Prototypical School funding need updating. Not only are schools staffed beyond the allocations in important areas such as mental health and safety, the cost of each staffing unit exceeds the funding received. This is particularly evident in funding school administrators. Possible solutions: Begin phasing in updated ratios to achieve more realistic state-funding staffing levels and increase funding levels to better reflect market rate for positions; and follow recommendations of OPSI prototypical workgroup.
4. Monitor the impact of School Employees Benefit Board (SEBB): As the new employee benefits system is implemented, assess the additional costs for school districts and the impact of enrichment levies. Possible solutions: Fully fund the cost of employee health benefits for all eligible employees; and, if unable to fully fund employer costs, adjust eligibility to reduce costs and align revenues and expenditures for SEBB.

Monthly Budget Report

Jasen McEathron, Director of Business Services, presented his monthly budget report. In the August 2019 Budget Status, preliminary vs. final, the numbers are: 

• General Fund: Minor accrual adjustments
• Revenues: August revenues increased about $118,000.
• Expenditures: August expenditures increased $317,000.

September 2019 status:

• Capital Projects Fund — LGO Bond revenues of $5.27 million were received to reimburse the fund used to purchase the Underwriters Laboratory property.
• Debt service — normal 

October 2019 budget status:

• General Fund: Local tax revenues of $3.62 million.
• ASB Fund: Normal activity
• Transportation vehicle fund — normal activity

Enrollment: 

• Head count: 7,407
• Basic enrollment continues at about 2.2 percent.
• Running Start is up 10 percent this year.
• CTE numbers are holding strong as well with over 7 percent growth in 9-12.

The CSD School Board meeting is held twice a month.

The lingering effects of the McCleary legislation and subsequent “fix” are leaving school districts across the state with massive budget deficits, and Camas is no exception.

Camas School District leaders have been very public for the past year that the new state funding model would have draconian budget effects, and CSD Superintendent Jeff Snell reports the district is officially grappling with an $8 million shortfall in the upcoming 2019-20 school year.

“An $8 million deficit is the reality,” said Snell. “Layoffs are coming. There has to be a reduction in force, there’s no way around it. We will send notices out on May 15 for certificated staff, and June 1 for classified staff. Sometimes you have to over-inform people that they may not have a job.”

Snell wishes this wasn’t the case, and regrets having to layoff valuable employees.

“This is just the model that we’re in because of the timing of the Legislature,” said Snell.

To deal with the upcoming shortfall, CSD is taking several actions now, which include tightening the belt, and organizing a community-based budget committee.

Tightening the belt measures:
• Reduced non-staff budgets (supplies) by 3%.
• One-year contracts for any new district employee hires.
• Cabinet raises start mid-year.

Critics say more needs to be done before laying off teachers and staff. The budget committee meets regularly to work out considerations which will be presented to Snell at the end of April. Snell will then review those considerations, and make recommendations to the School Board.

“They’ve been working hard and report to the School Board about progress,” said Snell.

“These seem like logical steps to take when facing tough budget decisions and are areas that do not impact student learning,” said Shelley Houle, president of the Camas Education Association (CEA).

CEA will be working closely with CSD during the layoff process.

“CEA works closely with management and follows a process that is set in our current bargaining agreement,” said Houle. “Ultimately CSD makes the final decisions, but CEA makes sure the process is followed.”

So, what is that process?

“There is a seniority factor found on page 39 of our contract,” said Houle. “The first step, though, is for the board to adopt a reduced educational program. Then there are steps to make sure that remaining positions will be filled by educators with the proper certifications, endorsements, and/or licenses. This section is quite detailed, but must be decided before looking at seniority. Then at the top is seniority in Washington State, followed by Camas School District, and then years in the profession. Following that is credits earned beyond BA or MA, flexibility of certification, and then lottery.”

During bargaining sessions last summer, lead CEA negotiator Mark Gardner dismissed talks of layoffs, claiming they were district scare tactics aimed at denying teachers the full promise of McCleary.

So, should CEA have settled for the 4 percent raises offered early in the negotiations? Is CSD misinterpreting the law?

“2019-20 was projected to be a dip year when levy changes were being felt the most and districts are planning on how to manage that,” said Houle. “McCleary significantly increased public education funding including money for compensation. The state was not doing its paramount duty. Legislation passed that greatly changed the structure of funding. I wouldn’t call it a misinterpretation. Districts must now restructure and reprioritize based on the new model.”

If the new model ends up laying off teachers all over the state how is that helping things?

“I can’t make a hindsight decision on our negotiations,” said Houle. “We bargained on the current conditions for the increased funding that McCleary provided. The state had failed in its paramount duty which included compensation. With a new model comes a shift in how money is spent. We have a teacher shortage in our state and country. With increased compensation comes better recruitment and retainment. But first, budget decisions have to be made. We hate to see any reductions in staff because we value our colleagues and the important work they do every day for students.”

So, knowing the new model would result in layoffs, of which they were very transparent, why did CSD agree to last year’s CEA settlement?

“There were very strong political forces at play, financials in a new model, and we were still trying to understand the impact of the new model,” said Snell. “There was a massive infusion of cash and as those come out you try to come up with solutions that are going to work. And, we felt it was our job to get classes started on time. Teachers needed to be teaching.”

“These are the realities. When you look across the landscape, our raises were consistent with other districts. You have to have a workforce that’s competitive and is compensated fairly. We feel like we have a great staff, but we also have this big conundrum we’re trying to work through. Trying to be very thoughtful about the entire problem. We’re doing the best we can with what we’ve been given. Because the models change, either the Legislature has to do things differently, or we have to make major cuts.”

He said the process doesn’t just happen with one decision point.

“It’s an incredibly complex new funding model, and it took several months to really understand it,” said Snell. “I care about our schools and staff and I want the best for everyone there. I try to be as transparent as possible, and that’s why we started the budget committee. You walk this fine line of is that it’s so complex it’s really hard to explain.”

Senator Ann Rivers said the problem with the legislation is that it put all the money out in one lump sum.

“When we agreed to the bill it was meant to release the funds over time, in a more gradual way, but they changed it at the last minute, and all these billions went out at once,” said Rivers. “It was like dragging a doughnut through a fat farm! Everyone wanted a part of it, and suddenly the Washington Education Association (WEA) started talking about 25 percent raises — and it wasn’t true.”

Rivers said once the unions put that out about 25 percent raises, it galvanized their membership, and pushed them to issue strike threats.

“The WEA misled their teachers, the public, and some school districts felt like they were extorted — forced to give teachers raises they knew they couldn’t afford.”

Did Snell feel like he was extorted?

He said no.

“I have a role to try to find balance and see our workforce costs and compare them to what we need to offer,” he said.

And, Snell also discussed the complexities of budgets in this new funding model.

“Budgets in public schools are very challenging because you don’t know what the revenue is from the Legislature,” said Snell. “We can see right now there are all kinds of bills out there that can change things. There are changes but it’s within a similar structure. The challenge has led to confusion and different interpretations and you see negotiations that are really challenging. You have a Legislature that is still wrestling with this.”

Did the McCleary legislation unintentionally create more harm than good?

Eric Engebretson, president of the Washington Association of Educators (WAE) said the Washington Education Association (WEA) played a key role in pushing the Supreme Court decision and in lobbying for the legislation that is causing today’s havoc.

“The legislation had good intent, but it also has a mixed message,” said Engebretson. “It’s not as clear as we would have liked to have seen. It’s tied the districts hands in some ways, it’s tied the union’s hands in some ways … some think it’s pass-through money and others say they can do what they want so we hope that everything gets revisited soon …”

Snell said the teacher’s unions are about taking care of the teachers.

“If you have a union that’s responsible for wages for your group, then you need to change the model for more capacity,” said Snell. “The WEA forced the system to change the model. They created a crisis in the system that then prompts increased funding, that’s what the McCleary decision did, and so it disrupted this system and created a new system. I don’t know if WEA is worried about the system. They care about their teachers. The WEA is in charge right now. I understand there are forces at play with different interests.”

Snell calls it a conundrum.

“Raises caused this problem, but raises also retain amazing staff members,” said Snell. “Here we are. There’s a deficit. We’re trying to make good decisions. Good decisions are always challenging.”

Houle said, “The WEA’s mission is to strengthen public schools. And yes, the legislators need to continue fixing the law and decrease the havoc!”

Can this be resolved before layoffs happen?

Eighty-six percent of the CSD budget is personnel, and with the need to cut $8 million during the next school year, it’s likely dozens of teachers and staff will be laid off — if nothing changes.

“The legislature is listening. They talk about levy, about special education funding, and increasing that to help balance things,” said Snell. “The Governor’s budget has relief for us, but that’s just one component. What are the changes to the model for the 2019 year? We don’t know.”

Houle is spending today in Olympia.

“I am meeting with other WEA political action committee board members for a legislative update and for more training,” said Houle. “I was up there on Presidents’ Day lobbying and will be doing so again later this month. All in all, we want schools to remain a safe place for our students to learn. CEA will continue to lobby for increased special education funding, levy flexibility, and increased funding for safety (counselors, nurses, etc).”

With layoffs looming, was it right for the School Board to give Snell a 5 percent raise?

The school board approached Snell with a 5 percent raise offer, from December on.

“In my mind, it’s 3.1 percent because it started mid-year,” said Snell. “I have a $163,000 base salary. It’s an important job.”

What’s next?

Snell said the district leadership will be working closely with union leadership and talking to them about the process, and trying to be as transparent as possible knowing that it impacts the CSD fund balance. He said it’s essential to start to change the model, and that expenditures need to line up with income.

“What happens next is the committee develops considerations for me, and I will develop a budget and present it the school board,” said Snell. “This will happen at the end of April with the Legislature and we’ll then do our best guess to speculate what the Legislature will do, and then we’ll formally adopt it in August. Before all that, we have contractural obligations and we have notification dates for employees.”

“Non-personnel cuts includes supplies, travel, utilities, gas, buses, contracted services through special education,” said Snell. “There’s a lot there. We would probably look at a percent applied to those things. We need to realize savings to those costs. Look at extracurricular expenses, which are paid through levy and student fees. Do we hold those? In the short term, I don’t want to make decisions that remove programs. Our desire is to maintain programming. In year two or three if you see the revenue is not coming then you might have to reduce programming. Regarding buses, we try to keep on depreciation cycle because we get funds from the state.”