Beaverton School District Business and Operations Review - The ...

Final Report 

Business and Operations Review 

Beaverton 

School 

District 

Visitation 

Oct. 23-25, 2007 

Final Report 

March 2008

Business & Operations Review – 2007 

Beaverton School District 

______________________________________________________________________ 

TABLE OF CONTENTS 

Page 

INTRODUCTION ..........................................................................................................................1 

EXECUTIVE SUMMARY ............................................................................................................5 

SPECIFIC OPERATIONAL AREAS 

Overview of Process ..........................................................................................................13 

Administrative Practices and Procedures; Communications; Technology........................15 

Financial Planning, Accounting and Reporting.................................................................21 

Food/Nutrition Services.....................................................................................................31 

Human Resources and Employee Relations ......................................................................35 

Maintenance and Facilities ................................................................................................47 

Risk Management and Safety ............................................................................................57 

Student Transportation.......................................................................................................61 

APPENDICES 

Appendix A – Self-Evaluation........................................................................................ A-1 

Appendix B – Supplemental Documents Reviewed................................................... A-101 

Appendix C – Communication & Community Involvement Plan.............................. A-103 

Appendix D – Technology Plan.................................................................................. A-117 

Appendix E – Resource Allocation Methodology...................................................... A-137 

EXHIBITS 

Exhibit A – BOLI Wage & Recordkeeping Regulations.................................................E-1 

Exhibit B – Construction/Procurement Summary ...........................................................E-5 

Exhibit C – Goal Setting..................................................................................................E-7 

Exhibit D – Records Retention Schedule.........................................................................E-9 

Exhibit E – Preventive Maintenance Schedule..............................................................E-15 

Exhibit F – Work Order System ....................................................................................E-17 

Exhibit G – SWOT Analysis Template .........................................................................E-19 

i



______________________________________________________________________ 

INTRODUCTION 

Today’s public has high expectations that our schools operate effectively and efficiently, while 

meeting the diverse needs of students – our future citizens. They also want reassurance that their 

taxes are spent wisely, before voting to spend more funds on buildings or programs. In recent 

years, public interest – therefore media interest – in public education accountability and 

transparency has grown. For example, legislative bills regarding mandatory performance audits 

have been introduced during recent sessions, and the public asks “Why can’t governments 

(including school districts) simply operate like businesses?” 

The answer, of course, lies in the differences in purpose. According to a white paper issued by 

the Governmental Accounting Standards Board (GASB), governments are fundamentally 

different from for-profit business enterprises in several important ways. They have different 

purposes, processes of generating revenues, stakeholders, budgetary obligations, and propensity 

for longevity. These differences require separate accounting and financial reporting standards to 

provide information to meet the needs of stakeholders to assess government accountability and to 

make political, social, and economic decisions. School districts exist to provide educational 

services to all children; these services are necessary to enhance or maintain the well-being of 

citizens. In contrast, business focuses primarily on generating a financial return on investment. 

The purpose of government is not to generate a financial return on investment, but rather to 

provide public services and goods as determined through the political process in an effective and 

efficient manner. 

That being said, school districts and education service districts (ESDs) want to be responsive to 

public demands; they want to demonstrate that they are responsible stewards of the public’s tax 

dollars; and they want to improve wherever there is room for improvement. They are looking for 

affordable external business and operations reviews to help them in this endeavor. 

That’s why Oregon Association of School Business Officials (OASBO), Oregon School Boards 

Association (OSBA), and Chalkboard Project joined forces in 2007 to create a pilot program to 

conduct voluntary reviews in five school districts around the state. The goal is to objectively 

examine school district operations to identify best practices and make recommendations for 

improvements. 

This project lays the foundation for providing the necessary self-evaluation tools for all Oregon 

school districts and ESDs to be able to evaluate their own effectiveness as well as the resources 

to improve business and operations processes where they can. This review process and report are 

intended to provide an objective look at the operational effectiveness of a district in specific 

program areas. At the completion of the pilot project, we will have developed a “tool-kit” that 

consists of self-evaluation tools and identified best practices that will be available to all districts. 

Introductory Section 1

The approach is positive – not punitive – because it reveals great practices as well as identifying 

areas for improvement. School business officials, interested in doing the best job they can for 

students and taxpayers, have supported this project from the start. 

Angie Peterman, executive director of OASBO and director of administrative and support 

services for OSBA assembled the review team, which consists of current and former school 

business officials, business partners and members of the Pennsylvania Association of School 

Business Officials (PASBO) whose combined experience in the areas of school business and 

operations spans more than 300 years. Including business partners in this process allows the 

opportunity to compare school business practices against general business practices. 

The review team conducted its review of Beaverton School District, the first of the five districts 

to be reviewed in the pilot program, October 23-25, 2007. The team consisted of the following 

individuals: 

Pennsylvania Association of School Business Officials 

Wayne K. McCullough 

William L. McGill 

Margaret McMinn 

Susan Nouse 

Laura Cowburn 

Oregon Association of School Business Officials 

Al Shannon, Emeritus 

Claire Hertz, Newberg School District 

Bill Dierdorff, Emeritus 

Adam Stewart, St. Helens School District 

Mike Schofield, Emeritus 

Dave Fajer, Multnomah ESD 

Sue Foster, Emeritus 

Donna Cancio, Estacada School District 

Angie Peterman, Executive Director 

Oregon School Boards Association 

Lisa Freiley, Director, Human Resource Development, OSBA 

Shannon Priem, Director, Communications, OSBA 

Business Partners 

Brent Peterson, West Coast Investments 

John Tapogna, EcoNorthwest 

John Fairchild, Laidlaw Transit 

Tammy Fitch, Wilson-Heirgood 

Dan Beardsley, Chartwells 

2 Introductory Section



______________________________________________________________________ 

Phases of the Review Process 

1. Planning – Develop a set of goals and objectives for the review and select a team of 

professionals experienced in the specific review topics. District staff receives a summary that 

describes the involvement of staff. Staff members complete a self-evaluation and provide 

specific documents such as policies, budgets, and audits for the review team to examine prior 

to the on-site visit. 

2. Analysis – Review documents provided by staff and the activities completed during the onsite 

visit. Review team members conduct interviews with administration, staff, parents, 

patrons, board members and students. Reviewers collect additional documents, forms and 

policies during the interviews. Team members visit work sites to observe activities. 

3. Evaluation –Team members individually review their observation and interview notes and 

the collected district documents. The review team members discuss their findings with those 

team members involved in the review of a specific program and determine whether further 

review is necessary. Team members review and forward reports to the project leader for 

compilation. The project leader returns a draft of the report to members of the review team. 

4. Reporting – The project leader meets with the district superintendent and designated staff to 

discuss the report’s commendations and opportunities for improvement. The superintendent 

and district staff members review the preliminary report and provide feedback to the project 

leader. Based on the feedback, the project leader may schedule additional on-site work. The 

project leader and several review team members make a brief presentation to the district 

board of directors and general public outlining their findings. 

Introductory Section 3

4 Introductory Section



______________________________________________________________________ 

EXECUTIVE SUMMARY 

Beaverton School District in brief 

Beaverton School District (BSD) is a growing area west of Portland with an estimated population 

of 244,767 and district enrollment of more than 37,000 students, making it the third largest 

district in Oregon. BSD covers about 57 square miles and consists of 49 schools: 32 elementary, 

eight middle, five high schools and four option schools. The district employs 2,505 teachers, 

1,712 support staff and 122 administrators (92 school principals and vice-principals and 30 

school support administrators). Thirty-nine percent of the student population is minority 

students, the largest portion being Latino and Asian American; 32 percent of the student 

population qualifies for free or reduced lunches and 13.9 percent qualify for special education 

services. The district estimates that more than 80 languages are spoken in its students’ homes. 1 

These demographic changes have provided the impetus to more effectively meet the complex 

needs of students. 

The district adopted a five-year goal in 2004 that includes four objectives and 23 standards. The 

BSD 2004-09 Goal is “Increase academic achievement district-wide with a special emphasis on 

literacy and mathematics gains for each student. The intent is to give every student the skills to 

succeed in challenging courses, meet academic standards, graduate from high school, and be 

fully prepared for a range of post-secondary education and vocational options.” The district 

plans strategically and ambitiously to increase system-wide capacity to meet the increasingly 

diverse needs of its students and community. Departments develop their annual goals in support 

of the district goal, asking “Will this ensure each child receives appropriate education 

opportunities?” 

Initial review team impressions 

Beaverton School District has an outstanding community-engagement program that provides 

stakeholders with extensive information regarding the district’s performance, in a clear and easyto-understand 

format. This is evident throughout the district – from the posters and banners hung 

on the walls to the printed materials supplied to its students and community at large. 

Throughout the body of this report, you will note many references to the exceptional staff at 

BSD and their commitment to the district, students and citizens as well as the pride they take in 

their schools. The review team received glowing commendations in each of the review areas, 

beginning with remarks from Board Chair Karen Cunningham and Budget Committee Chair Kim 

Overhage. These remarks were echoed by “internal users” of support services who were 

interviewed. 

Superintendent Jerome Colonna is highly regarded and respected by the staff, as evidenced by 

staff commitment to the goals and objectives of the organization. The current management team 

1 Beaverton School District 2008-09 Budget Message 

Executive Summary 5

has changed its leadership style from the previous “top-down” model to a more collaborative 

approach. The district has developed numerous business and education partnerships to enhance 

operational practices and educational outcomes for all students. IBM, Intel, Nike, and Pacific 

Office Automation are a few examples of these partners. Staff members consistently conveyed 

their excitement about accomplishments within their areas of responsibility. Not satisfied with 

the status quo, these same staff members shared additional goals and objectives they wish to 

incorporate in the future to ensure continued improvement. 

Board Chair Karen Cunningham said the board is committed to its administrative staff and 

believes the staff is made up of forward-thinking individuals who handle their job functions 

properly and professionally. Ms. Cunningham believes every member of the administrative staff 

to be highly ethical and committed to the district. She expressed her appreciation for the 

straightforward, understandable manner in which budget topics are presented to the board. 

Eight areas reviewed by team 

The Business Services Department provides support to all district schools and departments 

regarding budget, financial management, accounting, payroll, and purchasing. In addition, this 

department is responsible for district-wide financial management that includes the annual budget, 

sale of bonds, management of debt service, arbitrage compliance, cash and investment 

management and preparation of the annual audit. The district is the second largest employer in 

Washington County 2 and generates average monthly payroll in excess of $16 million while 

processing nearly 10,000 purchase orders per year. To meet the increasing demands of regulatory 

agencies, vendors, the community and all of the schools and departments supported by the 

business office, technology must be a priority within the business office. 

Reviewers observed many “best practices” demonstrating the dedication of the district staff in 

providing quality education to students. One example is the Innovative Process Team (IPT), 

which functions as an intake group or sounding board for obstacles and difficulties experienced 

by staff. Many of the staff interviewed felt the IPT provides an effective way to overcome 

challenges faced by the district. 

BSD’s Resource Allocation Methodology (RAM) has greatly improved the relationship of 

budget to needs and drawn praise from people inside and outside the central office. The mobility 

weighting factor, which considers the mobile nature of the district’s student population, was 

identified as a particularly important characteristic in interschool allocations. The system is 

more transparent, equitable, and flexible than its predecessor. It demonstrates flexibility in 

meeting the diverse needs of every child, even when those needs are identified late in the budget 

process. Several examples of this flexibility were cited by staff and reflected in the words of the 

budget committee chair: “The money is to be matched with the district goals.” 

The need for professional development on business office systems including the Integrated 

Financial and Administrative Solution software (IFAS) was noted by the review team. When 

purchasing new software, the district should consider the integration of new software with 

existing systems. We recommend the district employ an IT/business systems analyst to support 

2 Beaverton School District 2007-08 Budget Document 

6 Executive Summary



______________________________________________________________________ 

all of the business office systems and to write reports. Staff could be better utilized with fewer 

manual processes, many of which an IT person could automate. For example, an electronic timekeeping 

system could be used to track hourly employees. The time-keeping system could 

interface with IFAS and save considerable staff time currently spent calculating hours worked 

and entering them into the payroll system. This person would also serve as a liaison between the 

IT department and the business office. 

The Communications & Community Involvement Department provides support in many areas, 

including issues management, focus groups, publications, media relations, Web-site content, 

elections, legislative services, public information requests, community relations and 

involvement. The department employs six staff members who develop and implement districtwide 

strategies to communicate with and engage stakeholders. Central to the department’s 

priorities are multiple two-way communication strategies. 

Engaging staff, students, parents, and community is best accomplished with effective face-toface 

activities. Among the activities noted by the review team was the quarterly Key 

Communicator’s Luncheon, which was attended by a wide range of citizens and included 

presentations by staff regarding specific topics: managing growth and capacity; improving 

communication; and engaging in an instructional time study. Participants also had the 

opportunity to address any items they felt were important to the group. 

The Human Resources Department (HR) is responsible for all personnel functions of the 

district including recruiting, hiring, and retention of staff. HR oversees contract negotiations with 

all employee groups, creates and maintains job descriptions, conducts annual staffing 

conferences with principals and other administrators to determine future openings and site needs, 

and is responsible for managing employee supervision and evaluation. 

Among the best practices noted within HR were the variety of methods used for recruiting 

licensed staff including job fairs, teachers on special assignment (TOSAs) and electronic posting 

of positions. The staff has done a good job of preparing for and using job fairs. TOSAs’ 

enthusiasm results in a more successful recruitment process. It is clear they love teaching and are 

big supporters of their district. This level of passion and enthusiasm is contagious and will result 

in candidates giving the district more than a passing look. 

The district shows a willingness to look to outside sources and technology to improve its 

effectiveness, whether it is improving the IFAS program or adding EdZapp to improve the 

district’s screening process. 

High staff turnover is a resource drain in both direct costs (recruiting, training, hiring temporary 

staff) and indirect costs (reduced productivity, loss of organizational culture and staff morale). 

Retention of staff was consistently mentioned as an area that needs improvement, but data on 

which to base change is lacking. For example, data does not exist to indicate how many of the 

staff left due to retirement as opposed to taking a position in another district. 

We recommend the district create a system that allows it to track turnover rates by position 

and/or employee group. The system should include which positions are being left, why the 

Executive Summary 7

individual is leaving (e.g., retirement, medical and/or family issues, work-related issues, etc.), 

and how long they were with the district. Further detailed information and complete 

recommendations regarding staff retention are included in the HR department report that follows. 

The Information and Technology Department (IT) is responsible for the technical operations of 

the district, instructional technology support and information services. The goal of the IT 

department is to design, build, maintain, and enhance technology for students and staff, enabling 

them to make efficient use of information technologies in their respective environments. 

The review team noted that the district has some security issues, including the lack of individual 

accounts for faculty and students and the lack of anti-virus software. The district is rolling out an 

integrated active directory and open directory to accommodate both Apple and Windows-based 

computers. IT is also implementing a way to manage all desktops remotely and finalizing a 

decision on anti-virus software to address these issues. 

The district’s disaster recovery plan hasn’t been updated recently, however the IT department has 

established this as a current project. We recommend this project be completed during the course 

of the current fiscal year. 

The Maintenance & Facilities Department is responsible for the maintenance, cleaning, 

management and support of the district’s real property assets (buildings, grounds, etc.). The 

department forecasts facility needs based on enrollment growth projections; manages the 

planning, design and construction of facilities; and ensures that the district’s schools and 

ancillary facility sites are maintained in a safe, clean and healthy manner. 

BSD is using an innovative procurement approach that includes pre-qualifying professional 

services for construction design and small construction projects. This allows the district to 

respond more efficiently and effectively to smaller project requests during the year. Another 

best practice noted was the use of a graphical executive monthly communication tool, “The 

Balanced Scorecard.” This publication includes budget, schedule, stakeholders, and overall 

perspectives related to the 2006 bond issue. 

A combination of district staff and contractors, work in conjunction with the Tualatin Hills Parks 

and Recreation District to maintain district grounds and facilities. This innovative partnership 

allows BSD to share administrative and facility costs with other users thus reducing district 

expenses. 

Like most Oregon school districts, BSD experienced sharp declines in revenues that lasted 

several years. One of the common victims of budget constraints and limited resources is facility 

maintenance. BSD estimates that deferred maintenance work stands at $63 million, although the 

2006 bond levy is expected to reduce this amount significantly over the next few years. 

Effective school maintenance protects capital investment, ensures the health and safety of 

students, and supports educational performance. For these reasons, the review team recommends 

the system and scope for documented planned and preventive maintenance (PM) tasks and 

procedures for major building equipment be reviewed. The goal of PM is to perform planned and 

8 Executive Summary



______________________________________________________________________ 

preventive maintenance, not reactive maintenance. The review process should include a 

workflow analysis that estimates resources and staff necessary to perform PM. 

Long-range planning is a significant part of the facilities department workload as BSD is 

considered one of the fastest growing districts in the state. Annual increases in student 

enrollment require construction of at least one elementary or middle school each year. We 

recommend that BSD consider staffing the function of preplanning and estimating with the 

immediate focus being preplanning and estimating for a potential 2010 bond issue. 

The Transportation Department is responsible for the safe transport of students from home-toschool 

each day; transport of special-needs students; and field-trip and extracurricular 

transportation. BSD estimates its home-to-school transportation alone exceeds 3,100,000 miles a 

year. Growth of the student population places additional burdens on the transportation system. 

Buses become more crowded and may have longer routes. This requires the purchase of new 

equipment along with the staff necessary to operate it. Priorities within the department include 

an aggressive bus replacement purchasing plan (30 buses each year) and the addition of an 

automated vehicle location (AVL) system that combines global positioning software and routing 

software to assist in determining vehicle position and status. The review team sees this as 

significant to health and safety and encourages such innovations. 

The transportation department has 289 buses and 288 employees to provide services in the 

district. A significant issue is adequate staffing, BSD experiences difficulty attracting and 

retaining bus drivers, as do districts throughout the state. As a result, other transportation 

department staff members are pulled from their duties to drive. These individuals have the 

necessary training and certification to drive buses, but pulling them from their normal duties 

creates a burden elsewhere in the department. 

We recommend that the department work with human resources and the schools to develop a 

program to attract and retain qualified staff. Look outside the box and consider combining driver 

positions with summer grounds crew positions or other part-time positions to attract individuals 

who will stick around. 

Another possibility is to use substitute drivers as monitors on buses. This would provide 

additional work for the substitute, assist the regular route driver and support building principals. 

This could positively affect the retention rate of your substitute drivers, reduce disciplinary 

situations, and increase route familiarity for substitutes. 

The Nutrition Services Department is responsible for providing quality meal and beverage 

service to students and staff at all school sites. Nutrition Services also provides food to Head 

Start, snacks for the after-school program in some of the Title I schools, and a USDA-sponsored 

summer feeding program at about 20 sites. The summer feeding program estimates it provides 

43,000 nutritious meals to children whose need for healthy, balanced meals could go unmet 

during the summer without the program. 

Members of the nutrition services review team visited several sites. Some of the areas the team 

would like to commend staff on include student management within the meal serving area; 

Executive Summary 9

customer service at the point of service; menus that offered a lot of variety and nutritional 

choices. All promote greater participation in the food service program. 

Results of the annual survey conflicted with input received from the people the review team 

interviewed (principals, staff, etc.). The survey results generally indicate that customers are 

unhappy with the food program while feedback during interviews indicated satisfaction with the 

program. We recommend the survey be examined for efficacy. It’s important that survey 

participants be knowledgeable about the program’s service via experience. The survey needs to 

identify the areas of the food service program that are not acceptable to customers to allow the 

district to take corrective action. 

Risk management and safety are responsible for, the security for and coded access to facilities, 

planning for safe facilities, emergency response manual development and training, consultation 

directly with law enforcement agencies and workers compensation, property and liability 

insurance. The review team was extremely impressed with the program that is in place at BSD 

and would like to highlight just a few of the “best practices” identified. 

The district’s Comprehensive Safety Plan and active approach to risk management stimulates a 

culture of safety with employees and students. Risk management has created an impressive CD 

with extensive details on the district’s exposures, loss runs, and safety interviews for all lines of 

coverage. This enables competitive marketing of the excess insurance coverage which results in 

premium credits or savings to the district. The district currently estimates annual savings of 

$1,000,000 from their risk management practices and self-insurance program. 

As with other departments, the Safety and Security Office appears to be somewhat understaffed. 

The review team recommends a review of staffing needs as additional schools are constructed. 

Although new facilities are being constructed and student population grows within the district, 

staffing in this department has decreased from 4.0 full-time equivalents (FTE) to 3.5. 

While the public safety officer (PSO) has created proactive and effective relationships with the 

public safety community, the department is without a backup. We recommend that BSD look at 

options to recruit and train other personnel (possible lieutenants from the Beaverton Police 

Department) who would work with the PSO for a year and be available as backup. 

Many practices reviewed during the course of this project were identified by the review team as 

“best practices.” Beaverton School District is an outstanding district with a staff that is highly 

committed to public education and their community. The district is committed to improved 

performance; efficient use of resources; and open to outside input, as evidenced by their desire to 

participate in this process. We thank everyone who so openly discussed their roles and 

responsibilities in the district, shared their thoughts regarding best practices, and offered their 

ideas on opportunities for improvement. 

As you review the detailed recommendations contained in this document it is important that you 

remember there is a cost associated with implementation of virtually all of them. The district 

must evaluate the potential cost of implementation and compare those costs to the anticipated 

savings from these recommendations. This can be a very difficult task as many of the 

10 Executive Summary



______________________________________________________________________ 

recommendations address potential efficiencies in service that do not allow for a reduction in 

staffing or costs but will allow the district to utilize their resources (both monetary and physical) 

in a different manner. 

Everyone that our review team interviewed expressed a desire for the district to be the best that it 

can be. This summary contains some of the major points found in the report. This review was 

designed to collect data, interview and observe staff, citizens and students, and provide feedback 

to the district to assist them in their future planning. All of the recommendations are offered as 

opportunities for improvement and are intended as a starting point for discussion within the 

district. It is up to the district to determine which, if any, of the recommendations it will 

implement. The review team believes these opportunities can be a catalyst for moving a good 

school system to a great school system. 

SUBSEQUENT EVENTS 

Since the review team’s on-site visit, BSD has worked toward implementation of some of the 

recommendations included in this report. As noted, the BSD staff were eager to participate in 

this review process and excited about the opportunity to have outside experts review current 

practices and procedures. Some of the recommendations already being implemented: 

a. Food service has begun a cost analysis of the use of Styrofoam trays versus reusable 

trays. 

b. Menus have been streamlined at various schools throughout the district and additional 

possibilities are being investigated. 

c. Cross-training between the workers compensation coordinator and the coverage & 

certificate coordinator has begun. 

d. An outside audit of internal and external district communications has been completed and 

presented to the Board. The district will now begin the process of refining and 

implementing the recommendations. 

e. An IT/Business Systems Analyst has been requested in the 2008-09 budget process. 

f. The district is in the process of hiring a new contract specialist. 

Executive Summary 11

12 Executive Summary



______________________________________________________________________ 

SPECIFIC OPERATIONAL AREA REPORTS 

Overview of Process 

This operational review includes the following business and operations areas: 

1. Administrative Practices and Procedures; Communications; Technology 

2. Finance, Accounting and Reporting 

3. Food Service 

4. Human Resources 

5. Maintenance and Facilities 

6. Risk Management 

7. Transportation 

In preparation for the on-site visit, the district was asked to complete a self-evaluation document 

in each of the review areas. The self-evaluations were completed by district personnel and 

returned to the review team in advance of the on-site visit. In addition to the self-evaluation, the 

district was asked to provide access to numerous documents in advance of our visit. Below is a 

summary of those documents: 

5. Current board policies 

1. Current budget 

2. Prior 3 years audit reports and management letters 

3. Current organizational chart 

4. Current job descriptions 

5. List of current employees by position 

6. Current labor contracts and agreements 

7. All procedures manuals and handbooks 

8. Facility management plans, building floor plans, list of maintenance, grounds, and 

custodial assignments, work hours, and special skills, certifications and/or training 

required. 

9. District technology plan 

10. Any other documents deemed to be pertinent to or required for completion of the review 

that were not specifically mentioned above, such as contractor agreements that may 

impact one or more areas under review. 

11. Enrollment data (including projections) 

Review team members analyzed the self-evaluation and these documents prior to the on-site 

visit. Through this initial review, review team members were able to identify potential best 

practices and areas for further review during the on-site visit. Copies of the self-evaluation are 

included under Appendix A. 

Numerous other documents and reports were reviewed by members of the team during the onsite 

visit and are included in Appendix B. 

Specific Operational Area Reports 13

The on-site visit included in-depth interviews of personnel in each of the identified review areas. 

A list of interviewees is included in each of the specific operational area reports included in this 

document. Numerous visits were made by members of the review team to various sites and 

locations throughout the district. Review team members collected additional documents and 

were able to verify information gathered from the self-evaluation and other district 

documentation. They also investigated various practices and procedures in place at BSD, 

identifying numerous “Best Practices” that will become part of our tool kit of best practices. 

Observations, Commendations and Opportunities 

Review team members were divided into subcommittees to look deeper into each of the eight 

topic areas identified for review. The report reflects the combined comments of each of the subcommittees. 

As such, you will note some formatting and writing differences among individual 

sections. Regardless of format or writing differences, each of the sections in the full report 

includes these components: 

1. Description of area reviewed 

2. List of review team members 

3. List of individuals interviewed as part of the review 

4. List of sites visited (if any) during the review 

5. General observations 

6. Commendations 

7. Opportunities for improvement 

14 Specific Operational Area Reports



______________________________________________________________________ 

Administrative Practices and Procedures; 

Communications; Technology 

An efficient, effective organization begins with elected leadership, engages the public in 

meaningful ways, and uses technology as an essential “tool” to keep everything from data 

processing to communications running smoothly and transparently. 

This section of the report deals with administrative practices and procedures of the district: 

• Board organization 

• Board meetings 

• Board minutes 

• Board policies 

• Communications & Community involvement 

• Technology 

Team Members 

Sue Foster, Willamette ESD 

Sue retired as finance director for Willamette Education Service District in June, 2007. 

She is currently on contract with the ESD as a Special Projects Coordinator. Sue started 

working in school finance in 1972 with the Greater Anchorage Borough School District 

in Alaska. After moving to Oregon she worked in K-12 school districts before joining 

the ESD in 1995. Sue has been a member of OASBO since 1989. 

Shannon Priem, Director of Communications, OSBA 

Shannon joined OSBA in 1998 as communications specialist and was named director in 

2005. She has over 30 years of public relations and communications experience in 

several fields: public education, higher education, government, health care, workers' 

compensation and journalism. She received her bachelor's degree in journalism from the 

University of Oregon in 1974 and her accreditation in public relations from the National 

School Public Relations Association in 2000. She began her career in 1974 as the 

newspaper reporter and editor for the Stayton Mail. 

Susan Nouse, Chief Technology Officer, PASBO 

Susan oversees PASBO’s network infrastructure and the information management 

systems that provide technology services to members and support the job responsibilities 

of staff. She manages all aspects of PASBO’s information technology strategies, policies, 

services, software and hardware. Susan designs, develops, implements and maintains 

technology solutions to meet organizational needs and achieve strategic goals. With input 

from members and staff, she also establishes a plan and budget for future technology 

requirements. Susan acts as the liaison to the Information Technology Committee and 

presents technology related programs at various PASBO events. 


William McGill, Director of Technical Assistance, PASBO 

Bill directs association programs and services, represents the association at meetings and 

promotes excellence in the operation of non-instructional areas of school entities. As a 

former school business official, Bill brings a strong knowledge and understanding of the 

day-to-day operations of school business as well as the various responsibilities of school 

business managers who work in the diverse specialty areas. 

Interviewed 

Maureen Wheeler, APR, Administrator for Community Involvement 

Sarah Boly, Deputy Superintendent for Teaching and Learning 

Steven Langford, Chief Information Officer 

Karen Cunningham, Board Chairperson 

Site Visits 

All interviews were completed at the district’s central office. 




______________________________________________________________________ 

General Observations 

Beaverton School District’s self-evaluation survey revealed that all management practices 

comply with applicable law. A cursory review of materials presented and discussed proved this 

to be the case, so the review team decided to focus on communications and community 

engagement because these practices are integral to the success of any school district. 

Community engagement refers to involving the district and parents, business partners, and the 

community at large, in district issues and decisions. An additional focus was on technology as it 

enhances district operations. 

Principals are encouraged to work in different school buildings and at various school levels. 

This allows them to gain perspective from many areas and provides a different level of scrutiny 

to daily operations. This strategy facilitates the sharing of district resources based on goals and 

needs rather than individual building or department desires. The review team sees the rotation of 

principals as a means of bringing a fresh perspective on educational programs and school 

improvement issues to building level administration. 

Board and Administration 

Board Chair Karen Cunningham expressed the school board’s high level of commitment to its 

administrative staff. The board believes the administrative staff is not only forward-thinking but 

can handle their job functions properly and professionally. It’s clear she believes every 

administrator has a high level of ethics and commitment to the district. She expressed her 

appreciation for the current budget process and the manner in which budget topics are presented 

to the board – straightforward and easy to understand. 

The team also discussed the Beaverton Educational Foundation and the instructional time study 

with Mc. Cunningham. The Foundation, which is independent of the district, provides valuable 

services such as grants and after-school programs at the middle schools. Regarding the 

instructional time study, Ms. Cunningham said it could be a critical component in advancing 

student achievement. When asked what her main concern was, she indicated “administrator burnout” 

because she has observed the commitment of employees who work many long days. 

COMMENDATIONS 

a. BSD has one district goal, and the entire district addresses that central goal with 

secondary department goals. 

b. The district has a culture of personal accountability. Each employee recognizes the 

value he or she brings to the district which helps ensure personal accountability. 

People can “find their way,” and make themselves accountable. 

c. The concept of site-based management is in general a good practice for the district, 

and only on occasion is guidance required from the central office. 

d. The district provides various options to students. This helps to achieve the goal of 

providing every student the skills necessary to succeed in challenging courses, meet 


academic standards, graduate from high school and be fully prepared for a range of 

post-secondary education and vocational options. 

e. The district staffs a Welcome Center with representatives who provide service 

integration for families and students as well as assistance with translations for non- 

English-speaking families. At this time it is estimated there are 80 languages spoken 

within the district. 

f. The district invests in and recognizes the efforts of staff. All staff show enthusiasm 

about their work and the efforts to foster the goal of student achievement. 

g. The district provides professional development and growth opportunities. 

h. The district does a good job managing the process of adjusting school attendance 

boundaries in relation to the construction of new buildings. It strives to identify and 

address the concerns of the community by engaging the community in the planning 

process to make boundary alteration decisions. 

Communication & Community Involvement 

The review team conducted an extensive interview with Maureen Wheeler, district administrator 

for community involvement. In the self-evaluation survey under the topic Board meetings, 

question 9: The board maintains clear-cut lines of demarcation between its authority and that of 

the superintendent and administration? The review team was unclear as to the intent of the 

yes/no response. During the visit, Maureen said the district welcomed three new board members 

to its seven-member team. Therefore, it is possible new board members may not realize the lines 

of demarcation between board authority and that of the superintendent and administration. A 

complete copy of the “Comprehensive Communication and Community Involvement Plan for 

the Beaverton School District 2007-2008” is included as Appendix C. The review team was 

pleased to note that the plan was comprehensive and tied its goals to student achievement. 

The team interviewed Sarah Boly, deputy superintendent for teaching and learning, who 

described the district’s Professional Learning Communities program. She explained that the 

program has been augmented by a four-year US Dept of Education grant for $4.5 million and 

that the district has provided for sustainability of the program staff. 

COMMENDATIONS 

a. The focus of the Beaverton School District is clear and broadcast everywhere, from 

the posters and banners hung from the walls to the printed materials supplied to its 

clients – the students and community at large. 

b. The Superintendent pulls best practices not only from education but from industry 

and business. 

c. The district reacts in a positive fashion to community needs handling the challenges 

in dealing with low, middle and higher income families. This contributes to the 

success of the district in this area. 

d. BSD does real community engagement, not just community relations and 

communications. Citizens are involved in decisions and issues early in the process.. 




______________________________________________________________________ 

Technology 

e. The district is a forward-thinking student-centered district. It invests adequate time in 

planning and preparing innovative written plans to address issues and strategies. 

f. The district is very attentive to specific groups – from staff, to parents, business 

leaders and to the general public. 

g. There is a professional level of targeting information in each publication. 

h. The website and district communications are excellent: communication tools are a 

good combination of print brochures, newsletters, handbooks, electronic documents, 

and face-to-face meetings. 

i. The district plan for a Communications Audit is critical to ensuring the 

communications program evolves to meet the changing needs of district audiences. 

j. The district is addressing the fact that 80 different languages are spoken within the 

district through the Welcome Center and certain publications. They are cost 

effectively and efficiently communicating with their constituents. 

Steven Langford, Chief Information Officer (CIO) was hired 18 months ago from a higher 

education position. He has excellent technology vision, is very enthusiastic and his department 

is moving technology forward. Steve is extremely well-respected by his staff. One of his first 

tasks assigned was to develop a District Technology Plan. (Appendix D) He used this 

opportunity as a relationship- and team-building exercise. The CIO is included as part of the 

Superintendent’s council -- which will be imperative to implementing new initiatives the district 

is considering. The IT department has identified some challenges. One of the first was the need 

to standardize on an Office Suite, Microsoft Office, throughout the district. 

The IT department is very service oriented and staff members have a clear understanding of their 

purpose. The perception of the department has not always been positive and staff members are 

working very hard to change that perception. For example, they aggressively sought input from 

principals, gathering data regarding what principals need from the IT department. 

The IT staff’s commitment also is apparent when looking at the increased emphasis on customer 

service and desire to respond to needs in all areas of the district. 

The review team noted the district has some security issues, including the lack of individual 

accounts for faculty and students and the lack of anti-virus software. The district is rolling out an 

integrated active directory and open directory to accommodate both Apple and Windows-based 

computers. IT is also implementing a way to manage all desktops remotely and finalizing a 

decision on anti-virus software. 

COMMENDATIONS 

a. Imaging software is used to roll out new computers. 

b. The district recently purchased a new uninterrupted power supply (UPS) which 

allows systems to stay running during a power failure. 

c. The district has also invested in the web site and the infrastructure to support it which 

will improve availability. 


OPPORTUNITIES FOR IMPROVEMENT 

. The Technology department offers professional development on desktop applications 

and eSIS (the student information system used by the district). An overriding theme 

throughout the business office is the need for professional development on business 

office systems including IFAS. There are concerns about the integration of systems. 

When purchasing new software, the district needs to consider the integration of the 

software with existing systems. We recommend the district employ an IT/Business 

Systems Analyst to support all of the business office systems and to write reports. 

This person would also serve as a liaison between the IT department and the Business 

Office. IT needs to be included in all decisions regarding software and systems 

purchases as well as construction. 

a. IT support at the building level needs improvement. Currently, the district uses a 

process of Technology Facilitators (teachers who are provided a stipend for 

performing technical support duties). The level of service provided by these 

individuals is inconsistent. Each facilitator needs to be held accountable for a 

specific set of tasks. We recommend implementing an automated Help Desk 

ticketing system. This will allow district staff to input trouble tickets which can then 

be assigned appropriately and staff can be updated throughout the process. The IT 

staff can also provide metrics to the district to indicate their level of service. 

b. Included in the Technology Plan is a 5-year replacement cycle for computer 

equipment. This was not an approved portion of the current technology plan for the 

current fiscal year due to the associated cost. However, the district will need to 

commit to a replacement plan and add a line item to the annual budget to provide 

funding. Equipment needs to be replaced to keep systems current and functioning at 

the level necessary to support educational initiatives. 

c. The district’s disaster recovery plan hasn’t been updated recently - however the IT 

department has established this as a current project. We recommend this project be 

completed during the course of the current fiscal year. 

The Team involved in this aspect of review of the self-evaluation survey of the Administrative 

Practices and Procedures, including Technology, left with a complete understanding of the 

associated goals, commitment, and processes utilized by the Beaverton School District leading 

toward the ultimate goal of attempting to be “the Best.” In this area of the Survey, the Team 

finds the methods in place to be exemplary, and with the commitment of the staff, all goals can 

be achieved. 




______________________________________________________________________ 

Financial Planning, Accounting and Reporting 

Competent financial management is the hallmark of any successful business operation. The 

operation of public education is a business of the first magnitude. As demand for public service 

increase, revenue decreases, and citizens demand accountability, it is imperative that 

educational leadership provide efficient, effective and economic school services. 

This section of the report reviews the budgeting, accounting, payroll, purchasing and other 

financial management functions of Beaverton School District. 

Team Members 

Laura Cowburn, PASBO 

Laura holds a Bachelor of Arts degree in accounting from DeSales University and has 

worked as a school business manager in Pennsylvania schools for 26 years. During her 

career, she worked seven years at a vocational-technical school, nine years at East 

Stroudsburg Area School District, a rapidly growing district, and 10 years at Columbia 

Borough School District, a small poor urban district. Laura has performed two business 

office reviews in conjunction with PASBO. 

Claire Hertz, OASBO 

Claire is the executive director of business services in Newberg School District. Her 

career spans 25 years in school business and management beginning when she was the 

fiscal accountant for the Roseburg School District. In addition to her work as a business 

official, Claire has been an active member of OASBO since 1994. She has served the 

organization as a committee leader and is now president elect. 

Mike Schofield, OASBO 

Mike is a certified public accountant, Oregon municipal auditor, and retired business 

manager. He has been business manager for a small rural education service district 

(ESD) as well as a large ESD in northern Oregon. Following his retirement, Mike has 

served as interim business manager in a small school district in Southern Oregon and 

currently provides regional audit services for the High Desert ESD and their component 

districts. 

Brent Peterson, Consultant 

Brent currently works for West Coast Investment Services and has14 years’ experience in 

capital markets. He currently holds licenses for series 7, 63, and 65 securities as well as 

Oregon life and health. 

John Tapogna, Consultant 

John is a managing director at ECONorthwest. He has provided economic, budgetary, 

and analytic support to national, state, and local governments in the United States and 

overseas. John was a budget analyst at the U.S. Congressional Budget Office, where he 


forecast the nation's welfare spending and estimated the cost of key congressional 

legislation. At ECONorthwest, John has developed a practice related to low-income wage 

policy, welfare reform, child-support enforcement, and education. He serves on the 

boards of directors of Children First for Oregon and of the Portland-area 211 information 

and referral line. 

Interviewed 

Gayellyn Jacobson, Senior Budget Accountant 

Kim Overhage, Budget Committee Chair 

Jan Winthrop, Payroll Coordinator 

Claire Doolittle, Finance Coordinator 

Joanne Ossanna, Administrator for Business Services 

Kim Haskins, Elementary School Principal 

Janice Essenberg, Chief Financial Officer 

Mary Hawkins, Secretary to Regional Administrator 

Joan Lattner, Human Resource Operations Supervisor 

Dick Steinbrugge, Executive Administrator for Facilities Development 

Eric Wicks, Purchasing 

Site Visits 

All interviews were conducted at the District’s central office. 




______________________________________________________________________ 

General Observations 

The team observed many successful practices in every function, beginning on the eve of the onsite 

visit when staff presented the “Fall 2007 Goals Report” to the board. The goals report 

reflects the gathering of data to determine strengths and weaknesses of the education delivery 

system throughout the district. Examples of success show that staff make a concerted effort to 

ensure each child receives appropriate education opportunities. 

One example of striving for quality is the Innovative Process Team (IPT), which functions as an 

intake group or sounding board for obstacles and difficulties experienced by staff. Many of the 

staff interviewed felt the IPT provides an effective way to overcome challenges faced by the 

district. 

When discussing areas identified by staff as needing improvement, team members were told that 

great strides are already being made in many of these areas. Changes in personnel brought a 

more critical eye to existing systems, more openness to suggestions, and a desire to work toward 

collaborative solutions. 

COMMENDATIONS 

The review team found a common theme among those interviewed – improved communications 

and attention to customer service are long overdue and welcomed. 

Central office staff focus on identifying problems and finding solutions. For example, 

coordination between Payroll and Human Resources is an issue, and one of the solutions is 

scheduling meetings of these departments on a regular basis, which is improving communication 

and collaboration. 

The business office submits the district’s Comprehensive Annual Financial Report to the 

Government Finance Officers Association (GFOA) and the Association of School Business 

Officials International (ASBO) for consideration of award of the Certificate of Excellence (COE) 

in Financial Reporting. Beaverton School District has received these prestigious awards and 

recognition for the past 27 and 26 years respectively. 


The district’s grant program could be improved with the addition of a staff person responsible for 

writing grant applications and overseeing grants. The district’s grant-writing capacity and ability 

is self-described as “weak.” This position would increase capacity and ability to review 

processes used by staff to account for grant funds. For example, the process used at the school 

level to track Title I expenditures is a manual system. This is cumbersome and time-consuming, 

and hasn’t been addressed due to a lack of staff and time to adequately review the issue and 

options with IT. Hiring a grant specialist would facilitate automation of this process by 

providing the staff necessary to review, recommend and implement a new process for tracking 

Title I expenditures. 


BUDGET and FINANCIAL PLANNING 

General 

Those interviewed regarding the budget process considered the process a success because money 

is matched to district goals. The budget process utilizes a resource allocation methodology 

(RAM) that allocates funds to schools according to enrollment, poverty, mobility and the impact 

of specialized programs. 

An enthusiastic chairperson and dedicated Budget Committee make the process one of total 

collaboration not only among staff but also among community, parents and stakeholders. 

Through this open, collaborative process, all stakeholders apparently feel involved and 

knowledgeable about the goals, objectives and strategic direction of the district. 

The annual budget is an exemplary document which reflects a multitude of best practices. 

COMMENDATIONS 

Use of RAM has made great strides to improve the relationship of budget to needs and drew high 

praise from people inside and outside the central office. The mobility weighting factor, which 

considers the mobile nature of the district’s student population, was identified as a particularly 

important characteristic in interschool allocations. Other factors such as poverty and the impact 

of special programs are described as invaluable to the process as well. The system is more 

transparent, equitable, and flexible than its predecessor. It demonstrates flexibility meeting the 

diverse needs of every child, even when those needs are identified late in the budget process. 

Several examples were cited by staff interviewed, and reflected in these words from the budget 

committee chair: “The money is to be matched with the district goals”. A sample of the RAM is 

attached as Appendix E. 

District business office staff members are to be commended for their revenue/expenditure 

forecasting method and focus on sustainability of programs and services. The forecasting 

method is solid and staff should continue to update it on a regular basis. 

The IPT (Innovative Process Team) model is an excellent process for developing budget 

priorities. It allows any area to bring forward their needs or initiatives and compare them to 

others. It was evident to the review team that this process includes attention to actual needs and 

directs the flow of dollars to those needs while providing full disclosure of budget adjustments. 

The review team suggests the IPT model be expanded to discuss continuous improvement in all 

business practices. For example, it could be a forum for discussion of the payroll processing 

improvement opportunities identified within this report. 


The board chair indicated that one of her major concerns was “administrator burn-out.” Staff 

members throughout the central office and district are highly committed to BSD, each other, 




______________________________________________________________________ 

students and community. As a result, it is common for staff to work extremely long hours on a 

continuing basis. One of the specific areas of concern identified was the overall budget process, 

which is labor intensive, beginning in November and continuing through spring. The following 

recommendations could help expedite the budget process. 

b. Accurate, timely information is critical to the budget process. A review of the duties and 

responsibilities of all participants, the overall process and interdependency of the budget to 

the data provided by departments and schools, will facilitate fluid preparation of the budget. 

c. The budget calendar has extremely tight deadlines. The IPT has met throughout the year to 

identify ways to improve time lines and procedures for the 2008-09 process. We recommend 

that this review and implementation of appropriate change be continued annually. 

d. Enrollment for the Options Program is too late for the current time line and requires the 

budget allocations to be redone. This further complicates timely budget completion. We 

recommend that an enrollment projection be used for allocation to the Options Program and 

that RAM retain 2% of Allocated Person Units (APU) and budget allocations rather than the 

current 1%. These funds can then be reallocated October 1 based on actual enrollment. 

Other recommended changes to the RAM formula include: 

• Adjust staffing allocations for regular classrooms as special education students are 

mainstreamed into regular classrooms. A similar adjustment has already been made 

in non-salary allocations. 

• Review current budget allocations in Title schools in the areas of secretarial and 

custodial staffing. Student and staff needs differ sufficiently in these schools to 

warrant consideration of additional secretarial and custodial staffing. 

• The district should review the budgetary allocation model as it relates to the 

maintenance and facilities budget. Consideration should be given to items such as 

allocations for custodial services and small projects. Department resources appear to 

be allocated in a reactive rather than proactive mode. A proactive model will align 

expenses with anticipated and planned expenses and facilitate development of a 

preventive maintenance program. 

The RAM model measures input; the next logical step is to measure or benchmark output. 

Outputs include human capital, students, test scores, and teacher tenure. Some adjustment needs 

to be made to account for the 30 percent turnover of students each year. 

Finally, we recommend the district establish an electronic means for schools and departments to 

input budget changes for budget line items in their control. (For example, the principal needs to 

move $1,000 from consumable supplies and materials to non-consumable supplies and 

materials.) In conjunction with development of this electronic process, the district should review 

current policy and administrative rule regarding budget implementation to insure it provides 

adequate checks and balances for this type of system change. 


ACCOUNTING and PAYROLL 

General 

The caliber of staff in the business office reflects a great deal of knowledge and expertise. 

Hiring seems to focus on employing individuals trained and qualified to hold these positions and 

capable of making a difference. 

None of our interviewees indicated they wished they had more information or that the 

information came to them in a different format. In fact, interviewees were quick to indicate that 

“the business office will get me whatever I need.” 

COMMENDATIONS 

Every business office staff member interviewed commented on how extremely collaborative the 

business office staff is. Staff members support one another and work together on deadlines, 

projects and work flow. A concerted effort is made to work for the benefit of schools. Synergy 

and camaraderie seem to be characteristic of the accounting and payroll staff. 

The accounts payable function in the business office pays vendors and contractors timely and 

efficiently. 

Based on the complexity and sensitivity of the information the business office staff deals with, 

and the lack of a truly seamless system, they are very efficient. Accounting staff are currently 

writing a policy and procedure manual which we recommend be reviewed annually and modified 

as needed. 


Systems 

While there was criticism of the IFAS financial system by some of the interviewees, it should be 

noted that staff also recognize this is a very sophisticated system that requires ongoing data 

analysis. IFAS is not a pick-it-up-and-use-it system, but it is extremely powerful and can be 

customized to district needs. Staff has discussed the possibility of contracting with software 

vendor, Sunguard-BiTech, to review the district’s current operations and recommend ways to 

improve utilization of the software. The focus seemed to change during the course of our review 

from trying to work with IFAS to seeking another financial software system. 

We recommend BSD investigate whether the current system can be more efficiently utilized to 

meet the district’s needs. This study should be completed prior to making the decision to change 

software, as significant labor and expense have been put into the existing system. We also 

recommend that the district hire an IT/Business Systems Analyst dedicated to the needs of the 

business office. Staff could be better utilized with fewer manual processes, many of which an IT 

person could automate. For example, an electronic time-keeping system could be used to track 

hourly employees. The time-keeping system could interface with IFAS and save considerable 




______________________________________________________________________ 

staff time currently spent calculating hours worked and entering them into the payroll system. 

We further recommend housing the IT person in the business office and not in the Technology 

Department to facilitate direct daily communication with business staff. A similar 

recommendation can be found on page 20. 

Payroll 

COMMENDATIONS 

Division of duties among payroll staff facilitates extensive cross-training within the department. 

The department includes a cohesive group that works well together. Payroll pays approximately 

4,500 employees each month. Staff members understand the importance of their positions within 

the district and their responsibility to ensure proper and timely payment to employees. 


Interviewees consistently noted communications between payroll and human resources as an 

area of concern. The Human Resources Department and IT Department are on one end of the 

central office building, and the business office and payroll department are on the other end, split 

by Teaching and Learning. This set-up is not conducive to communication and collaboration. 

Reconfiguring office space to bring human resources and payroll staff closer together would 

enhance communications and allow better access to shared resources, thus preventing document 

duplication and streamlining operations. 

Staff members voiced concern about how individual employee changes are made in the human 

resource office as payroll processing is under way, causing misinformation or coding errors to be 

generated in payroll. Human resources staff can make changes to records affecting the 

processing of payroll. In some instances, these changes created errors in payroll. For example, 

human resources can delete pay assignments in the database even though pay assignments are 

needed to calculate contract adjustments in payroll. 

To minimize these problems and potential errors we recommend the following: 

a. Human resources staff should understand the impact their changes can have on the 

processing of payroll. This may require additional training for both human resources 

and payroll staff on the relationship of shared records within IFAS. 

b. Establish a “no changes” deadline for the processing of payroll. After this date, no 

changes may be made to the database until payroll processing is completed. If a 

change must be made, the system should allow for clear communication of the change 

between human resources and payroll prior to the change being made. 

Designated paydays should be realigned to more closely match the periods worked by 

employees. A recent IRS announcement suggested school employees should be paid during the 

periods actually worked or a condition of deferred compensation may occur under Section 409A 

of the Internal Revenue Code. 


Classified employees who have extra-duty assignments or receive stipends must be paid 

overtime for hours worked in excess of 40 hours per week. In addition, these employees must be 

paid at least minimum wage for the hours worked. The Bureau of Labor and Industries (BOLI) 

requires that actual hours worked be documented for all hourly non-exempt employees. There 

was some concern voiced that principals – eager to employ classified staff at a fixed fee – create 

artificial hours that match the available stipend rather than reflect the actual hours worked. 

There are two distinct issues that must be addressed regarding this group of employees. First, are 

they being paid at least minimum wage for the hours worked and second, are they working more 

than 40 hours in the work week? The district should establish clear rules governing stipend 

payments to classified staff that are consistent with non-exempt, hourly status. A copy of the 

“State Laws Regulating Minimum Wage and Payment of Wages” brochure related to this issue is 

attached in Exhibit A. 

During the review of policies, the team did not find any policy addressing the potential 

overpayment of staff salaries and identifying a collection process under such circumstance. We 

recommend the district develop a policy regarding overpayments of salary to employees and 

specifically address the process for collection of any such overpayment. 

Leave Tracking 


The district uses three individual leave-tracking systems that are not integrated. There is a paper 

system, the payroll system and a Web-based system. Utilization of three separate leave systems 

requires substantial staff time for data entry, causes adjustments to be made for many of the 

leaves being reported, and requires substantial time to reconcile the three systems. 

Employees are given the option of using an attendance system (Subfinder), reporting leave on 

paper, or reporting absences through the Web-based system. Subfinder sends data to IFAS and 

paper corrections are sent to payroll from schools and departments on a weekly basis. Payroll 

corrects the leave in IFAS but not in the attendance system. Paper reporting and telephone 

reporting are not posted in the same place so balances on the Web may not be accurate. 

We recommend the district review the options available to them through IFAS or the existing 

leave-tracking systems, develop one reporting system which is updated prior to payroll 

processing and that accurately tracks leave for all staff on a monthly basis. 

Purchasing 

There are three staff members in the purchasing area, who are very organized and focused on 

assisting school staff in making the best purchasing decisions possible. To facilitate this, staff 

streamlined the PO process, and instituted an online purchasing process. 

The district purchasing policy currently allows for purchasing of up to $50,000 in supplies and 

materials without a formal bid process and board approval. Statute currently provides for the 




______________________________________________________________________ 

purchase of up to $150,000 in supplies and materials, without the need for a formal bid. 

Maintaining such a low dollar threshold in district policy requires significant additional time on 

the part of staff in developing, administering and awarding bids. This low threshold also limits 

the districts ability to acquire supplies and materials in an expedient manner. 

COMMENDATIONS 

Purchase requests are routed by the purchasing staff for review prior to purchase order approval. 

Staff recommendations are made if quality merchandise is available at a lower price than the 

purchase requisition reflects. 

Many contracts are posted on the district Website, available to school staff as they make 

purchase decisions for their building and department needs. 

Extensive use of “piggyback” contract provisions of other governmental agency contracts is a 

common practice in BSD. This allows the district to purchase without repeating the competitive 

process conducted by other agencies. BSD also includes the ability for other districts to 

“piggyback” their contracts. This practice can save significant time and allows all participants to 

benefit from the larger purchasing power of the group. One caution regarding this practice is, 

beware of surcharges and fees associated with this practice. Piggyback contracts may include 

surcharges or fees that reduce actual or potential savings to the district. 

The district purchasing manual is “user friendly” and is posted on the district’s Website. 


We recommend that BSD increase its current purchasing limits within board policy to current 

statutory limits. Aligning purchasing limits with statutory limits in ORS Chapters 279 A, B, and 

C will allow staff to seek competitive verbal and written quotes without having to wait for 

approval at the next board meeting. This may be particularly important considering the 

construction activities in progress within the district. A summary of the current statutory 

requirements is attached as Exhibit B. 

We believe that the addition of a contract compliance specialist would benefit the district in a 

number of ways and ensure compliance with purchasing policies and statutes throughout the 

district. This position would be available to develop templates for contracts, review the 

purchasing processes used by other departments, and provide training. 

School Fiscal Items and Relationships 

COMMENDATIONS 

Business office staff members have done an excellent job of training and supporting school 

secretaries in IFAS and business procedures. They maintain ongoing communication in monthly 

secretary meetings. 



We recommend BSD evaluate the controls and procedures currently used for school cash 

receipts and school accounting records. From our initial review it appears that the business 

office needs additional staff to adequately oversee school bookkeepers. This is one of the most 

at-risk areas for fraud that a district has and requires specific controls and procedures not utilized 

in other areas. Districts across the state are looking more objectively at this area as they review 

internal controls and establishing additional procedures as a result. 

It appeared to members of the team that school office staff members don’t always feel 

understood or appreciated by the business office. School office staff members don’t believe the 

business office has a full grasp of their duties and responsibilities at the school level. We 

recommend that business office staff establish a schedule of spending some extended time in a 

school office. It is important for staff to feel appreciated and understood. One of the most 

effective ways to communicate what our normal work day consists of is to perform the duties. 

Although all staff experience frequent interruptions at times, school office personnel typically 

encounter constant interruptions in their daily work. This will bring staff together in a greater 

appreciation for their individual responsibilities as well as focus them on looking to creatively 

solve some of the difficulties currently experienced within the system. 




______________________________________________________________________ 

Food Services 

“Proper nutrition is vital to the learning process. Research shows that students with adequate 

diets are better able to focus in the classroom and progress in their studies. (Oregon Department 

of Education).” 

This section of the report reviews the food services program including planning, governance, 

federal requirements, nutrition, service, food preparation, and financial management. 

Team Members 

Bill Dierdorff, Retired OASBO 

Bill Dierdorff has nearly four decades of school business experience in Oregon. His 

tenure as the Business Manager for North Clackamas and Reynolds School Districts 

covered 36 years. He served Clackamas Community College as Vice President of 

College Services for a year and was an adjunct professor for Lewis & Clark and PSU for 

20 years. He holds a Bachelor's Degree from OSU and a Master of Business and a 

Doctorate of Education from PSU. 

Donna Cancio, Estacada School District 

Donna is currently employed as Business Manager at Estacada School District. 

Dan Beardsley, North Clackamas School District/Chartwells 

Employed by the Chartwells Dining Services Company, Dan has been working at North 

Clackamas School District in Oregon for the past 12 years as its food service director. 

Prior to his assignment at North Clackamas, Dan served as food services director for 

various other school districts in the northwest. He also serves on the Oregon State 

Commodity Advisory Council, which advises state commodity officials on commodity 

food purchases and distribution for Oregon’s nutrition programs. Dan graduated from 

WSU with a BA in Business and has over 18 years of hospitality management 

experience. 

Interviewed 

Bud Moore, Deputy Supt. 


Joanne Hulquist, Middle School Principal 

Susan Barker, Administrator for Nutrition Services 

Site visits 

Jacob Wismer Elementary School 

Stoller Middle School 

Mt. View Middle School 

Beaverton High School 


COMMENDATIONS 

The general observation of the review team is that nutritional services staff perform their duties 

well. The team notes several areas of commendation: 

a. Student management was very good at all the schools visited. Good adult 

visibility/supervision was prevalent. 

b. Customer service at the point of service was very good. The staff was friendly, helpful 

and engaging. 

c. The menus offered a lot of variety/choices, including nutritional choices. The quality 

appeared good and the students seemed to enjoy the food. 

d. An annual survey is sent to students, staff and parents in order to determine customer 

satisfaction. 

e. Purchasing is done centrally and cooperatively with other districts. There appears to be a 

need to improve central purchasing throughout the district, but because of the daily 

volume and consumable nature of food products, the purchasing function should be 

retained within the food service department rather than be added to a central purchasing 

department. 


Many of the following recommendations are based upon the district determining they want to 

move from “good” to “great”. 

a. Styrofoam trays are being used at all elementary schools, and are recycled at a cost to the 

district. We recommend a cost analysis be done comparing the cost of buying styrofoam 

trays and recycling them, to utilizing re-usable trays. 

b. The variety/choices offered were extensive and may pose a cost detriment to the program. 

We recommend a cost analysis be done, examining the current menu with a more streamlined 

menu. 

c. BSD is transitioning to a new point-of-sale (POS) program for improved interface and 

reporting. We recommend that every effort be made to ensure the new POS program 

interfaces seamlessly with the office accounting and reporting system. This is critical to 

both the “front of the house” and “back of the house.” 

d. We recommend that formalized staffing parameters be established to ensure consistency, 

equity and cost effectiveness throughout the program. This additional tool can be used 

by the district to determine cost effectiveness and program equality. Utilization of the 

Productivity Evaluation, comparison of staffing patterns, and other factors such as 




______________________________________________________________________ 

serving schedules will provide a broader and more complete picture of the overall 

program effectiveness and efficiency. It will also provide site specific benchmarks for 

the district over time that will allow development of trend data. 

e. Results of the annual survey conflict with input received from the people the team 

interviewed (principals, staff, etc.). The survey results generally indicated that customers 

were unhappy with the food program while feedback during interviews indicated 

satisfaction with the program. We recommend the survey be examined for efficacy. It’s 

important that survey participants be knowledgeable about the program’s service via 

experience not word of mouth. The survey needs to identify the areas of the food service 

program which are not acceptable to customers to allow the district to take corrective 

action. 

f. Proper nutrition has long been recognized as vital to the educational success of children. 

We recommend the district establish standards that tie the food service program to the 

support of education. For example: 

• Add a before school recess to encourage breakfast participation for free/reduced 

students. 

• Add snack service for extended day programs. 

• Offer grab and go breakfast option for latecomers. 

• Work with principals on strategies to have food services help improve the school 

atmosphere. 

• Provide training to staff on dealing with students and their behaviors. 

g. We recommend BSD establish district standards so all schools (new and old) are 

comparable by grade-level. For example, all high school cafeterias should have tables 

that support social contact including individual chairs. The addition of music or neon 

signs can add some real “pop” or “pizzazz” to the serving area. In turn, students find the 

space far more inviting, which may stimulate higher participation. 

h. We recommend the district develop participation goals for each kitchen. Analyze profit 

and loss and participation data by school site to determine strategies to increase 

participation where needed while maintaining financial stability within the overall 

program. Strategies to consider include promotions, marketing, and delineation of 

formats using signage (header and point-of-sale). 

i. We recommend reinvesting in the food service program to increase customer satisfaction, 

educational program support, replacement of identified furnishings, including signage, 

marketing and customer-oriented changes. 

j. A financial analysis should be completed prior to adding any new services (such as 

catering at times the kitchens aren’t open) to determine the cost effectiveness of such 

service. 





______________________________________________________________________ 

Human Resources and Employee Relations 

An essential component of any effective educational program is employment of a sufficient 

number of qualified individuals to meet the goals of the district. Effective human resource 

management is essential to the district’s success in recruiting, selecting and retaining qualified 

staff. In addition, developing and nurturing constructive relationships among district 

administration and labor unions supports a stable and productive educational environment. 

The review team organized its “commendations” and “areas for improvement” in seven 

categories, from staff recruitment to how the human resource operation is managed. 

Team Members 

Lisa M. Freiley, J.D. Oregon School Boards Association 

Lisa joined the Oregon School Boards Association staff in September 1990. She 

currently serves as the Director of Human Resource Development for OSBA. Lisa holds 

a doctor of jurisprudence with an emphasis on labor, personnel and administrative law 

from Willamette College of Law. She also holds a masters’ of business administration 

from Atkinson Graduate School of Management, where she focused her studies on 

human resource management. Lisa has more than17 years’ experience in human 

resources and labor relations in Oregon schools. 

Margaret McMinn, PASBO 

Margaret began her career in Human Resource Management in 1997 with the 

Commonwealth of Pennsylvania, in Harrisburg, PA., where she served as a labor 

relations specialist for the governor’s office of administration in the Bureau of Labor 

Relations. She worked with 26 state agencies, overseeing day-to-day labor/management 

issues, contract interpretation, and grievance administration. She also handled various 

provisions of contract negotiations and presented arguments on behalf of the 

Commonwealth in arbitration hearings. In July 2001, Margaret became the director of 

human resources for the Altoona Area School District in Pennsylvania. Margaret earned 

her Bachelor of Arts degree at Mercyhurst College in Erie, PA where she majored in 

psychology and business; she subsequently earned her Masters’ Degree in human 

resource management and industrial relations from St. Francis College in Loretto, PA. 

Site Visits 

All interviews were conducted in the district’s central office 


Interviewed 

Sue Robertson, Chief Human Resource Officer 

Mark Moser, Administrator for Licensed Personnel 

David Brewer, Administrator for Classified Personnel 

Dan Thomas, Risk Management Administrator 

Joan Lattner, Human Resources Operations Supervisor 

Kelli Aimi, HR Analyst 

Julie Huskins, HR Analyst 

Joan Turner, Contract Center 

June Yi, Personnel Specialist 

Jason Peterson, Personnel Specialist 

Johanna (Hanna) Vaandering, BEA President 

Steve Specht, OSEA President (was unavailable during the review process) 

Candace Stevens, Administrator for Professional Development 

Betty Fladd, Mentor Teacher Program 




______________________________________________________________________ 

Seven areas of commendations, areas to improve 

1. District effectively and efficiently recruits hires and retains qualified personnel. 

This element looks at the methods of recruiting, the process used to hire personnel and the ability 

of the District to retain the employees it hires. 

COMMENDATIONS 

a. The district uses a variety of methods to recruit staff, specifically licensed employees 

– including job fairs, teachers on special assignment (TOSAs) and electronic posting 

of positions. The staff has done a good job of preparing for and using job fairs. 

TOSAs’ enthusiasm results in a more successful recruitment process. It is clear they 

love teaching and are big supporters of their district. This level of passion and 

enthusiasm is contagious and will result in candidates giving the district more than a 

passing look. 

b. “Grow your own” programs are excellent ways to fill positions. These programs 

reduce recruitment costs and result in employees suited to the organizational culture, 

who are more likely to stay in the district. 

c. Given the large number of staff recruited each year, it is imperative to have an 

effective and efficient method for gathering and screening applications. All 

applications are electronic. Access is set up so that administrators and supervisors can 

review applications online. The district is in the process of moving to the online 

service EdZapp for accepting and screening teacher applications, which will further 

enhance its ability to process, sort and evaluate applications effectively and 

efficiently. 

d. Selecting candidates with the actual skills and abilities suited to the position is 

difficult in the best of situations. Research supports the idea that, the more an 

employer is able to evaluate specific skills and abilities which will be used on the job, 

the more likely a good selection will be made. The district’s use of performancebased 

interviews for selection of administrators is a good way to evaluate candidates’ 

skills and abilities. The process should be continued and expanded as appropriate to 

other employee groups (e.g., teaching and classified positions). 

e. Studies show use of mentor programs can improve new and beginning teachers’ 

connection to the profession and the district itself. The district operates a mentor 

program, which meets many new teachers’ needs. Mentors help locate necessary 

materials and introduce new employees to building culture and practices. Many of the 

mentors have completed the Critical Friends Group Training, which focuses on 

communication skills for working with the new teachers. The program is perceived to 

be effective, based on the survey conducted by the district, although results may be 


skewed as all employees are surveyed even if they have not participated in the mentor 

program. This problem can be alleviated by modifying the method of collecting data 

from participants. 

f. BSD provides orientation programs for new employees. There are 10-12 orientations 

conducted by HR department staff throughout the work year. These orientations assist 

employees in completing necessary paperwork and provide guidance to employees 

about how things work in the Beaverton School District. 


a. The hiring process is extremely decentralized within the Beaverton School District. 

Some element of decentralization is essential given the number of positions that must 

be filled each year. The HR department makes training available to the administrators 

and supervisors responsible for screening, interviewing and selection; however, there 

is no requirement for them to participate. 

After initial applications are processed, there is no further oversight by the HR 

department. Unless requested by the administrator/supervisor, HR doesn’t screen 

interview questions used at the building level; references are checked by supervisors 

and building principals with no follow-through of information or documentation of 

conversations back to the HR department. Upon completion of the selection process, 

most documents are destroyed; none are forwarded to the HR department for 

retention. 

All of these practices come about in an effort for the district to conduct an effective 

and legal hiring process. Hiring processes must be consistent, equitable and effective 

in selecting appropriate candidates to fill positions; comply with all relevant state and 

federal laws; be legally defensible; and be comprehensive while consuming the 

fewest resources. 

BSD’s approach probably meets one of these criteria – it makes efficient use of 

district resources. There is no ability for the district to ensure consistency in criteria 

used for selection, the legality of interview questions, or the legality of information 

requested or received from reference checks. No documentation is submitted to the 

HR department when the process is completed. Because negligent hiring is an area of 

growing liability for employers, the district must maintain documentation to support 

the decision made at the building level. The lack of documentation hurts the district’s 

legal position and is out of compliance with State records-retention requirements. 

(See Exhibit D) 

We recommend the following to BSD: 

• Retention within HR of all documents involved in the selection process including 

applications, letters of references, interview questions, notes, performance-based 




______________________________________________________________________ 

tests, information received from reference checks, and any document that contains 

information about candidates and the selection of the employee hired. 

• An HR staff member should review interview questions or any other selection 

process to be used in screening candidates. 

• Standardized questions should be developed to assist supervisors and 

administrators in conducting reference checks. In addition, selecting reference 

contacts should be coordinated by HR staff. Finally, information received during 

the reference checks (completed forms) should be returned to the HR department. 

b. High staff turnover is a resource drain in both direct costs (recruiting, training, hiring 

temporary staff) and indirect costs (reduced productivity, loss of organizational 

culture and staff morale). Retention of staff was consistently mentioned as an area 

that needs improvement but data upon which to base change is lacking. For example, 

data does not exist to indicate how many of the staff left due to retirement as opposed 

to taking a position in another district. 

1. We recommend creating a system that allows the district to track turnover rates by 

position and/or employee group. The system should include which positions are 

being left, why the individual is leaving (e.g., retirement, medical and/or family 

issues, work-related issues, etc.), and how long they were with the district. 

The district needs to evaluate this data and look for trends: Are there positions 

you have trouble keeping filled? Do employees tend to stay for the same length 

of time before they leave? Do employees seem to be leaving for similar reasons 

(like receiving more pay or better working conditions)? 

Employee retention can be measured in a couple of ways; both provide valuable 

information and can show trends. One is to look solely at separation rates. This 

can be calculated district-wide or by department or position. The broadest 

measurement bases the calculation on the total number of employees who have 

left the district. An alternative measurement uses voluntary resignations only; 

some people believe the inclusion of unavoidable or anticipated employee 

turnover leads to misleading results. It is important to recognize that merely 

calculating the separation rate ignores the distinction between losing new 

employees and experienced employees, who can be much more difficult to 

replace. 

Calculating separation rates gives you the number of employees leaving in a 

period as a percentage of the number employed during the same period, (usually 

on a quarterly or annual basis). Unless there are special circumstances, such as a 

sudden large increase in the size of the workforce, the average number of 

employees working is calculated by taking the number working at the start of the 

period plus the number working at the end of period and dividing by two. For 


example, BSD had 498 employees at the beginning of the quarter and 502 at the 

end of the quarter. The average number of employees working during the quarter 

equals (498+502) = 1,000 divided by 2 = 500. 

Formula to calculate the separation rate: 

Number of employees who have left the District 

Average Number of Employees Working 

During the Period 

x 100 = Separation Rate 

Calculating the workplace stability rate can be equally valuable in analyzing 

employee retention. The district’s stability rate measures the extent to which 

experienced employees are being retained. 

To calculate the stability rate: 

Number of Employees With 

One or More Years of Service 

Number of employees 1 year ago 

x 100 = Stability Rate 

We were unable to locate a collection of Oregon specific data which can be 

utilized to determine benchmarks related to separation rates or stability rates. 

National statistics indicate a range of eight to seventeen percent turnover rates in 

public education. According to an August 2005 Issue Brief published by the 

Alliance for Excellent Education (AEE), the average cost of replacing a teacher in 

Oregon was $12,700. (This calculation was based upon salary data from 2002- 

03.) AEE also reported that 12.9% of teachers in Oregon left their districts during 

the 2002-03 School Year. 

According to a teacher follow-up survey published by the National Center for 

Education Statistics (NCES) in January 2007, approximately 16% of those 

teachers surveyed left their district the previous year. Of those who left, about 

half indicated they moved to another district and the remainder indicated they left 

the profession. NCES also reported that 55 percent of teachers with less than 

three years experience left their districts between 2003-04 and 2004-05 to go to 

other districts. During the same time period, 45.8% of teachers with more than 

three years experience left for another district. Calculation of these statistics will 

allow BSD to compare to the national statistics and begin to develop trending data 

that will be valuable in the future. 

The Annual Employee Survey can be used to gather more comprehensive data 

about employees’ perspectives of working conditions: the good, the bad and the 

so-so. We recommend developing questions seeking employee attitudes toward 

working conditions, supervisor roles and attitudes. 




______________________________________________________________________ 

2. We recommend conducting more consistent exit interviews. Sending out forms to 

be completed by the employee leaving the district is a passive method of 

collecting data, and, the district gets very few of these forms back. Although 

labor-intensive, the best method of gathering the necessary information is talking 

with the employee in person. Given the consistent identification of retention as a 

problem, it would probably be time well spent for the District to be able to 

reliably determine why employees are choosing to leave. Exit interviews could 

be conducted by HR staff, or building administrators could be trained to perform 

this task. 

c. Staffing for the following year is uncertain due to the handling of voluntary eaves of 

absence. The HR department does not know whether employees will return from 

leave until April because of provisions in current collective bargaining agreements. 

This is late in the recruiting season and may limit the districts’ candidate pool. We 

recommend trying to get decisions about return to work as early as possible, 

preferably by January or February. 

d. Development of a more deliberate succession planning program would benefit the 

district. The ability to promote from within is beneficial to both the district and its 

employees. In human resources, we know the best predictor of future performance is 

past behavior, so the ability to identify highly skilled, trained and competent 

employees to fill leadership and management positions will give the district the 

ability to provide strong, continuous leadership by employees who are culturally 

compatible with the district’s management philosophy. Succession plans have the 

following benefits for the district: 

1. It allows you to select employees who are already a known quantity in terms of 

skills, abilities and work habits; 

2. It reduces productivity loss, because the transition can occur more seamlessly; and 

3. Employee retention may be improved because employees will see their work at 

the district as a career rather than experience that can take them elsewhere. 

2. The district has an effective and efficient performance management program. 

This part of the report looks at the district’s ability to evaluate, improve and correct employee 

performance and behavior problems. 

COMMENDATIONS 

a. The district has been revamping its professional growth and evaluation program, using a 

broad-based and inclusive committee with representation from management, the union 

and licensed positions (e.g., elementary, subject area middle school and high school as 

well as specialists). Committee members feel the process has been good and the product 

will be beneficial to the district and licensed employees. The district has been smart in its 

approach to implementing the new program, beginning with a few buildings that agreed 

to be early implementers. This will allow the district to make modifications necessary to 


fully implement the program. In addition, the district has committed resources, both time 

and money, to make this program effective. 

b. The Code of Professional Conduct and Annual Notices are distributed annually to each 

employee, including substitutes. This provides a consistent message of the district’s 

expectations to all employees. 


a. It was not clear there is a comprehensive system to track disciplinary actions districtwide. 

It appears most, if not all, classified disciplinary actions go through the HR 

department, but licensed disciplinary actions are processed at the building level and only 

forwarded to HR if the issue escalates to a level the supervisor feels warrants that. 

There isn’t a centralized database where supervisors can review other disciplinary issues 

or see if another supervisor is or has dealt with a similar employee issue. It is not 

necessary to identify employees involved in the situations, but, recording basic facts and 

outcomes can provide guidance for other supervisors faced with similar situations. With a 

workforce the size of BSD, and just cause a requirement in relevant collective bargaining 

agreements, consistency is crucial. Although the classified contract doesn’t specifically 

state just cause is required, the steps identified related to the process for discipline and/or 

dismissal mirror the requirements of just cause. 

Reliance on anecdotal recollections is the current practice, but with the real possibility of 

supervisor and/or HR staff turnover and a large workforce, a more centralized database 

would benefit the district. 

b. A challenge for any organization is coordinating overlapping department -- and 

Beaverton is no different. Melding staff-development activities of the Instruction 

Department with the professional growth and evaluation program of the HR department 

so they are mutually supportive and efficient is crucial to developing a highly qualified 

and functional staff. Coordinated training and development programs throughout the 

district would be beneficial and can be achieved through joint development. 

3. District provides a comprehensive staff development program. 

This section of the report examines the ability of the district to allocate resources effectively and 

efficiently to develop and implement a professional staff development program that supports the 

district’s overall mission. 

COMMENDATIONS 

The current professional-development program is comprehensive for licensed, classified and 

administrative employees. Examples of these programs: Leadership Academy; Aspiring 

Administrators; Summer Institute; Mentor Programs; Professional Enhancement Program 

(PEP) in the licensed collective bargaining agreement; and Professional development funds 




______________________________________________________________________ 

in licensed, classified and administrative contracts and working agreements. In addition, 

there are opportunities for up to half-time release for projects, in-service days, and 

workshops after school available to licensed and targeted classified staff. Finally, each school 

also uses its school-improvement plan to identify and target areas for professional growth 

and improvement. 


a. Professional development opportunities are documented in the annual survey which is a 

good indicator of which activities staff members find useful. Seeking specific 

information from staff regarding the effectiveness, usefulness of the material presented, 

and manner in which the training was provided will be beneficial. 

b. The review team noted there doesn’t appear to be a human resource department training 

program which emphasizes human resources training. The district’s “grow your own” 

philosophy is an excellent way to fill positions, reduce recruitment costs and employ 

individuals suited to the organizational culture. In these instances, staff may not have 

received formal training in the area of human resources. Human resource management is 

a highly critical and specialized area within the districts operations. We recommend the 

district establish a professional development program which emphasizes training in 

human resource management, including the option of obtaining certification in this area. 

4. The district has a comprehensive and effective compensation program. 

This section of the report examines the ability of the district to develop, implement and maintain 

a compensation program that adequately rewards employees for work performed, and is 

competitive with relevant labor markets, fair and equitable. 

COMMENDATIONS 

The district has implemented a classified-employee compensation program (Willis Point 

Factor System) that assesses levels of compensation consistently among jobs based on 

identifiable compensable factors. Classified employees are involved in maintaining the 

compensation program, which increases its credibility and acceptance. The result is a 

compensation system that is considered fair and equitable by staff. In addition, the district 

conducted a study to evaluate administration compensation and established a pay policy of 

positioning itself in the top 10 percent of the relevant labor market. 


a. Although there is a compensation program for classified employees there is no process 

for identifying changes in a job and updating the compensation system. Currently, jobs 

are reviewed only if the employee or the supervisor requests the compensation be 

reviewed and potentially updated. A couple of solutions are: (1) Develop a schedule and 

review its grouping of positions within a set period of time, for instance, each position 

would be reviewed at least once every three to five years. (2) Require a supervisor to 


complete and submit a standardized form prior to making any substantial job-duty 

changes to allow for consideration of the changes within the compensation system. 

b. Job descriptions are essential to almost every area of human resources: recruitment, 

selection, evaluation, training and compensation. Job descriptions detail expectations 

(duties), qualities and qualifications of the individual filling the position, areas where 

training may be necessary, and how jobs differ, so that compensation can be established 

in a fair and consistent manner. Some BSD job descriptions are 15-20 years old. It is 

highly likely that there have been significant changes to these positions and that the job 

descriptions do not reflect the current duties and the qualities and qualifications of the 

individual who fills the job. The format of job descriptions should be consistent; 

currently, the format of job descriptions varies depending on how old they are. 

The district needs a comprehensive system to update and maintain job descriptions. A 

possible solution is to create a review cycle by department to keep the task from being 

overwhelming. Each job would be reviewed within a reasonable time (e.g., three years). 

5. The district maintains an effective and efficient benefit and leave program. 

This section of the report reviews the ability of the district to develop and implement a 

comprehensive benefit program that includes appropriate insurance programs and employee 

leaves. 

COMMENDATIONS 

The district’s benefit program includes an insurance and employee leave program that is 

comprehensive and competitive with relevant labor markets. It also does an effective job of 

communicating information about programs in various formats: in the collective bargaining 

agreement, posters in buildings, leave packets, and workshops for new employees. 


a. There is acknowledgment that tracking employee leaves needs improvement. The HR 

department has already begun addressing the issue by hiring an HR analyst to create a 

more centralized tracking system. This project should continue. Currently, the district 

does not have the ability to track misuse, abuse, or identify problematic patterns of 

absences. Issues with use of leave can cost the district significant resources in terms of 

time and money. 

b. Most Oregon Family Leave Act (OFLA) and Family Medical Leave Act (FMLA) 

decisions are initiated at the building level. The initial designation and identification of 

OFLA and FMLA is completed at the building level by administrative staff. Once that 

process is complete, the necessary paperwork is forwarded to the HR department. This 

could lead to some legal exposure for the district due to failure to identify all qualifying 

events or differing interpretations of what constitutes a qualifying event at the various 

buildings. Employers are facing more legal challenges to OFLA/FMLA leave decisions. 




______________________________________________________________________ 

The law is complex and, with each building handling its own leaves, interpretation and 

implementation of the district’s leave policy could be substantially different from 

building to building. (e.g., how and when to grant intermittent leave, what constitutes a 

serious health condition, etc.) Oversight by the HR department would greatly increase the 

district’s compliance and consistency of implementation of the OFLA/FMLA. 

6. The district maintains an effective employment/labor relations program and conducts 

effective labor negotiations. 

This section of the report reviews the district’s ability to develop, implement and maintain a 

consistent and effective labor-management relationship. 

COMMENDATIONS 

Interviews with district and association representatives revealed several key strengths: 

1. The district works hard and is perceived to effectively include labor representatives in the 

initial decision-making process of key decisions (e.g., revision of evaluation program, 

instructional time study, and classified compensation committee). 

2. When regular operational issues arise, the district and the association work to resolve the 

issues at the lowest level. There have been few grievances and no arbitrations. Neither 

party perceives the resolutions as being completely favorable to one side or the other. It 

appears decisions and resolutions are based on supporting documentation, district policies 

and procedures and impact on the district and individuals involved. 


The district can improve communication on how it expects labor-management relationships 

to be handled by all building administrators and supervisors. This could involve some 

training in problem-solving and communication techniques. It is important for union 

leadership to feel they have been listened to and treated professionally and have a clear 

understanding of the district’s interests and issues. 

7. The human resource function is managed effectively and efficiently. 

This section of the report looks at how human resources supports and furthers the district’s 

ability to meet its vision and goals. 

COMMENDATIONS 

The district shows a willingness to rely on outside sources and technology to improve its 

effectiveness – whether it is improving the IFAS program or adding EdZapp to improve the 

district’s screening process. The challenge will be adding essential resources without 

duplicating existing district resources and maximizing use of all resources. 



a. Significant redundancies seem to exist between HR and payroll systems, particularly with 

regard to data entry. Among the most troublesome are the leave tracking and payroll 

status changes. For an in depth discussion of these issues refer to pages 28 and 29. 

b. HR goals don’t seem well aligned with district goals. They identify the need for teacher 

quality and indicate "100 percent of new employees will be rated as 'excellent' or 'very 

good' by their supervisors by the annual HR Ranking of New Hires" and "100 percent of 

employees will indicate they are satisfied with their jobs as measured by the District 

Annual Survey." These goals are specific, measurable, aggressive (in fact, maybe too 

aggressive) and time-bound but not clearly reflective of the HR department or district's 

true intention. The true intention is to recruit, retain and develop high-quality teachers. 

A goal of 100 percent, excellent, or very good does not reflect the reality that errors are 

made in selection, imperfect information is used for making decisions, and some 

employees need to leave. A goal of 100 percent, excellent, or very good does not give 

credit to the need for the other services the HR department provides (e.g. professional 

development). Goals of this nature often lead to over-inflation of evaluations of staff and 

leave problems unidentified and unresolved. 

c. One of the best ways to remember what goals should include is to remember the acronym 

SMART. Goals should be Specific, Measurable, Aggressive yet achievable, Relevant, 

and Time-bound. Specific means you need to identify expected results. A detailed 

discussion regarding SMART, establishing goals and specific examples of goals are 

included in Exhibit C. 

d. Employee handbooks are critical documents in any employment relationship to 

communicate district expectations, employee responsibilities and rights. Although not 

legal contracts, employee handbooks can create a foundation for employee and employer 

decisions. Consequently, consistency is necessary regarding some essential elements. 

Employee handbooks should be centrally developed with key points that are universal to 

all employees. Buildings could then customize the handbooks to meet their unique needs 

by adding a section specific to the building. It is important that HR maintain current 

copies of all employee handbooks, including those sections added at the building level. 




______________________________________________________________________ 

Maintenance and Facilities 

“Facilities problems affect teaching and learning, student and staff health, day-to-day health, 

day-to-day building operations, and the long-range fiscal health of the entire educational 

organization. To some people’s surprise, facilities problems are less a function of geography or 

socioeconomics and more directly related to staff levels, training and practices – all of which 

can be controlled by the organization. Thus, every school district should plan to meet the 

challenges of effective facilities maintenance. It is simply too big and too important of a job to 

be addressed haphazardly.” (U.S. Department of Education, 2003) 

Team Members 

Al Shannon, OASBO 

Al retired in June 2004, after 35 years in the education field. He started his career in 1969 

as an accountant at Central Washington University. Moving to Oregon in 1978, Al 

became the business manager at Estacada School District. In 1984 he joined the Oregon 

Department of Education as a manager in the school district services section. In July 

1997, he left his position at the Department of Education and went to work for the 

Oregon School Boards Association as their school district services specialist, a position 

he held until his retirement in 2004. From 1984 to 2004, Al served as executive director 

of OASBO. Sandwiched into his education career, Al spent 26 years in the military, 

retiring in June of 2002. Since Al’s retirement, he has worked with various school 

districts throughout the state providing interim business and operations services. 

Dave Fajer, OASBO 

Dave is currently director of business & facilities services at Multnomah Education 

Service District in Portland, and OASBO zone 5 director. He served as director of 

business services at the Oregon Department of Education and, prior to that, K-12 analyst 

at the Oregon Department of Administrative Services. 

Wayne McCullough, MBA, PRSBO 

Wayne is the director of administrative services at the Southern York County School 

District, a position he has held since 1988. He is the author of the PASBO “Elements of 

Facilities Management,” co-author of “Elements of Transportation.” He received 

PASBO’s 2003 Award of Achievement for: “A Guidance Document for Planning, 

Design, and Construction of Major Projects Using the Design Team Concept.” Wayne 

currently serves on PASBO’s board of directors and serves as chair of PASBO’s 

Facilities Committee. He has served as team leader for numerous operations and 

maintenance studies, including those of the City of Pittsburgh and William Penn School 

District (Philadelphia). 

Interviewed 

Dick Steinbrugge, Exective Administrator for Facilities Department 

Jim Owens, Facilities Development Administrator 


Ken Anderson, Maintenance Services Administrator 

Carolyn Sloan, Accounting & Property Management 

Site visits 

Cedar Mill Elementary 

Principal: Brian Horne 

Custodian: Steve Armony (substitute) 

Guidance Counselor: Jan Bankeslee 

Conestoga Middle School 

Principal: Zan Hess 

Custodian: Nick Rotsios 


Principal: Janice Adams 

Custodian: Steve Specht 




______________________________________________________________________ 

COMMENDATIONS 

The general observation of the review team is that the Beaverton School District maintenance 

and facilities department performs its duties well. There are several areas of commendation the 

team would like to mention including the following: 

Qualified Leaders 

BSD is staffed with exceptionally qualified facilities planning and management leaders. 

Pre-qualifying Professional Services 

BSD is using an innovative approach by pre-qualifying professional services for 

construction design and small construction projects. 

Bond Program Reporting 

Facilities department uses a graphical executive monthly communication tool, “The 

Balanced Scorecard,” for the 2006 bond program which includes budget, schedule, 

stakeholders, and overall perspectives. 

Total Quality Management 

Department staff uses the total quality management (TQM) cross-functional team 

approach, including monthly reviews and redesigns. This approach incorporates: 

• Collaboration with building principals in planning and design phase. 

• Collaboration with maintenance for sustainability of projects. 

Intergovernmental Relationship 

BSD has a successful working arrangement with the local parks and recreation district to 

share administrative use and costs of recreational facilities. 

Staffing in Facilities Development 

BSD is adequately staffed to perform implementation of capital bond programs in the 

facilities development area. 

Staffing Structure in Facilities Development 

Staffing structure for facilities development area enhances and promotes team 

accountability. 

Building Document Maintenance 

Demonstrates best practices in building document maintenance, including blueprints, and 

operations and maintenance manuals, while optimizing document accessibility and 

security. 

Maintenance Communication System 

Maintenance communication system is tied to local and county governmental emergency 

management. 



Organizational Structure 

We recommended that BSD review its organizational structure, examining the possibility of 

having the custodial staff report to the facilities function of the school district. Possible positive 

outcomes include: 

a. Consistency of training and development to improve skills; 

b. Consistency of safety, sanitization and cleaning levels in buildings; and 

c. Consistency of staffing levels by building size. 

Planned and Preventive Maintenance 

We recommended that BSD review the system and scope for documented planned and 

preventive maintenance (PM) tasks and procedures for major building equipment. The goal is to 

perform planned and preventive maintenance, not reactive maintenance. Perform a workflow 

analysis to include resources and staff to perform PM. 

PM is the planned maintenance performed on equipment designed to prevent system problems 

over the life of the equipment. Corrective maintenance is action performed on equipment for the 

purpose of correcting an existing problem. For example, lube a fan motor shaft on a planned and 

regular basis. Replacing the same fan motor shaft due to equipment failure is an example of 

corrective maintenance. 

Improves Performance, Saves Money and Time 

PM improves the performance of equipment and leads to fewer building-occupant 

complaints. In addition, PM saves money because utility usage is reduced and equipment 

repairs and replacement are limited. Generally speaking, PM is much less costly than 

repair and/or replacement of equipment. 

Equipment failures often lead to loss of educational time and even school closure. As 

you begin to implement a PM program, you will find that PM takes less time than 

equipment repairs and replacement, thus allowing maintenance mechanics to complete 

more work in any given day. 

Frequency of Preventive Maintenance 

The frequency of PM depends not only on the type of equipment involved, but also on 

the environment in which the equipment operates. For example, the cleaning of smoke 

detectors is typically an annual job, but experience shows that you must clean the smoke 

detector in a wood shop quarterly. The frequency of PM also depends on the value of the 

equipment. For example, a 75-ton chiller unit that serves an entire building deserves 

more preventive maintenance than a stand-alone direct expansion unit that serves a single 

classroom. 




______________________________________________________________________ 

Exhibit E includes a sample preventive maintenance schedule and recommended steps to 

develop a preventive maintenance program. 

Perform a Workflow Analysis 

The goal of the Operations and Maintenance (O&M) program is to convert to a planned 

preventive maintenance program. In order for this change to be successful, you must 

perform a workflow analysis. Perform a realistic analysis of where and from whom the 

work originates for each of the maintenance mechanics. Consider the scenario of a staff 

member who was busy all day, but didn’t have the chance to perform preventive 

maintenance on any systems in his assigned building. The result is an employee who is 

ineffective and a building with more repair problems and building-occupant complaints. 

You may ask, “What was the mechanic doing all day?” Probably staying busy, doing 

jobs as called upon by the building principal and staff. 

Determine a process from which all the work will flow and manage that process. You 

will most likely need to make organizational changes, which will be difficult for the 

maintenance mechanics involved. Remember the goal is to create a workflow that 

enhances planned and preventive maintenance over reactive (“I got grabbed while 

walking down the hallway”) maintenance. This requires that preventive maintenance 

work be included in the work order process, and that all work be scheduled and 

documented. Obviously, the work should not flow directly from building staff to the 

maintenance mechanics. 

How should work flow through your O & M system? A best practice in facility 

management is to have a documented workflow process that is understood by everyone 

on the O & M staff and properly communicated to building occupants. Exhibit F 

includes the basic elements of a work order system for your review and consideration. 

Evaluate use of contracted services 

The BSD currently uses outside contractors to supplement in-house operations and 

maintenance staff. We recommend BSD periodically determine the costs for in-house 

staff to do specific work and compare that to the cost of contracting. The cost of 

equipment and training needs to be factored into the analysis, however, cost is not the 

only factor in this evaluation, quality is also important. Many school districts pay huge 

maintenance contracts for building-control systems. Often, it is more cost effective to 

provide training so that each of the maintenance mechanics becomes well-versed in these 

systems. Each school district is unique, but a best practice in school facility management 

is to evaluate and integrate the use of outside contractors into the O & M program 

whenever it is cost effective. 


Conduct performance measurement and tracking 

School business today requires that operations and maintenance departments conduct 

performance measurement and tracking. Districts need to be accountable for all of the 

resources made available to you. Types of performance measurement and tracking 

reports you should maintain: 

• Open work order report 

• Closed work order report 

• “Cost per” reports (per student, per square feet, per acre) 

• Environmental compliance reports 

• PM reports 

• Staff training reports 

• Equipment failure and cost associated reports 

• All energy usage data 

Centralized Key Control 

We recommend that BSD consider a centralized key control system versus the site-based 

system currently used. Losses of security control and labor costs to re-key are just a 

couple of the major concerns with the existing system. 

Preplanning and Estimating Staffing 

We recommend that BSD consider staffing the function of preplanning and estimating. 

The immediate focus is on preplanning and estimating for a possible 2010 bond issue. 

Study Funding Levels 

We recommend that BSD study funding levels in the operations and maintenance budget 

to ensure adequate funding, including staff, resulting from adding building square 

footage. The finance team also noted that budgetary funding levels were an area of 

concern as they relate to the operations and maintenance department. 

Procurement for Summer Projects 

We recommend that BSD consider exploring options to ease procurement for summer 

maintenance projects, considering the complexities across budgeting, purchasing, 

financing and enterprise application functionality. One step that can be taken to taken is 

to increase the current purchasing limit of $50,000 to the statutory limits set in ORS 

Chapter 279. See additional information regarding purchasing recommendations on page 

28. 

Staffing Standards 

We recommend that BSD apply staffing standards to develop custodial, maintenance and 

grounds staffing levels. 

Determining the number of man-hours required to complete assigned tasks is an 

important and often controversial task. One of the most difficult ongoing challenges for 




______________________________________________________________________ 

school districts is to justify a workforce or request additional staff. Below is an industrywide 

standard formula to assist in making that determination. 

Custodians per school building 

a. Teacher factor: 1 custodian for each 8 teachers 

b. Student factor: 1 custodian for each 225 students 

c. Room factor: 1 custodian for every 11 classrooms to be cleaned 

d. Square foot factor:1 custodian for each 15,000 square ft of building area 

Add numbers and divide by four to determine the number of custodians 

Maintenance staffing 

Industry-wide benchmarking standards for school district maintenance staffing indicate 

one maintenance staff per 110,000-120,000 square feet of school building space. 

Grounds staffing 

Industry-wide benchmarking standards for school districts grounds staffing indicate one 

grounds staff member for each 50-60 acres. 

Evaluate Space Needs 

We recommend that BSD evaluate space needs for operations and maintenance due to 

district growth. 

Standardized Technical Specifications 

We recommend that BSD continue development of standardized technical specifications 

for building projects and developing educational specifications for the same. 

Electronic Time Keeping 

We recommend that BSD study the possibility of electronic time keeping for hourly 

employees. 

School districts are turning to electronic time tracking to address several needs. Some 

realize that the administrative hassle of managing paper time-slips consumes excessive 

staff hours and leads to mistakes. Concerns about time theft also spur decisions to move 

to electronic time-tracking. Time theft can be as innocent as rounding up the time they 

have been at work or stretching breaks. Even five minutes extra per day can add up to an 

extra week of pay per year per person. Multiply this cost across all staff, and you can see 

the impact. Most school districts find they need a time-tracking system when they have 

about 25 employees. 

Budgeting for Small Capital Projects 

We recommend that BSD consider a budgeting and allocation process for small capital 

projects that occur between normal maintenance and bond projects. 


Polls of school business officials suggest that the prime area for cutting costs in a time of 

fiscal pressure is building maintenance and renovation. The U.S. Department of 

Education reports that the nation’s educational infrastructure is in deplorable condition as 

the result of the pervasive neglect of routine capital maintenance procedures. While we 

all understand “Walls don’t make a school; it’s what goes on inside,” programs must be 

delivered in buildings with roofs that don’t leak, that maintain adequate air quality 

systems, and provide a safe environment. 

There is a strong case to be made for capital improvement budgets being the last to be 

cut, not the first. This requires planning at least three years into the future preferably 

five. 




______________________________________________________________________ 

Suggested Steps for Starting an Ongoing Capital Budget Process 

1. Establish a level of funding The capital budget should be a relatively stable amount 

from year to year. When funding is in place, those funds 

should be regarded as being “untouchable.” 

2. Identify projects to be 

included 

3. Arrange projects in annual 

slots 

4. Adjust to fit the funding 

level 

5. Design an accounting 

system 

Materials management procedures 

Projects should be regarded as vital: roofs, pavement, 

and mechanical infrastructure are easy sells. 

Improvements are harder sells. Additions of athletic 

facilities are the hardest. Prevent this from becoming a 

“wish list” exercise. 

Consider the following factors when assigning projects to 

future years: priority of need; distribution among 

attendance centers; repetition cycles; and the target total. 

There will be leftover projects, don’t lose track of them. 

The capital budget should be a fixed level of funding that 

doesn’t fluctuate from one year to the next. Adjust 

project assignments so that annual totals are relatively 

constant. 

If possible, retain current project surplus in the capital 

reserve fund to cover overages in future years. The 

cumulative amount can be used to accelerate the program, 

deal with emergencies, or react to changed priorities. 

We recommend that BSD review materials-management procedures and storage, including 

district-wide end-use inventory, O&M supplies, and district supplies for potential economies in 

storage and distribution. 





______________________________________________________________________ 

Risk Management and Safety 

Team Members 

Adam Stewart, OASBO 

Adam has been a school district business official in Oregon for 20 years. He started his 

career with the 300 student Gervais Elementary School District in 1988, moving to the 

Scio School District in 1991 and eventually settling in St. Helens where he has been 

since 1994. Adam has been an active member of OASBO since 1988, and has served on 

various committees and as President in 2001-02. 

Tammy Fitch, Consultant 

Tammy has been licensed in Oregon since 1979. She holds a B.S. in Marketing from 

Oregon State University. Tammy also earned her Certified Insurance Councilor 

designation from the National Alliance for Insurance Education & Research. Tammy 

assists public entities with budgeting and ethics issues, board member liability, 

communications, and workers’ compensation. In addition to her professional experience, 

Tammy is a member of National PRIMA and has served as a City Councilor, Rotary 

president and high school teacher, as well as, a past board member of a transit district and 

Chamber of Commerce. Tammy coordinates the WHA services for many of the larger 

public entities. She also oversees the agency sponsorship and involvement with most 

associations and presentations on various risk management and safety topics. 

Interviewed 

Dan Thomas, Administrator for Risk Management 

Randall Kayfes, Public Safety Officer 

Dan Davenport, Loss Control Specialist 

Shelly Seaman, Risk Management Secretary/ Workers’ Comp Coordinator 

Cindy Eversole, Risk Management Asst., Coverage & Certificate Coordinator 


Site visits 

Stoller Middle School 

Asst. Principal: Megan Clifford 

Custodian: Jim Capell 


COMMENDATIONS 

a. BSD is staffed with exceptionally qualified risk management & safety leaders. 

b. The risk management department staff members have well defined job descriptions 

that clearly delineate their duties and responsibilities. 

c. BSD’s Comprehensive Safety Plan and active approach to risk management stimulate 

a culture of safety with employees and students. 

d. Risk Management has created an impressive CD with extensive details on the 

District’s exposures, loss runs, and interviews on safety (including the Fire Marshal 

and Public Safety breakfast meetings). The CD includes data on all lines of coverage, 

enabling the district to market their excess insurance coverage and receive maximum 

premium credit for best practices. 

e. BSD negotiated a profit sharing safety bonus in their Liability and Property policies. 

f. BSD’s Loss Control Specialist has a well defined visitation schedule for all facilities 

and exposures that addresses areas of greatest concern in order to minimize 

exposures. 

g. Both the risk management administrator and loss control specialist are highly visible 

in the schools. Their participation includes attendance at Safety Committee meetings, 

training staff members, reading safety committee meeting minutes and responding to 

site concerns between scheduled visits. 

h. BSD’s Public Safety Officer developed a quarterly public safety breakfast that brings 

public safety officials, local law enforcement, and school personnel together. These 

meetings encourage conversations on selected topics to develop policies and 

procedures to handle various safety issues. The result is a close working relationship 

between the BSD and local Law enforcement and other public safety officials. 


a. At the time of our visit there wasn’t a formal program for cross-training between the 

workers’ compensation and coverage & certificate coordinators. We recommend a 

cross-training plan for the workers’ compensation coordinator and coverage & 

certificate coordinator be established, similar to the training plan between the risk 

management administrator and the loss control specialist. 

b. We recommend a review of staffing needs within the risk management department as 

additional schools and facilities are constructed. Although new facilities are being 

constructed and student population grows within the district, staffing in the 

department has decreased from four full-time equivalent positions (FTE) to 3.5. 




______________________________________________________________________ 

c. We recommend BSD leverage their relationship with their insurance broker to assist 

the district with some of their loss control activities and safety committee trainings. 

Rather than attempting to provide all of the training internally, your insurance broker 

may be able to provide a variety of resources that would benefit the district. 

d. We recommend the district review the benefits of utilizing the “train-the-trainer” 

model. The loss control specialist could use this model to train staff at each location 

to deal with some of the higher frequency, less specialized issues that arise in their 

facilities (i.e. ergonomic assessments). 

e. The district has been well served by self-insuring up to the State of Oregon Tort 

Liability limit. We recommend the district seek quotes from standard carriers every 

three to five years for Property, Casualty and Workers’ Compensation coverage. This 

will allow the district to quantify district savings and ensure competitive pricing in 

the future. 

f. While the public safety officer (PSO) has created proactive and effective relationships 

with the public safety community, the department is without a backup. We 

recommend that BSD look at options to recruit and train other personnel (possible 

lieutenants from the Beaverton Police Department) that would work with the PSO for 

a year and be available as backup. 





______________________________________________________________________ 

Student Transportation 

“Every day of the school year some 255,000 students are transported to and from school in 

5,000 school buses. The drivers of these buses need to be capable of giving top-notch 

performance while on duty. Every minute a school bus is in operation, the safety and welfare of 

every student, the driver, the bus itself, and even the regulation of traffic, depend on the driver’s 

skill, knowledge, judgment, and decisions.” (2006 Oregon Pupil Transportation Manual, 

Oregon Department of Education) 

This section of the report reviews student transportation, including the methods of transportation 

and types of transportation services provided. 

Team members 

Bill Dierdorff, OASBO 

Bill Dierdorff has nearly four decades of school business experience in Oregon. His 

tenure as the Business Manager for North Clackamas and Reynolds School Districts 

covered 36 years. He served Clackamas Community College as Vice President of 

College Services for a year and was an adjunct professor for Lewis & Clark and PSU for 

20 years. He holds a Bachelor's Degree from OSU and a Master of Business and a 

Doctorate of Education from PSU. 

Adam Stewart, OASBO 

Adam has been a school district business official in Oregon for 20 years. He started his 

career with the 300 student Gervais Elementary School District in 1988, moving to the 

Scio School District in 1991 and eventually settling in St. Helens where he has been 

since 1994. Adam has been an active member of OASBO since 1988, and has served on 

various committees and as President in 2001-02. 

John Fairchild, Consultant 

John is currently working as a transportation consultant, conducting program evaluations, 

business development activities, and management and driver training programs. He has 

over 38 years of experience in pupil transportation and holds a degree in human resource 

management and an MBA from George Fox University. His experience includes 

management of a local school district school bus fleet, work Salem-Keizer School 

District developing a pilot program to share facilities with a local transit agency and 10 

years with the Oregon Department of Education as State Director of Pupil 

Transportation. John also provides consulting services in a number of other states 

including California, Arizona and Idaho. 


Interviewed 

Bud Moore, Deputy Superintendent 


Joanne Hulquist, Middle School Principal 

Site visits 

Mt. View Middle School 





______________________________________________________________________ 

General Notes and Observations 

The transportation department is an integral part of the Beaverton School District. District 

records indicate it provides daily transportation to almost 68 percent of the students enrolled and 

over 85 percent of the transportation-eligible student population, which is a high percentage of 

ridership. However, given the scope of services identified during this review, the physical 

characteristics of the district, the high incidence of arterial transportation and shortage of 

sidewalks, a large number of riders is to be expected. 

In addition to services offered students based on the distance they live from school, 

transportation is also provided to a significant number of students based on state-approved 

supplemental plans for hazardous walking areas. Specific numbers were not available, given the 

current limitations of the routing and boundary planning software. 

Transportation administration staff is viewed by others as hard-working and responsive, but they 

spend significant time “putting out fires.” Concerns were voiced regarding the amount of time 

principals spend dealing with transportation student management (bus behaviors) rather than 

education issues. This may be a result of limited operational standards that don’t align with 

district goals. District goals, transportation department goals and individual school goals do not 

appear to be congruent. The cost (either money or time) of customizing to school goals is not 

considered when new programs are implemented. (i.e., many supplemental transportation plans 

exist and are assessed individually.) This report includes recommendations for goal-setting and 

district-wide standardization of transportation policies and procedures. 

COMMENDATIONS 

General Administration 

The program management model for the system includes division of duties between a director 

and three supervisors. Two of the supervisors direct the operational activities at the Allen and 

Fifth Street locations and one supervisor oversees fleet maintenance functions. All managers are 

readily accessible to one another and are scheduled to meet at least once every two weeks to 

discuss issues, set schedules and ensure consistency of operations. 

a. BSD transportation department employs hard-working staff members who are viewed 

as very responsive to special problems and situations that arise at the school level. 

Building-level staffers said that transportation employees work hard to find effective 

ways to provide requested services. 

b. The district performs an annual review of hazardous walk areas and then submits 

them to the Oregon Department of Education for approval. This practice ensures the 

safety of students in geographic areas that are changing rapidly because of new 

development. 


Operations and Maintenance of Vehicles 

a. The maintenance shop schedules regular staff meetings, producing agendas as well as 

meeting minutes. 

b. The BSD driver handbook is reviewed and updated annually. We recommend that a 

member of the Human Resources department participate in this process, which should 

include discussions with drivers and staff. 

c. The district has recycling programs in place to address hazardous-waste disposal, 

including anti-freeze and waste oil, which is used to heat the vehicle maintenance 

area. 

d. The district has a dispatcher available daily from 4:30a.m. to 11:00p.m. This practice 

provides comfort to drivers and parents with questions or concerns about buses. 

Bus Drivers and Training 

a. BSD provides security training for drivers and staff that include enhanced training 

materials and simulations involving law enforcement agencies. 

b. BSD is doing an excellent job with its three-camera video surveillance system and 

GPS bus finder software. Bus key security is excellent: keys are handed out only 

after a person trained to recognize alcohol and drug-impaired behavior has face-toface 

contact with the driver. 

c. Drivers are given medical protocols for riders who have conditions that may require 

exceptional response. 

d. Average time on the bus for general education students is 20 to 30 minutes which is 

excellent. 



a. We recommend that BSD develop transportation-department-specific performance 

goals that are aligned with district goals and that consider school level goals as 

appropriate. 

Goal-setting helps to define your department, gives it direction and helps to organize 

the actions necessary to reach the district’s mission. Goals also motivate employees 

by communicating what the department is striving for as well as providing a process 

for recognizing successes and ongoing challenges. Goals support quality and 




______________________________________________________________________ 

productivity improvement and help identify areas in which training or resources are 

needed. 

As noted on page 46, one of the best ways to remember what goals should be is to 

remember SMART, Specific, Measurable, Aggressive yet achievable, Relevant, and 

Time-bound. A detailed discussion regarding SMART, establishing goals and 

specific examples of goals are included in Exhibit C. 

b. Review the purchasing process to ensure the transportation department is in 

compliance with all district and state purchasing regulations. District purchasing 

procedures should be reviewed with the appropriate transportation department staffers 

to ensure that purchases are being made appropriately (i.e., are verbal and written 

quotes being obtained as necessary?). 

c. Review current systems to ensure that all appropriate and allowable transportationrelated 

expenditures are being coded to function 2550 (i.e., debt service, human 

resources, capital expenses, utilities). 

Bus Maintenance 

a. Review the effectiveness of the implementation of the Fleet Assist computer system; 

seek to set target dates or identify a system that better meets the district’s needs. 

When identifying system needs, the district should include automated data entry for 

fuel and mileage. 

Bus Drivers and Training 

BSD experiences difficulty attracting and retaining bus drivers as do other districts throughout 

the state. As a result, other certified transportation department staff, are pulled from their normal 

duties to drive. These individuals have the necessary training and certification to drive buses, 

but pulling them from their normal duties creates a burden elsewhere in the department. 

a. We recommend that the department work with human resources and the schools to 

develop a program that will attract and retain qualified staff. Look outside the box 

and consider things like combining driver positions with summer grounds crews or 

other part-time positions to attract individuals who will stick around. 

Another consideration might be to use substitute drivers as monitors on buses. This 

would provide additional time for the substitute, assist the regular route driver and 

support building principals. This could positively affect the retention rate of your 

substitute drivers, reduce disciplinary situations, and increase route familiarity for 

substitutes. 

b. District-wide service standards should be developed to replace building-based 

standards. Standardizing discipline practices; time on buses; school principal 

expectations; scheduling parameters; turnaround time for route changes; defining 


what is school access (front door, playground or sidewalk), etc. will allow drivers, 

staff, students and parents to know the district expectations. 

c. District-wide involvement of drivers in the Positive Behavioral Interventions and 

Support (PBIS) program is recommended. Some drivers already participate. 

Interviews suggest that all drivers should participate in this program. 

Driver training was noted as an area of commendation within this report. While the district is 

doing an outstanding job in many areas of training, the team has a couple of recommendations: 

a. Provide more staff training for drivers on working with the diverse student 

populations. Determine training needs and identify tools for effective program 

application across the district. 

b. Provide additional orientation of new drivers during the school year rather than at the 

beginning of the year. Again, determine training needs and identify how to 

effectively provide them. 

Transportation Operations and Facilities 

The physical plant for transportation support is divided between Allen Boulevard, Fifth Street 

and the Transportation Support Center (TSC) located off 167 th . Each facility provides lockable 

parking for school buses, with the largest number housed at the Allen Blvd. location. Keys or 

chip-enhanced identification cards allow access to each location and track the date and time of 

card use. The Allen Blvd. location has a parking-lot monitoring system as well. 

The Allen Blvd. location is the only facility equipped to provide vehicle maintenance and is 

staffed by two shifts of technicians between the hours of 5 a.m. and 11 p.m. One technician, in 

a service vehicle, is dispatched to the other two locations early each morning to ensure adequate 

equipment is available for daily routes and to do minor maintenance or repairs requested by the 

drivers. In addition to the vehicle repair areas, the Allen Blvd. facility includes a driver “ready 

room” and office space for dispatch, training and supervision. 

The Fifth Street depot is shared with Nutrition and Nursing Services and houses buses for 

students with special needs and some large buses. The bus parking areas are separated by a busy 

street, requiring some employees to cross in an unprotected crossing area. No vehicle 

maintenance facilities are available on site, but the lot is located a few blocks from the Allen 

Blvd. facility. A driver’s room with kitchen, a dispatch area with a good view of one parking lot, 

and offices for supervision, training and route support are also provided. 

The TSC is several miles from the other terminals and offers more rapid access to the northwest 

area of the district. The computer-assisted routing hardware and support staff are located in this 

building, as is the office of the director of transportation. Approximately 45 buses are staged at 

this location, but no vehicle repair facilities. 




______________________________________________________________________ 

a. We recommend a “big picture” review of the current Transportation operations. 

There are efforts underway to develop a new transportation center. One of the 

concerns expressed about the current system is less-than-optimal communication 

because there are three separate sites. The district needs to determine whether the 

communications problem is due to multiple sites or to the communications system 

itself. 

Ask, “How would we design the transportation facilities if we were starting a new 

school district that included the current school-building locations?” If you could start 

from scratch without concern for existing facilities, what would you change? 

Answers may range from: “Mileage, dead time and service would be enhanced with 

three or four regional facilities that serve specific geographic areas within the district 

and that are each equipped with a mechanic shop.” Or perhaps the answer is 

“Students, staff and patrons are best served by a single facility which houses all 

vehicles.” 

View the operations from a “30,000-foot level,” then apply SWOT, a strengths, 

weaknesses, opportunities and threats model of analysis. (Exhibit G) Other questions 

to consider are: 

If we are doing a good job now, what is needed to make it a great job? What specific 

performance standards and benchmarks can we develop to measure our progress? 

How will we know if we are doing a great job? What type of feedback and data 

collection processes do we need to develop? 

b. Conduct a “needs analysis” of the current computer-assisted routing software to 

determine components necessary to deliver required or desired services and 

information. For example, can routes for high needs students be packaged differently 

so that they are attractive to the more experienced drivers? Would this modification 

then provide less experienced drivers with shorter route packages and potentially 

alleviate issues with driver retention and student discipline? 

c. Include the transportation department in the annual district customer survey. Ask 

clear and specific questions that will allow the district to make changes where 

necessary. For example, rather than asking “Is the transportation service your student 

receives satisfactory?” ask “Identify the aspects of our transportation service that you 

believe need improvement.” 

Students and Safety 

The district has committed resources to video surveillance on its buses. The process has been 

ongoing for several years and a number of significant technological changes have occurred. The 

camera systems use three distinct technologies from older camcorders to digital recording 

devices with extensive memory. The disparity of systems creates the opportunity for operational 

issues. 


The newest system uses a third camera for service door and step-well area reviews. This is the 

area where most slips and falls, driver student interactions, and unauthorized bus access occurs. 

A currently proposed system will link to a radio system and a GPS-based Automated Vehicle 

Location technology. 

a. We recommend that the district fully implement the video monitoring system on all 

buses and develop a plan with target dates for conversion of the older existing 

systems to the newer models. 

b. A district communication system should be developed to ensure that parents and 

appropriate staff are notified before changes are made to routes. For example, a KG 

route change put a bus from one school on the same street as a bus from another 

school. The “new” bus arrived at a student stop a few minutes earlier than the normal 

bus from the student’s school. The student then got on the wrong bus and was 

transported to the wrong school. 

c. Review the district-level student-management and discipline policies and identify 

why an apparent disconnect occurs between drivers and schools. 




______________________________________________________________________ 

APPENDICES

Administrative Practices and Procedures 

Administrative practices and procedures are reflected in three areas – board meetings, minutes of 

meetings and board policies. 

Board Meetings—Boards are required to conduct any business of the school district in a public 

forum. The only exceptions are those matters specifically identified as permissible to be 

discussed in an executive session closed to the public. 

Minutes—Minutes of meetings must be kept as a record for all meetings, including executive 

session meetings. There are many theories on how detailed minutes should be prepared. The 

determination of how detailed minutes are recorded should be a decision of the board of directors 

in collaboration with the board secretary. 

Board Policies—Board policies are important in operating a school district. Board policies 

direct all action that the board, administration, and staff must follow. Policies should be 

developed in conjunction with state and federal guidelines and applicable laws. Policies must be 

kept current at all times and have annual review by the board of directors and administrative 

staff. 

Community Relations—Key to the success of the district is their ability to communicate with 

their various stakeholders. This section outlines some of the procedures the district can consider 

or utilize with their community relations work. 

The following checklist will help the business administrator review procedures for meetings, 

minutes, and board of director’s policies. 

Appendix A A-1


Board Organization 

# Question Yes No NI NA 

1 

2 

The district has a well-defined mission statement with related goals 

and objectives. 

The district periodically conducts a student needs assessment to 

guide planning activities. 

3 The district utilizes a collaborative process to set priorities. x 

4 

5 

6 

7 

The district has developed a long-range plan that considers its goals 

and objectives, priorities, student needs, and the impact of future 

enrollments on staffing, budget, facilities and programs. 

The district reviews long-range plans periodically and adjusts them 

to reflect changes in priorities and/or needs. 

The board adopts annual objectives and evaluates itself and the 

administration on the basis of these objectives. 

Staff and community input are used to develop and implement longrange 

plans for the district. 

x 

x 

x 

x 

x 

x 

A-2 Appendix A


Board Meetings 


1 

2 

3 

In order to comply with the provisions as set forth in open meetings 

law, adequate notice of regular and special meetings of the board are 

provided specifying time, place, and items to be discussed. 

Under the provisions of the open meetings law, discussions of 

personnel matters are held in executive session. 

Meetings are started on time and are conducted in a businesslike, 

efficient and professional manner. 

4 Opportunity is given for the public to be heard during each meeting. x 

5 

6 

An annual organizational meeting is held as required by law with 

appointments made as required. 

Agendas are prepared and distributed before the board meeting with 

sufficient time allowed for consideration of the items recommended 

to the board for action 

7 A roll call vote is taken when required. x 

8 

9 

10 

The board delegates all executive functions to the district 

administration through the superintendent. 

The board maintains clear-cut lines of demarcation between its 

authority and that of the superintendent and administration. 

Recommendations are made by administration and the board takes 

appropriate action based on these recommendations. 

11 Parliamentary procedures and Robert’s Rules of Order are followed. x 

12 

A listing of Board Members with contact information is available to 

the public. 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

Appendix A A-3


Board Minutes 


1 

2 

Minutes are always recorded at board of directors meetings by the 

business administrator/board secretary or designee using a detailed 

agenda created to facilitate a comprehensive record of board action. 

Minutes are kept of all board meetings, including emergency board 

meetings and meetings held via conference call or e-mail 

consensus? 

3 A master index for the minutes is maintained. x 

4 Minutes are maintained in a safe, fireproof location. x 

5 

6 

Minutes are distributed to members of the board of directors and 

made available to review prior to the next meeting where they are 

approved. 

The minutes are reviewed by the business administrator/board 

secretary prior to submission to the board. (note: superintendent 

reviews the minutes) 

7 Minutes are made available to the public once approved. x 

8 

9 

10 

Minutes contain names of board members who were present, absent, 

of entering late. 

Board members’ names recorded on roll call are listed in full in the 

minutes. 

Minutes are a record of actions taken by the board, not a word-forword 

narrative. 

x 

x 

x 

x 

x 

x 

x 

A-4 Appendix A


Board Policies 


1 Policies of the board of directors are recorded in a master file. x 

2 

The policies of the board of directors have been adopted and 

recorded at a regular public meeting of the board. 

3 Policies of the board are kept up to date and reviewed annually. x 

4 

Policies and procedures are readily available to the public and staff 

via printed and/or electronic means. 

5 The staff is informed when there has been a change in policy. x 

6 

7 

8 

9 

Where appropriate, board policies are implemented by written 

administrative procedures or regulations. 

Board policies are numbered coded and are arranged in a systematic 

manner. 

New policies are added to the master file immediately after they are 

approved by the board and old policies are discarded. 

Appropriate staff members are involved in the development of 

policies. 

10 Board policies are indexed. x 

11 

12 

13 

Board policies reflect applicable state statute, federal regulations or 

code. 

An organization chart indicating lines of responsibility has been 

approved by the board of directors and is part of the board policy 

manual. 

Current job descriptions are prepared for each employee of the 

school district and included in the board policy manual. (HR 

maintains all job descriptions) 

x 

x 

x 

x 

x 

x 

x 

x 

x 

Appendix A A-5

Community Relations 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

The district has a community relations/communications 

policy that emphasizes systematic, two-way, year-round 

communication between the district and stakeholders it 

serves; this policy is discussed or reviewed annually to keep 

pace with best communication practices. 

The district has established some form of “community 

relations advisory committee” that includes representatives 

from staff and all stakeholder groups that meet regularly. 

The community relations group is used for two main 

purposes: 1) to communicate district issues and 2) to seek 

their input in setting district/board strategic directions. 

The district uses a variety of targeted communications tools, 

including newsletters, brochures, Web site and gatherings to 

provide timely, relevant information to staff and 

stakeholders. 

Research-based, measurable communication goals are 

established / revised annually by the district and for each 

school. 

Information on school policies and programs is distributed 

at least annually in accordance with the Oregon School and 

District Report Card and No Child Left Behind's Adequate 

Yearly Progress goals. 

Information is reported periodically on other success 

indicators as deemed important by the district using a 

variety of communication tools. 

Information on how the district plans and spends its 

resources is available annually in a clear, understandable 

format to help stakeholders build trust in how the district 

establishes and spends its annual budget. 

Annual parent/teacher conferences and open houses are 

conducted and promoted within the community. 

The district has effective programs to organize parents (e.g. 

PTA) and other ways to encourage parent leadership and 

participation. 

The school board considers good communication skills a 

top priority in selecting top administrative leaders; and 

includes some form of communication skill assessment in 

annual performance reviews. 

Major communications pieces such as parent newsletters, 

annual reports, letters, and student handbooks are in all 

many languages used by parents and key stakeholders. (we 

have over 80 languages spoken in our district) 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

A-6 Appendix A

ADMINISTRATIVE PRACTICES AND PROCEDURES 

This section is designed to allow you to provide the review team with other information you 

believe is pertinent to the review. Please provide comments with regard to any of the preceding 

items within the checklist. 

Comments: 

The Instruction Department nearly ceased to exist following Measure 5 budget cuts, so we 

have been busy establishing new systems that are more effective (e.g., Professional 

Learning Communities, Resource Allocation Methodology, Innovations Process Team, 

Quality Curriculum Cycle, District Goal Accountability Planning and Reporting, New 

Teacher and Administrator Induction Programs). We know, however, that we are just 

beginning to make progress in bringing about District-wide change of the magnitude 

necessary to bring our "islands of excellence" to scale for each and every child. Our 

overarching strategy for getting this done is the implementation of Professional Learning 

Communities that adhere to the five stage improvement cycle we've identified as being 

effective. We are very open to an outside look at our developing system of aligning all 

resources and activities with the strengthening of the instructional core through 

professional learning communities. We know we have much to improve! 

Appendix A A-7


Identify those “Best Practices” your district utilizes in this area. You can attach support 

documents here if you would like to. Electronic copies of these documents may be requested 

during the review. 

Best Practices: 

Data-driven decision-making 

Comprehensive Accountability Program Implementation 

School and Department Improvement Planning 

Resource allocation alignment with District Goal 

Professional Development alignment with District Goal 

Bi-annual District Goal Reporting 

Development of external partnerships to align with District Goal attainment 

District Goal Focus on strengthening the instructional core for each and every child 

Systematic Leadership Development 

Quality Curriculum Cycle Implementation 

One focused District Goal; One focused strategy for accomplishing our Goal 

A-8 Appendix A


You may also want to identify certain areas that you would like to have the review team pay 

particular attention to or discuss with you during the review, identify those items here. 

Concerns: 

We struggle with our website and with communication in general. We are "under 

development" in these areas, and we would love your observations and advice. 

Our instructional time study is a major undertaking and critically important. I'd love your 

insight regarding our process plan for this study. 

Appendix A A-9

Administrative and Instruction Technology 

The best management practices standards need to be set forth to serve as measures of 

improvement in the operation of school districts. These standards and indicators are necessary 

and should be developed. The purpose of this standard is to put into place an assessment system 

aimed at improving school district management practices and use of resources. It is also 

intended to identify potential cost savings, by providing the establishment of a series of standards 

and related indicators covering a broad range of school district administrative and operational 

areas that should be reviewed for compliance on an established cycle. 

The basic standards districts should comply with are: 

1) The district has a board-approved technology plan that provides direction for making 

decisions regarding administrative and instructional technology. 

2) The district acquires technology in accordance with its technology plan and in a costeffective 

manner that will best meet its instructional and administrative needs. 

3) The district provides technical support and training that enables educators and district 

staff to implement technology in the work place. 

4) The district maintains a dependable technological infrastructure based on industry 

standards that meet its network and Internet access needs. 

5) The district uses technology to improve communication. 

6) The district has written policies that provide safe, ethical, legal and appropriate use 

practices. 

A-10 Appendix A

Administrative and Instructional Technology 

The district has a board-approved technology plan that provides direction for making decisions 

regarding administrative and instructional technology. Indicators of compliance include, but 

are not limited to, the following: 


1 

2 

3 

4 

5 

6 

7 

The district’s technology plan is compatible with State reporting 

requirements and aligned with Federal initiatives. 

The objectives in the technology plan are measurable and reflect the 

desired outcomes for educational and operational programs. 

The district’s annual budget provides funds for technology 

initiatives as reflected in the plan. 

The district takes advantage of opportunities to improve technology 

operations, increase effectiveness and efficiency and reduce costs. 

The district has identified any individuals responsible for 

implementing and updating the technology plan. 

The district collaborates with other educational, governmental, 

private sector and nonprofit organizations concerning technology 

and takes advantage of consortium opportunities. 

The district periodically assesses the progress it has made toward 

achieving its technology plan objectives and reacts appropriately. 

x 

x 

x 

x 

x 

x 

x 

Appendix A A-11


The district acquires technology in accordance with its technology plan and in a cost-effective 

manner that will best meet its instructional and administrative needs. Indicators of compliance 

include, but are not limited to, the following: 


1 

2 

3 

4 

5 

6 

7 

The district bases its technology acquisitions on identified needs in 

its technology plan. 

The district uses the results of research and evaluations of previous 

decisions to identify technology that will best meet instructional and 

administrative needs. 

The district has policies for acquiring hardware, software and 

related instructional materials for administrative and instructional 

use. 

The district provides procedures for stakeholders to preview, 

evaluate and recommend acquisition of technology strategies, 

software and instructional materials. 

The district makes decisions regarding major technology 

acquisitions based on Total Cost of Ownership (TCO) analysis. 

The district has an upgrade policy that establishes a strategy for 

quantifying the impact of various time frames for technologies to be 

upgraded. 

The district has a repair and replacement policy that establishes a 

strategy for quantifying the impact of various time frames for 

technologies to be repaired and replaced. 

x 

x 

x 

x 

x 

x 

x 

A-12 Appendix A


The district provides technical support and training that enables educators and district staff to 

implement technology in the work place. Indicators of compliance include, but are not limited 

to, the following: 


1 

2 

3 

4 

5 

6 

7 

8 

The district budgets for costs associated with the installation and 

support of its technology. 

The district appropriately assigns technical support responsibilities 

to specific personnel at both the district and the school level. 

The district establishes service levels and provides timely technical 

support in accordance with its service priorities. 

The district continuously evaluates the quality and timeliness of the 

technical support in accordance with its service priorities. 

The district provides appropriate professional development to 

district staff that is based on feedback from stakeholders. 

The district budgets for and adequately funds technology training 

and professional development. 

The district makes efforts to secure funds from available sources for 

technology training and professional development. 

The district provides a variety of opportunities in terms of time, 

location and delivery mode for educators and other district staff to 

obtain technology training and professional development. 

x 

x 

x 

x 

x 

x 

x 

x 

Appendix A A-13


The district maintains a dependable technological infrastructure based on industry standards 

that meet its network and Internet access needs. Indicators of compliance include, but are not 

limited to, the following: 


1 

2 

3 

4 

The district employs practices that provide a consistently available 

and fully operational network that supports effective instruction, 

management and communication. 

The district has network and computer protection software and 

update procedures in place. 

The district protects systems from unauthorized users by using 

safeguards such as room locks, passwords, firewalls, and other 

needed means as conditions warrant. 

The district has in place controls and processes that limit access to 

confidential and sensitive data; prevent the unauthorized release of 

data; and determine the source of any unauthorized release. 

5 The district effectively maintains hardware and software systems. x 

6 

The district timely and effectively repairs hardware and software 

systems necessary for operations and educational/curricular 

requirements. 

7 The district timely addresses network and Internet service outages. x 

x 

x 

x 

x 

x 

A-14 Appendix A


The district uses technology to improve communication. Indicators of compliance include, but 

are not limited to, the following: 


1 

The district uses available technologies in an effective and 

efficient manner to improve and enhance communication 

with and among staff, teachers, students, parents and other 

stakeholders. 

x 

Appendix A A-15


The district has written policies that apply safe, ethical, legal and appropriate use practices. 

Indicators of compliance include, but are not limited to, the following: 


1 

2 

3 

4 

The district provides guidelines to staff, teachers, students and 

parents describing appropriate and inappropriate uses of technology. 

The district implements policies and procedures to prevent access to 

inappropriate material. 

The district provides staff, teachers, students and parents with 

guidelines describing legal uses of digital materials, both 

instructional and non-instructional. 

A district that engages a third party to process transactions on its 

behalf executes appropriate agreements with the service provider 

and establishes appropriate control procedures. 

x 

x 

x 

x 

A-16 Appendix A





Comments: 

Beaverton School District Infrastructure: 

10,000 desktop and laptop computers 

75% Macintosh OS X, 25% Windows XP 

In 2006, the IT department, in consultation with many district stakeholders, created a 

Technology Plan 2007-2010 that will benefit student instruction and improve communication 

and business practices throughout the district. Additionally, professional development and user 

training needs are addressed. We are in year one of the plan and our focus for 2007-2008 is on 

creating and enhancing our technology infrastructure. We are building an Active 

Directory/Open Directory integrated Directory Services model, implementing a district-wide 

anti-virus solution, standardizing on Microsoft Office for all staff and students, and 

implementing an enterprise asset management solution. 

Appendix A A-17






The Beaverton School District follows industry best practices with regard to the Data Center. 

The four objectives in the design of a high performance data center are: Security, availability, 

scalability and manageability. 

Security: The data center has good physical security. Entry is controlled by key card and is 

strictly limited to select IT staff who need physical access to the data center to perform their job 

functions. Network security is robust, with firewalls, proxies and load-balancing appliances that 

ensure authentication, authorization, and encryption. The data center is environmentally 

controlled, and has both UPS and generator backup power capacity. 

Availability: the data center is highly redundant. Al servers conform to the BSD server 

standards with redundant hardware components (power supplies, processors, Hard drives, RAID 

(1, 5 or 10). We have backup procedures in place. Additionally, we have high availability and 

failure provisions at the physical, data link, network, and application layers of the Open Systems 

Interconnection OSI model. 

Scalability: The Beaverton School District has addressed scalability issues with load balancing 

appliances at both the network and server levels. 

Manageability: The Network Operations Center (NOC) in IT supports the district by providing 

status on all Data Center servers and all district network equipment. All Data Center equipment 

can be remotely accessed and managed by a select group of IT staff and the Data Center has 

equipment in place that will automatically alert staff of potential issues. 

A-18 Appendix A




Concerns: 

The IT department has identified two primary areas of concern. The first is that while the 

Technology Plan called for a five year hardware replacement plan to be initiated, the 

district was not able to fund this initiative. There are many machines in use throughout the 

district that are so old that they are more expensive to maintain than replace. The district 

needs to initiate a district-wide replacement strategy to ensure adequate access to 

technology for students and staff. The second area of concern is around having adequate 

technology staffing levels at all schools. The district implemented a “Tech Facilitator” 

model for building technology staff in 1995, but district growth has stretched this model 

beyond capacity. The district needs to build a system that will ensure that all schools have 

access to building technology staff to solve most problems at the local level. We are 

working on this very important aspect of our technology support. 

Appendix A A-19

FINANCIAL PLANNING, ACCOUNTING, AND REPORTING 

Guiding Principles 

Competent financial management is the hallmark of any successful business operation. The 

operation of public education is a business of the first magnitude. Expanding demands for public 

services, decreased revenue, and increased demands for accountability make it imperative that 

educational leadership be geared to provide efficient, effective and economic school services. 

The school business official occupies a key position in ensuring that educational expenditures 

produce maximum educational returns. Thus the administration and staff must be continually 

aware of the changing tides of educational demands, social awareness and business operations. 

Modern management techniques must be understood and applied in all areas of the educational 

effort. 

Financial planning, use of prescribed accounting methods, clear, concise reporting, and objective 

evaluation are necessary prerequisites for competent school business management. 

Financial planning is essential to produce an orderly flow of funds from the local level and to 

determine priorities for the many services and needs that compete for funds in the school 

organization. 

The accounting system should be organized along the minimum requirements set by state statute. 

The system should be expanded to include the evaluation needs of management, proper controls, 

and adequate reporting in accordance with state statute, federal regulations and district policies. 

All reports required by local, state, and federal agencies should be readily available to properly 

account for current performance, the building of historical data, and future planning. Concise, 

timely reporting is the watchword. 

The proper and constant evaluation of planning, accounting, and reporting is important if the 

school system is to meet its obligation to the students and the citizens of the community. 

A-20 Appendix A

Financial Planning, Accounting, and Reporting 

Organization 


1 The lines of authority and responsibilities are clearly defined. x 

2 The objectives and purposes of the business office are clearly stated. x 

3 

4 

5 

6 

7 

8 

Written policies and procedures governing the operation of the 

business office are followed. 

The district is seeking solutions to those fiscal problems arising in 

the district. 

The lines of communication between the business office, the 

superintendent, and school administration are effective. 

The lines of communication between the business office and the 

board of directors are effective. 

A copy of the district’s organizational chart is maintained and 

updated as necessary. 

The business office is organized to achieve efficient and effective 

response to educational and management needs. 

x 

x 

x 

x 

x 

x 

Appendix A A-21


Business Office Staffing, Facilities and Equipment 


1 

2 

3 

The office is appropriately staffed; staff is properly trained and 

perform their functions in an effective and efficient manner. 

Staff development is provided for by means of outside workshops 

and/or in-service training sessions. 

Communication between departments is good and reviewed 

periodically. 

4 There is minimal turnover of employees. x 

5 

6 

7 

8 

9 

10 

Proper attendance, overtime, tenure, and seniority records are 

maintained. 

Office and accounting technology is updated periodically and 

training provided in sufficient manner. 

The organization of the business office is satisfactory given staffing 

and responsibilities. 

The office facilities are adequate and provide sufficient work area 

for staff. 

The business office equipment is adequate for effective and efficient 

operations. The equipment furnished is being properly utilized to 

the greatest extent. 

District has an adequate financial software system in place which 

meets their current and changing needs. 

11 The accounting system is being evaluated and updated periodically. x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

A-22 Appendix A


Financial Planning 


1 

The board has developed a financial plan for at least two years 

covering both revenues and expenditures. 

2 Cash flow forecasts are used for investment planning strategies. x 

3 

4 

The district has appropriate policies and procedures for the 

investment of public funds that in part address risk level versus 

expected return, and periodically reports to the board the results of 

its investing activities. 

All funds are deposited on a timely basis; excess funds are properly 

invested. 

5 Does the district optimize interest earned on its reserves? x 

6 

7 

8 

9 

10 

The board has developed a capital needs program associated with 

the district master plan for the next five years. 

The district evaluates the advantages and disadvantages of various 

financing alternatives when acquiring major capital assets 

The community is properly informed about the current financial 

needs of the school system and the long-range financial capital plans 

of the board of directors. 

The district has established sound fiscal policy and procedures to 

ensure the appropriate funding of educational programs and the 

provision of attractive, standard, safe, and ADA compliant facilities 

pursuant to law and regulations. 

The district has established plans for use of school space 

considering such factors as student needs, enrollment, resources, 

program requirements and community needs. 

x 

x 

x 

x 

x 

x 

x 

x 

Appendix A A-23


Budget Preparation 

1 

2 

3 

4 

5 

6 

7 

The district has a five-year enrollment projection developed using 

recognized techniques such as a cohort survival method and known 

information about future growth patterns in the district. 

Long-range projections of revenues and budget appropriations have 

been completed and plans developed to address any anticipated 

shortfalls. The long-range projections consider the reliability of 

funding from the legislature. 

Paper flow for budget preparation and implementation provides 

needed information for all parties concerned. 

The community is actively involved in budgeting and planning 

processes. 

Appropriate staff is actively involved in the budgeting, planning and 

evaluation process. 

Staffing analyses and projections take into consideration contractual 

impacts, salary variances from turnover, and reductions in force. 

Retirements and vacancies are prepared and considered as part of 

the budget planning process. 

The district critically reviews the annual budget and determines final 

allocations based on its school improvement plan including student 

needs, educational goals, and objectives, facility needs, and 

priorities. 

x 

x 

x 

x 

x 

x 

x 

A-24 Appendix A

Appendix A A-25


Accounting 


1 

The district maintains a system of accounting consistent with 

Generally Accepted Accounting Principles (GAAP). 

2 A requisition system is properly maintained. x 

3 

4 

5 

6 

7 

8 

Prior approvals of all purchase orders are required to ensure need, 

price, and availability of funds. 

Accounting transactions are kept up to date, are balanced monthly, 

and are in sufficient detail to be useful by the various departments in 

preparing reports. 

Certificates of Participation are maintained for all bank accounts in 

excess of federally insured limits? 

Bills are paid promptly and authorized in accordance with policies 

adopted by the board of directors. 

Disbursements are recorded chronologically showing date, vendor, 

check number, purpose, and amount. 

Depositories have been authorized by the board of directors and 

required signatures are affixed to all payments. 

9 Grants are approved by the board prior to funds being accepted. x 

10 

11 

12 

13 

14 

15 

16 

17 

18 

Has the district established adequate controls to ensure that state, 

federal, and private grants are fully spent? (*needs improvement) 

The accounting system allows for the expedient retrieval of 

information as needed. 

Receipts are issued for all cash received and deposits made on a 

daily basis. 

Internal audit procedures are maintained for all cash transactions in 

the district. 

Effective internal controls systems are used throughout the 

accounting system. 

The board has established policies that govern the operation of 

student accounts in the individual schools, including petty cash. 

Procedures are documented and followed pertaining to student 

accounts held at individual school locations? 

The (custodian of funds) (School bookkeeper) or other appropriate 

staff performs all required functions and provides reports on time. 

Internal audits are completed on school / student accounts to ensure 

integrity of the fund receipts and expenses? 

19 All bank accounts are reconciled monthly. x 

x 

x 

x 

x 

x 

x 

x 

* 

x 

x 

x 

x 

x 

x 

x 

x 

A-26 Appendix A


Reporting 


1 

2 

3 

4 

5 

6 

7 

The district’s financial reports are provided to the board of directors 

on a monthly basis. 

Budget appropriation status reports are made available and 

appropriately distributed to all stakeholders on a monthly basis. 

Payroll reports agree to payroll file totals, are properly prepared, 

signed, certified and filed in a timely fashion. 

Gross wages on payroll 941 reports are reconciled to wage expense 

posted to the general ledger on a quarterly basis. 

Federal and state payroll liabilities are paid according to legal 

requirements? 

All financial reports required by the Department of Education are 

properly prepared and filed in a timely manner. 

All reports required for state and federal projects are filed with the 

proper agency. 

8 Reports are submitted to maintain bond rating agencies as required. x 

9 

10 

11 

12 

The annual audit report is discussed at a public meeting and audited 

financial statements are available for distribution to the public. 

The auditor’s recommendations as outlined in the management letter 

are promptly reviewed and a plan of action developed to implement 

changes where necessary. 

The district participates in Government Finance Officers 

Association (GFOA) or Association of School Business Officials 

International (ASBO) Meritorious Budget Awards program. 

District participates in GFOA or ASBO Certificate of Achievement 

program. 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

Appendix A A-27

School Purchasing Program 

The purpose of this chapter is to assist school business officials establish proper purchasing 

practices that are in full compliance with: 

Public school contract laws 

Administrative regulations 

School district policy 

Generally Accepted Business Practices 

The purchasing chapter is designed to achieve three goals: 

1. Follow the law and district policy on purchasing; 

2. Promote efficiency in the purchasing practices; and 

3. Achieve savings of money through proper purchasing practices. 

The school business official will only achieve these goals through proper planning. One must 

allow enough leeway between generating a purchase order and the actual date materials or 

services are needed. Please think of purchasing in terms of a whole year. What items and 

services will be needed on an annual basis? 

Through proper planning, you can eliminate much of the frustration that is encountered in all 

public school purchasing procedures. 

This chapter should be reviewed with the purchasing agent, department heads, teachers, 

secretaries, and others who are involved in the purchasing process. It is imperative that everyone 

adhere to all purchasing laws, regulations, policies and guidelines. 

When we measure the success or adequacy of the purchasing program, it is necessary to assure 

that the whole educational program is considered and that the purchasing is the result of and 

fulfills the needs of the whole district regardless of the size or location of the school system. 

The efficiency of the purchasing program needs to be reviewed as it relates to the ability to 

purchase supplies, materials, and equipment at the lowest possible costs commensurate with the 

needs of the school and in accordance with all purchasing laws and regulations. 

A-28 Appendix A


Purchasing Procedures 


1 

2 

3 

4 

5 

6 

7 

There is a clearly defined district policy/manual outlining 

purchasing procedures. Emphasis is placed on identifying 

user needs and developing clear specifications. 

Purchase orders are processed in a timely and efficient 

manner. 

Adequate procedures are set up for preparation and 

processing of purchase orders. 

All purchase orders and vouchers are numbered and 

accounted for. 

Is purchasing automated and fully integrated with your 

accounting system? 

An attempt is made to minimize the number of purchase 

orders issued. 

All purchase orders are signed by authorized personnel in 

accordance with district policy and ORS. 

8 Purchases are kept within budgeted figures. X 

9 

10 

11 

12 

13 

14 

15 

16 

There are adequate procedures for purchasing small items 

from petty cash or other funds. 

The purchasing department requires that no purchase or 

commitments for purchases be made except through the 

business official or purchasing agent as applicable. 

The purchasing agent, where applicable, has authorization 

to make purchases within the law and the budget in 

accordance with district policy. 

Invoice extensions and additions are checked on bills for 

mathematical accuracy. 

Bills are paid on time and discounts are taken where cost 

effective 

Invoices/Vouchers and signed receiving copies are required 

prior to any payment of orders. 

Documentation on freight charges is made part of backup 

information on orders. 

There is a procedure for payment and proper accounting of 

partial orders. 

17 Expenditures are charged to the proper line item account. X 

18 

Vendors are notified of terms, conditions, and payment 

procedures. 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

x 

Appendix A A-29

19 

20 

21 

Deliveries are checked promptly, discrepancies noted, and 

signed receiving copies forwarded to the business office for 

quick processing and payment. 

Poorly performing vendors are documented and removed 

from vendor lists in accordance with law and regulations. 

Does the district use a controlled credit or debit card system 

for spot purchases (


Bidding 


1 

2 

3 

4 

State statutes, regulations and adopted policies are adhered 

to in the competitive procurement process. 

Requests for bids are publicly advertised and at a minimum 

meet all requirements of law and policy. 

Bid lists are complete enough to permit free, open, and 

competitive bidding and to encourage a large number of 

bids. 

The notice to bidders adequately covers the various bid 

requirements, such as: time requirements, pertinent 

information regarding location of bid opening, bid 

documents required of bidders, etc. 

5 Bid bonds or bid deposits are required where applicable. X 

6 Performance bonds are required where applicable. X 

X 

X 

X 

X 

7 

8 

9 

10 

11 

12 

13 

There are provisions for adequate insurance coverage as 

deemed necessary by contracts. (let’s discuss) 

Provisions are made for prevailing wage requirements and 

prequalification of bidders as required by statutes. 

Labeled and sealed bids are opened only at time and place 

designated in the bid advertisement. 

Bids are publicly received in the presence of any parties 

bidding or their agents who desire to be present. 

Complete and accurate tabulations are made on bids where 

applicable. 

Awards of bids and contracts are made promptly and follow 

the statute as to the lowest responsible/responsive bidders. 

Bid awards are based on life-cycle costing, not just initial 

cost. 

There are adequate safeguards to protect the school district 

if the successful bidder defaults on his contract. 

14 Bid files are kept on all bidding transactions. X 

15 

When required by policy, bid reports are presented to the 

board of directors in an accepted format listing 

recommendations for bid awards. 

x 

X 

X 

X 

X 

X 

X 

X 

x 

Appendix A A-31


Quotation Procedures 


1 

Quotations are obtained on all items as required by statute, 

policy or public procurement guidelines. 

2 Quotation files are kept on all legally required quotations. X 

X 

Purchasing Personnel and Equipment 


1 

2 

The business office is adequately staffed in relation to the 

purchasing function. 

Responsibilities and duties are clearly defined and job 

descriptions are available. 

3 The staff is receptive to new ideas, methods and procedures. X 

4 

In-service training is provided to staff in the purchasing 

area. 

5 There are routine evaluations of the purchasing personnel. X 

6 

The office layout is conducive to efficient processing of 

purchasing functions. 

7 There is adequate space for personnel and equipment. X 

8 A plan for upgrading equipment is in place. X 

9 Work flow is smooth and efficient based on a flow chart. X 

X 

X 

X 

X 

A-32 Appendix A


Related Purchasing Functions 


1 

2 

An effort is made toward cooperative purchasing of 

supplies and equipment with other schools, Education 

Service Districts, and local governments. 

An effort is made to use state contracts for purchasing 

purposes when applicable. 

X 

X 

Training 


1 

2 

3 

4 

5 

The superintendent or designee takes reasonable steps to 

provide training so that officers and employees responsible 

for the administration of public contracts are fully cognizant 

of all applicable laws, regulations, policies and procedures. 

The district has prepared and distributed a purchasing 

manual to all staff who participate in the purchasing 

program. 

Letters are sent to all vendors advising them of the district’s 

purchasing procedures. (on the distrct website) 

Memos are sent to all employees advising them of the 

district’s purchasing procedures. (on the distrct website) 

The school business administrator or purchasing agent 

provides an annual training session to all school staff 

participating in the purchasing program. 

X 

X 

X 

X 

X 

Appendix A A-33





Comments: 

A-34 Appendix A






Budgeting: Resource Allocation Methodology (RAM) – to allocate staffing to schools; 

Innovations Process Team (IPT): a District wide committee formed to discuss and plan for 

District programs, IPT has become a critical part of our budget process; budget committee 

members receive a “budget variance analysis” along with our proposed document. The 

variance analysis discusses the reasons for all significant budget variations from the prior 

year. This saves the committee a significant amount of time. 

Accounting: In addition to an Audit Committee, the District recently hired an Internal 

Auditor. This person will help to improve our internal controls, provide compliance 

guidance to schools and departments and review operations to suggest efficiencies. 

Appendix A A-35

Food Service 

School food service operations may be the complete responsibility of the board of directors, may 

be contracted to a management company and/or concessionaire, or may be a combination of said 

operations. Regardless, the board of directors is ultimately responsible for any service provided 

to its students. 

When more than 5 percent of the students are found eligible, most school districts elect to 

participate in USDA sponsored meal programs such as, the National School Lunch Program, 

(NSLP), the School Breakfast Program, (SBP) and the Summer Food Service Program, (SFSP). 

Districts that do not meet the above criteria may still select to operate a subsidized National 

School Lunch Program. If the district chooses not to participate in USDA sponsored child 

nutrition programs, they may choose to operate an a la carte program without funding, or may 

choose to not offer any program at all. 

Meals provided through (NSLP), (SBP) and (SFSP) shall meet minimum nutritional standards 

established by the U.S. Department of Agriculture. 

Each school, under the supervision of its sponsor, shall survey the parent or guardian of each 

student enrolled to determine which students are eligible to receive free or reduced-price meals 

and/or free milk. The purpose of the survey is to determine the 5 percent threshold. This survey 

shall be conducted using the “Application for Free and Reduced Price Meals or Free Milk” (as 

prescribed by the Secretary) pursuant to Federal Regulations (7CFR Part 245). 

This chapter contains assessment questions on planning, governance, federal requirements, 

nutrition, service, food preparation, and financial management. 

A-36 Appendix A

Food Service 

Organization and Administration 


1 

2 

3 

4 

5 

6 

7 

8 

9 

The objectives and purposes of the food service 

program are well defined and communicated to 

students, staff, parents, and community. 

Applications for free and reduced-price lunch are 

processed in accordance with USDA and State 

governmental guidelines. 

The required number of approved free or 

reduced-price applications are verified in 

conformance with guidelines. Verification is 

accomplished according to USDA & State 

regulations. 

Students eligible for free or reduced price meals 

are not overtly identified. Confidentiality about 

students’ meal status and income information is 

maintained according to USDA regulations. 

The following issues have been discussed and 

determined by the district: 

A. Charge to students for meals. X 

B. Competitive foods policy is understood and 

accepted. 

C. Offer vs. service policy has been established. X 

D. There is an established procedure for 

gathering customer feedback. 

USDA required on-site reviews are completed by 

January 31 st of each year. 

Profit and loss statements are completed monthly 

with monthly sales and meal service numbers 

included. 

Required USDA edit checks are completed on a 

regular basis. 

Administration is familiar with appropriate 

personnel policies including salary schedule, 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X not sure 

policy is well 

understood by 

all principals. 

However, 

implementation 

of wellness 

policy AR’s 

will fix this. 

Appendix A A-37

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

benefits, performance rating, job descriptions, 

and other pertinent information. 

The food service program serves as a practical 

application of sound nutrition and as a means of 

improving the health and nutrition of students. 

The food service program is under the 

supervision of a trained food service director who 

is a full-time employee with a primary interest in 

the administration of the food service program. 

The food service director meets the requirements 

established for the position by the board of 

directors. 

The food service director has a degree in Foods 

and Nutrition, Hospitality, Hospital Dietary Food 

Service Management, a combination thereof or 

equivalent experience. 

The scope of duties and responsibilities has been 

clearly defined for the position of food service 

director and all other administrative and 

supervisory food service positions. 

The advantage and disadvantages of various 

types of food service organization have been 

studied. 

The salary schedule and benefits attract and hold 

competent employees and provide an incentive 

for advancement. 

The lines of authority and responsibilities are 

clearly defined for proper administration, 

supervision, and management of the food service 

program. 

Efforts are made to ensure that all students who 

qualify have access to meal benefits. 

Food Service staff at each school is identifies 

opportunities for improvement. 

Food Service staff at each school seeks solutions 

to food service issues. 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

This is a very 

broad based 

statement - 

don’t 

understand 

what is being 

asked. 

Although we 

have had a few 

staff members 

leave their 4-5 

hr/day 

positions 

because they 

needed more 

hours or 

benefits. 

(Suggested 

edits) 

A-38 Appendix A

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

32 

Nutrition education in the classroom is correlated 

with the school food service program. 

Opportunities are provided for students to 

develop acceptable table manners, eating 

patterns, and other social amenities. 

An established procedure for student and staff 

involvement in food service is utilized. 

Students are served in a timely and efficient 

manner. 

Competitive foods are not available during school 

meal periods in areas where food is served or 

eaten. 

Sufficient food service personnel are employed 

for the operation of the food service program. 

Clear-cut, well-organized job descriptions have 

been employed for all food service employee 

positions. 

Food service employees give evidence of training 

and interest in attitude, personal appearance, and 

manners. 

Clean, attractive uniforms or clothes are worn by 

all food service employees. 

Both on-the-job and formal in-service training are 

provided for employees. 

An established procedure for evaluating 

employees’ performance is utilized. 

Food service personnel policies are clearly 

defined in writing and provided for all 

employees. 

X 

X 

X 

X 

X 

X 

X 

X 

X Nutrition ed. 

Is correlated in 

the summer 

food service 

program, but 

not currently 

with the SBP 

& NSLP. 

However, 

Nutrition 

Services will 

be working 

with a cadre of 

health teachers 

to develop 

solid links with 

SBP and 

NSLP. 

X Time is an 

issue! 

Unsure of what 

is being asked 

– involvement 

in what way? 

X See #5B 

Appendix A A-39

33 

34 

35 

The entire food service staff is aware of the 

objectives of the National School Lunch Program 

and the nutritional components of the school 

lunch meal pattern. 

Food Service personnel are encouraged to attend 

conventions and workshops. 

A method to measure productivity is used, e.g. a 

labor formula for computing meals produced per 

employee hour is being utilized. 

X 

X 

X 

A-40 Appendix A

Food Service 

Food Service Facilities 

School/Site 


1 

2 

3 

4 

5 

6 

Meals are served to students in a dining area, 

including the use of classrooms for dining purposes 

when necessitated by school building limitation. 

The dining area is available to students who bring 

their lunches. 

The dining area and furnishings are attractive, 

durable, and easily cleaned. 

Separate dining space is provided for students and 

faculty. 

The dining area is designed so it can be used for 

other purposes. 

Kitchen noises are not heard when the dining area 

is used for another purpose. 

7 The dining area meets lighting standards. X 

X 

X 

X 

X 

X 

X 

8 The dining area is well ventilated. X 

9 Acoustical provisions reduce noise to a minimum. X 

10 Sanitary drinking water fountains are provided. X 

11 

12 

13 

14 

15 

The dining area has adequate litter containers and 

efficient cleanup service. 

The dining area is designed and furnished to 

provide a required seating area to promote a safe 

and efficient traffic pattern. 

The floor is in good condition, safe, and easily 

cleaned. 

Lavatory facilities are located in the immediate 

proximity of the cafeteria. 

Equipment in kitchen and service areas meets all 

governmental sanitation standards and is suitable 

for school food service preparation and sufficient 

variety to meet preparation and feeding 

requirements. 

X 

X 

X 

X 

X 

Believe so, 

but am 

unsure what 

standard 

decibel level 

for café 

should be?? 

Appendix A A-41

16 

17 

18 

19 

20 

21 

22 

23 

A receiving area is provided to properly receive 

food and supplies. 

Refrigeration facilities are sufficient to provide for 

safe holding of food and to permit economical 

purchasing. 

All foods are stored on shelves or off floor on 

pallets. 

Storage facilities are adequate to provide for safe 

food storage, economical purchasing and are easily 

accessible. 

Electrical switches are properly marked to prevent 

accidental turning off of refrigeration units. 

Mechanical dishwashing facilities or facilities for 

washing by hand using the 3-compartment sink 

method are provided. 

If mechanical dishwashing is used, adequate 

facilities exist to provide and maintain correct prerinse, 

wash and final rinse water temperatures. 

Garbage and refuse are disposed of in a sanitary 

manner. 

24 Precautions are taken for insect and rodent control. X 

25 

26 

27 

The kitchen, serving, storage, and dishwashing 

areas are well ventilated. 

The kitchen, serving, storage, and dishwashing 

areas meet lighting requirements. 

Adequate and appropriate dressing and lavatory 

facilities are provided for the food service staff. 

28 All equipment contains adequate safety devices. X 

29 

30 

31 

A regularly scheduled maintenance program is 

followed for the care of food service equipment. 

There is an established program for equipment 

replacement. 

The school operates an open or closed cafeteria 

program. 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

This is true 

for most 

schools 1 – 

2 sites 

experience a 

few 

problems. 

For ovens, 

refrigerators, 

freezers and 

hoods. 

Does this 

refer to 

summer 

meals 

program? 

A-42 Appendix A

Food Service 

Food Preparation and Service 

School/Site 


1 

The school schedule provides at least 20 minutes of “seat 

time” during meals for students and faculty, allowing for 

travel to and from classes. 

2 The food service program meets the needs of the students. X 

3 

4 

Menus meet nutritional requirements as stipulated by 

USDA. 

Menus are planned far enough in advance to facilitate good 

purchasing practices. 

5 Maximum utilization of donated commodities is practiced. X 

X 

X 

X 

6 Food is served in an attractive and appetizing manner. X 

7 

8 

Food is served at the lowest possible price and does not 

exceed state price limits as set forth in the child nutrition 

agreement. 

The food served meets at least the minimum USDA 

guidelines for each age group. 

9 Offer versus serve concept is utilized. X 

10 Variable pricing concept is utilized. X 

11 

Food is prepared according to standardized recipes that 

have been tested for optimum appearance palatability, and 

retention of nutritive value. 

12 The food served retains nutritive value and flavor. X 

13 Efficient preparation and service of food are practiced. X 

14 

The foodservice program has a HACCP plan in place and 

follows it. 

15 Food is properly stored, handled, prepared, and served. X 

16 

17 

The school received a passing grade from the Health 

Department during their most recent inspection. 

Procedures are in place and tested to insure food maintains 

the appropriate temperature. 

X 

X 

X 

X 

X 

X 

Appendix A A-43

Food Service 

Financial Management and Legal Requirements 


1 The program is under central financial control. X 

2 

The established financial policies permit the serving of an 

adequate and satisfying meal at a minimum cost to students 

and other participants. 

3 The program operates on a nonprofit basis. X 

4 

5 

6 

Accurate accounting procedures and records are in effect 

for the control and management of money, labor, food, and 

supplies. 

Employees who are responsible for the handling of funds 

and accounts are bonded. 

Staff handling funds in the cafeteria are appropriately 

bonded. 

7 All bills are verified in accordance with district policy. X 

8 

9 

10 

11 

12 

13 

14 

Competitive purchasing procedures in accordance with state 

and local regulations and applicable state statutes are 

followed in the purchase of all food and supplies. 

Established procedures are followed for properly receiving 

all food and supplies. 

An established system of inventory control is in effect for 

all food, supplies, and equipment. 

The procedure for payment of bills is in accordance with 

local, state, and federal policies and regulations. 

All staff members have proper physical examinations as 

prescribed by state and/or local health regulations. 

An accurate daily record is kept of the number of paid, free, 

and reduced-price school lunch meal pattern lunches 

served. 

Specifications and standards of quality are established for 

the purchase of food, supplies, and equipment. 

15 Monthly profit and loss statements are kept. X 

16 

17 

18 

Applications for free or reduced-price meals are properly 

processed and are on file. 

Notification has been made public of the availability of free 

or reduced-price meals. 

A daily record of the number of adult lunches served is kept 

separate from student meal records. 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

A-44 Appendix A

19 There is compliance with Title VI of the Civil Rights Act. X 

20 

21 

22 

23 

24 

All records, including menus as served, are kept for three 

years previous to the current year’s operation. 

Daily records are kept for individual schools in multiple 

units. 

All aspects of the National School Lunch Program 

Agreement are in compliance 

Monthly cafeteria reports are reconciled to money collected 

and deposited with all variances explained. 

Labor hour per meal is calculated monthly on a school by 

school basis to insure efficiency of operation. 

X 

X 

X 

X 

X 

Appendix A A-45

Food Service 

Board Policies 


1 

If there is a central warehouse, the board has adopted a set 

of policies pertaining to central supply and distribution. 

2 Policies are broad based and not restricted. X 

3 

Policies are statements of philosophy and not procedural in 

nature. 

X 

X 

Administrative Procedure 

1 

The business official/program manager has prepared a 

manual of operational procedures for the central supply and 

distribution function. 

2 The procedures/operation manual contains: 

Organizational chart 

Flow charts 

Simplified procedures of process 

Job descriptions 

Personnel rules and regulations 

X 

X 

X 

X 

X 

X 

A-46 Appendix A

Food Service 

Elements of Central Supply Operation 


1 The school system utilizes standard supply lists. X 

2 

3 

Standard lists are identified by item, nomenclature, and 

code. 

Standard lists are classified into separate categories for 

subject areas. 

4 A separate list is provided for staple supplies. X 

5 Business office refines supply list into stock catalog. X 

6 Materials are purchased in large quantities. X 

7 Materials are purchased at any time of this year. X 

8 Purchases of wide range of items are carried in stock. X 

9 Sufficient quantities are carried for emergency needs. X 

X 

X 

Appendix A A-47

Food Service 

Central Supply-Physical Aspects 


1 Storage space: 

2 

Is free of excessive temperature and humidity. 

Is readily accessible to delivery point. 

Provides flexibility for storing different types of materials. 

Takes into consideration damaged materials due to odor or 

leakage that might cause damage to other materials. 

Provides readily accessible material through orderly coded 

storage system. 

Storage areas are scientifically developed as to space 

requirements for: 

Receiving 

Opening packages 

Repacking 

X 

X 

X 

X 

X 

X 

X 

X 

3 

School delivery 

Storage bins are internally organized as to shelving and bin 

location in conjunction with similar nomenclature in coding 

of items and in sequence with supply list. 

4 Physical layout facilitates shipping procedure sequence. X 

5 

6 

Security and protection of materials are sufficient and 

effective. 

Modern labor savings devices are utilized: pallet load, 

forklifts, roller lines and hydraulic tailgates. 

X 

X 

X 

X 

A-48 Appendix A

Food Service 

Central Supply Procedures 


1 

2 

3 

4 

5 

There is a specific assignment of responsibility for each 

step of supply process that is clearly understood by the 

school system. 

Stock is handled with minimum outlay for unpacking, 

shelving and repacking for distribution. 

Provision is made for periodic inspection of stockroom to 

reveal obsolete and unused material. 

Inventories are periodically conducted to root out unused 

surplus or to identify unusual compensation. 

There is a provision for delivery spot check of quantities or 

weight. 

6 Inventory procedures are efficient. X 

X 

X 

X 

X 

X 

Food Service 

Distribution Procedures 


1 Large school orders are drop-shipped to individual schools. X 

2 

Drop shipments are permitted for schools when a specific 

purchase order covers a single school building. 

3 Deliveries are made to schools daily. X 

4 Deliveries are made to schools weekly. X 

X 

X 

Appendix A A-49

Food Service 

Management Company Procedures 

School Administration 


1 

Conducts periodic evaluations of the management contract 

and the management company’s performance to determine 

if using a Management Company is cost effective and in the 

best interest of the District. 

2 Reviews and checks worksheets. X 

3 Establishes meal and a la carte prices. X 

4 

Reviews, verifies, signs and submits monthly 

reimbursement voucher. 

5 Reviews USDA commodity utilization. X 

6 

7 

8 

9 

Completes annual on-site reviews (monitors food service 

servicing lines). 

Reviews monthly profit and loss statements and support 

documents. 

Processes meal applications according to USDA and State 

procedures and regulations 

Generates and maintains a master meal benefits eligibility 

list. 

10 Conducts the verification process. X 

11 Reviews and approves menus each month. X 

X 

X 

X 

X 

X 

X 

12 

Establishes the Food Service Advisory Board (students, 

teachers, and parents). 

X 

A-50 Appendix A

Food Service 

Management Company 


1 

Makes regular presentations to School Board and parent 

organizations. 

2 Maintains an active customer advisory council. X 

3 Conducts promotions. X 

4 Conducts nutrition education. X 

5 Prepares payroll. X 

6 Makes analyses of trends and participation reports. X 

7 Conducts employee training. X 

8 Prepares proper menus and portioning. X 

9 

Follows USDA and State regulations for meal counting and 

collection. 

10 Uses proper counting and accountability methods. X 

11 Provides support service (e.g., dietician, chef) X 

12 Prepares monthly profit/loss statements. X 

13 Conducts school meals initiative document preparation. X 

14 

15 

Meets all USDA regulations for each Child Nutrition 

Program it’s contracted to provide, (e.g. breakfast, lunch, 

summer, supper, after-school, snacks.) 

Passes Coordinated Review Effort (CRE) and School Meals 

Initiative (SMI) audits. 

16 Has a written HACCP plan and implements it. X 

Additions: 

Apart from the meal applications/verification functions, all of the items listed above that 

apply to non-management company run food service operations, would also apply to 

management company run operations. 

X 

X 

X 

X 

Appendix A A-51

Food Service 




Comments: 

See notes next to some of the checklist items. 

A-52 Appendix A

Food Service 





I believe that BSD has quite a few best practices in the following areas and would like to 

share them with the Review committee on their visit or e-mail documents. 

Meal Benefits: Free and Reduced Price Meal Application Processing 

Operations Standards 

Staff Training 

Appendix A A-53

Food Service 



Concerns: 

None that I can think of now. 

A-54 Appendix A

HUMAN RESOURCE MANAGEMENT 

Guiding Principles 

An essential component to any effective educational program is employment of a sufficient 

number of qualified individuals to meet the goals of the district. Effective human resource 

management is essential to the district’s success in recruiting, selecting and retaining qualified 

staff. Human resource management includes: 

Recruiting and selecting personnel with the appropriate skills, knowledge and abilities. 

Planning for the movement of staff into, within, and out of the organization 

Implementation of a comprehensive and successful compensation and benefits program 

that will attract, motivate and retain qualified staff 

A comprehensive employee performance evaluation and reporting system that identifies 

areas that need improvement while providing positive reinforcement for effective 

performance 

Providing for employees’ safety by minimizing the risk of illness and injury in the 

workplace 

Training and developing staff members to enhance their capabilities 

In addition, developing and nurturing constructive relationships between labor unions and district 

administration supports a stable and productive educational environment. 

Appendix A A-55

Human Resources 

Organization, Planning & Management 

# Question – Yes No NI NA 

1 

2 

3 

The goals and objectives for the human resource function are 

aligned with the district’s long-range plan. 

The district develops, distributes and regularly updates a 

comprehensive employee handbook. 

There are appropriate personnel policies including salary schedule, 

benefits, performance rating, job descriptions, and other pertinent 

information. 

4 Lines of authority and responsibility are clearly defined. x 

x 

x 

x 

5 The district offers new employee orientations to all new hires? x 

6 

Proper attendance, overtime, tenure, and seniority records are 

maintained. 

7 The district provides a comprehensive staff development program. x 

8 

The district maintains an effective and efficient benefit and leave 

program. 

9 Provision is made for substitutes in critical job areas. x 

10 

11 

12 

13 

14 

Employees are kept informed as to federal and state regulations with 

respect to COBRA and family leave. 

A written agreement covering terms and conditions of employment 

for all personnel is maintained. 

A list of all employees is maintained, which includes the date of 

employment, position titles and duties of each individual. 

All open positions are posted according to organizational policy 

prior to being filled? 

Compliance posters regarding wage/hour and Family leave laws are 

posted in accordance with BOLI Regulations? 

15 There is minimal turnover of employees. x 

16 A system for analyzing staffing needs is utilized by the district. x 

x 

x 

x 

x 

x 

x 

x 

17 

18 

19 

Personnel records are maintained separate from payroll and benefit 

information and secured in fireproof storage. 

Communications between the district and labor unions are open and 

honest. 

Complete personnel records are kept of all employees with 

provision for continuous evaluations. 

x 

x 

x 

A-56 Appendix A

20 

21 

22 

23 

Job descriptions that accurately identify the duties of each position, 

the experience, knowledge, skills, education and abilities required 

for all positions are maintained. 

The district has established a system for identifying changes in job 

requirements and/or duties for positions and making appropriate 

changes to the district’s compensation program when necessary. 

The current salary schedules are comparable for similar positions in 

other districts within the region. 

There is compliance with applicable federal and state minimum 

wage laws. 

x 

x 

x 

x 

Appendix A A-57

Human Resource Management 




Comments: 

A-58 Appendix A






Appendix A A-59




Concerns: 

A-60 Appendix A

Risk Management - 

Insurance 

Risk Management is managing the potential for loss or injury through policies, procedures and 

avoidance. The five fundamental elements of risk management are: 

Identification - The process of identifying and examining the potential sources of 

losses faced by the School District. 

Analysis - The assessment of the potential impact that various exposures can have on 

the School District. 

Control - An action to minimize, at the optimal cost, losses that strike the District. 

Financing - The acquisition of funds at the least possible cost to pay for the losses 

which strike the District. (Self-insure, eliminate the risk, transfer contractual to other 

party, or insurance.) 

Administration - The planning and risk management policy development and the 

implementation and monitoring of the risk management process. 

All departments of a school district are exposed to the perils of fire, theft, earthquake, burglary, 

work-incurred accidents, and liability for injury to the public. Some of these departments also 

have exposures involving possible loss of valuable papers and records, accounts receivable, loss 

of income, and extra expenses to continue operations. 

The ordinary conduct of school business is accompanied today by risks that were rare or 

unknown a few decades ago. Terrorism, gang warfare and drug trafficking, including guns and 

knives, reach school property. Soaring health insurance costs and litigation threaten district 

financial assets. Schools must also comply with an increasing number of government 

regulations, many of which require additional expenditures while creating new areas of liability. 

Therefore, an intelligent approach to risk management and insurance/self insurance is necessary. 

Insurance is not purchased out of desire, but out of necessity. It provides protection for risks that 

can not be transferred to others and which you do not desire to self-insure. It isn’t a commodity 

that is enjoyed or displayed or sought after by its owner. It is like first aid equipment or spare 

tires, i.e., bought with the hope that it will never have to be used. Insurance should be the last 

line of defense and available after all other safeguards have failed. 

Appendix A A-61

Risk Management 

Workers Compensation Insurance 


1 

2 

Both a system of loss prevention and loss control exist, including 

the completion of incident reports. 

The district regularly requests proposals for compensation insurance 

services or review for self-insurance feasibility. 

3 Loss experience is obtained and reviewed regularly. x 

4 

5 

6 a 

b 

The Experience Rate Modification Report is verified annually 

against the latest Loss Experience Report for all three years included 

in the calculation. 

Payroll Audit Report is verified for proper classification of 

employees and elimination of overtime premium changes. 

The district maintains an accident review committee responsible for 

investigation of each incident. 

A written incident report is provided to the district safety committee 

once the investigation has been completed. 

7 There is a planned safety program with evidence of activity. x 

8 

9 

Payroll Department maintains and validates records of absence due 

to work-related injuries and coordinates with insurance carrier. 

Individual claim files are established upon notification of pending 

claim. 

10 There is an employee procedural handbook for job-related injuries. 

11 

12 

13 

14 

Employees are knowledgeable of the procedures to follow for 

medical treatment resulting from a job-related injury. 

Claims are reviewed by the business official, risk management 

department, or other appropriate district official in coordination with 

the safety program. 

Open and reserved claims are reviewed prior to the annual “Unit 

Stat” date. (not sure what this is) 

The district maintains an incentive program for safety in the 

workplace. 

15 The district maintains an injury log by location. x 

16 

A safety committee is active and minutes are kept of meetings for 

each location. 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

Facility Planning 

A-62 Appendix A

Well planned, well constructed schools greatly enhance any educational program. Poorly 

planned schools can restrict instructional programs, inhibit student learning, and waste money. 

Facing significant difficulty in securing the resources necessary to construct new facilities paired 

with increasing technology and demands for student achievement, require us to allocate 

sufficient time to the planning process. 

In addition to construction of new facilities, districts face the daunting task of repairing and 

renovating old facilities. The primary goal of school plant operations and maintenance should be 

to provide both an acceptable environment and efficient services for the education of students. 

The operations and maintenance program should be evaluated in three categories. 

Physical Plant 

This includes buildings, HVAC systems, electrical, plumbing and landscaping as well as 

equipment and furnishings. 

Personnel 

No matter how detailed a maintenance plan, unless the personnel responsible for implementing 

the plan are properly trained and compensated, the plan will remain just a good plan. 

Ongoing Maintenance and Custodial Care 

Ongoing maintenance includes items such as replacing lights, ceiling tiles, painting, etc. The 

second area that must be implemented is the cleanliness of each building. Each custodian must 

be trained in the process of cleaning and be knowledgeable in the use of cleaning chemicals. 

Communication with the building principal and classroom teachers is essential.. 

Appendix A A-63


Facilities Management 


1 

2 

3 

4 

5 

6 

7 

8 

9 

The district has established plans for use of school space 

considering such factors as student needs, enrollment, 

resources, program requirements and community needs, and 

the maximum benefit of the community. 

The board of directors has adopted policies relative to the 

aims and objectives concerning building, plant operations, 

and maintenance programs. 

An organization chart indicating lines of responsibility is 

available and has been approved by the board of directors. 

A. An approved set of maintenance performance targets is 

published that is sufficient to carry out Board policy. 

B. Actual labor and material costs are recorded for each 

maintenance activity. 

C. Timely reports are available for analysis. X 

D. Analyses are conducted on a regular basis to assess if 

the maintenance performed is meeting targets. 

A. A comprehensive inspection program has been 

developed covering all critical building elements. 

B. Inspections are performed in accordance with the 

program and deficiencies are documented and prioritized in 

a backlog report. 

C. The backlog report contains cost estimates for each job. X 

A. Budgets support an adequate level of ongoing, routine 

maintenance that is linked to the physical plant size, age, or 

other relevant metrics 

B. Budgets adequately address the documented backlog of 

specific jobs. 

A blueprint file for all buildings is maintained in a central 

location including building and capacity statistics 

(maintenance office on CD), and a copy of the blueprint for 

each building is on file in the office of each building. 

Secretarial/clerical/staff support help is provided for the 

supervisor of buildings and grounds. 

A. Adequate budgets exist for minor alteration and 

improvement jobs. 

B. A system exists to equitably allocate the minor 

improvement budget considering all Principals’ requests. 

C. Job planning and cost estimating capability exists for 

larger specific jobs. 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

A-64 Appendix A

10 

11 

12 

D. A formal system exists for review and approval of 

specific jobs before they are approved for execution. 

E. A project management system is used for contracted 

specific jobs. 

Annual procurement compliance audits are conducted to 

ensure that purchasing policies are being followed. 

A long-range facilities management plan has been 

developed considering such factors as projected 

enrollments, student and program needs, life-safety issues, 

operating systems, repairs, renovations, additions and/or 

new buildings, site needs and environmental issues, and 

community needs and uses. 

A long-range facilities maintenance plan considering 

systems’ warranties and normal wear and tear has been 

developed to keep facilities at their original operating 

condition and capacity. 

X 

X 

X 

X 

X 

Facilities Staff Preparation 


1 

2 

3 

4 

5 

6 

7 

8 

9 

Custodial/maintenance staff members are provided with at 

least annual in-service training. 

The staff is sufficiently trained or experienced to perform 

work in an efficient manner. 

Current job descriptions have been prepared and employees 

are fully aware of their responsibilities. 

Employees are made aware of existing board policies and 

are informed of changes. 

A safety program is in effect and training is provided at 

least annually. 

Staff members are evaluated annually and written reports 

are kept on file. 

If applicable, a copy of the written collective bargaining 

agreement is available. 

Key members of maintenance staff are allowed and 

encouraged to attend special seminars and workshops 

related to their field. 

Professional staff is instructed in proper use of equipment to 

help eliminate breakdowns and need for repairs. 

X 

X 

X 

X 

X 

X 

X 

X 

X 

Appendix A A-65


Facilities Maintenance 


1 

2 

3 

4 

5 

6 

7 

8 

An adequate stock of supplies and materials are maintained 

to meet normal day-to-day requirements. 

There is an efficient requisition procedure for the 

acquisition and distribution of supplies. 

All school personnel are aware of the procedures to be used 

when requesting the services of the maintenance 

department. 

A supervisor of buildings and grounds has the responsibility 

for supervision of the program. 

Uniforms or proper identification are provided by the 

district. 

All maintenance requests and follow-up are prepared in 

writing on prescribed forms. 

A safety program is in effect and training is provided at 

least annually. 

All maintenance requests are reviewed and processed by the 

supervisor of buildings and grounds or designee. 

9 A work schedule is established according to priorities. X 

10 

11 

The assignment of personnel to jobs is consistent with their 

job classification. 

Someone is responsible for the inspection and approval of 

all work completed. 

12 Adequate records of all work completed are maintained. X 

13 

Performance targets exist for small jobs below a specific 

threshold (e.g. 16 hours of labor) 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

14 

Job planning and cost estimating is done for larger specific 

jobs. 

15 A preventative maintenance program is in operation. X 

X 

A-66 Appendix A


Custodial Services 


1 

2 

3 

4 

5 

6 

7 

8 

Housekeeping is monitored through the use of a daily work 

schedule. (Check list daily, nightly, weekly and monthly.) 

There is a regular inspection process for housekeeping 

activities. 

A procedure for seasonal housekeeping activities (i.e., 

window washing, floor stripping, waxing, carpet cleaning, 

etc.) are scheduled and inspected. 

Boiler rooms are properly cleaned and maintained in 

accordance with safety regulations. 

Chemicals are disposed of in accordance with local, state 

and federal regulations. 

Trash disposal containers are of safe design and maintained 

in accordance with health standards. 

Custodial supply closets are equipped with slop sinks and 

hot and cold water. 

Hazardous materials manuals are maintained at each 

location for all chemicals present. (MSDS documents) 

X 

X 

X 

X 

X 

X 

X 

X 

Appendix A A-67


Safety 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

Buildings are inspected by school personnel and at 

specified intervals by public inspectors as a precaution 

against explosion and fire. 

The installation of all electric conduits and wiring has been 

inspected as required by code. 

Fire extinguishers (appropriate to the area) and other fire 

fighting equipment are readily accessible, and selection is 

determined by area served and in accordance with code. 

Audible and visual fire alarms are distinct from regular 

program signals. 

Fire alarm stations are placed in accordance with code 

regulations. 

An alternate alarm system for use in case of electric power 

failure is available. 

All fire extinguishers are inspected and tagged monthly and 

are approved annually. 

All fire alarms are placed throughout the entire building and 

are audible and usable. 

The alarm system is designed so that the master control 

quickly designates the location of fire or machinery failure. 

Emergency shut-off switches and valves are located in areas 

where heavy duty equipment and machinery are used, 

including shops and labs. 

Emergency lighting backup system is installed in 

accordance with code regulations. 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

A-68 Appendix A


Grounds Maintenance 


1 

Provisions are made for timely snow removal for opening 

of schools. 

2 Trees, shrubs, and lawns are maintained. X 

X 

3 Site plan details are kept current. X 

4 Grounds are kept free of litter and graffiti. X 

5 

6 

Parking lots are kept clean and spaces are marked for 

parking. 

Physical education fields are maintained in a safe and 

satisfactory condition. 

X 

X 

Appendix A A-69


Control of Asbestos-Containing Materials 

It is the responsibility of every school board in the state to determine the following concerning 

each building within its school district. 

1. Is asbestos present? 

2. If it is, how significant are existing or potential exposure problems? 

3. What control measures are needed? 

A-70 Appendix A


Inspection and Control 


1 

2 

3 

4 

5 

6 

7 

8 

9 

An Initial Survey has been performed for each facility to 

determine if there is asbestos containing building material 

(ACM) present or presumed asbestos containing material 

(PACM). Building plans and remodeling records may be 

consulted to help determine the existence of potential 

asbestos containing building materials. 

Buildings have been visually inspected every 6 months to 

locate any friable materials. Buildings have been reinspected 

once every three years and each identified PACM 

is touched and inspected to determine condition. 

As part of every six-month surveillance and three year reinspections 

all insulation on pipes, boilers, tunnel systems 

and HVAC penthouses have been inspected. 

All new construction has had a letter of certification from 

the general contractor/architect verifying that no asbestos 

containing material was used in the remodel or addition to 

any facility. 

Before any remodeling projects take place in a facility with 

PACM or ACM, has an Asbestos Abatement Consultant 

been retained to inspect and perform bulk sample analysis 

based on plans provided by the architect? 

Has an Asbestos Abatement Consultant been retained to 

develop an abatement and oversight plan for any abatement 

work that will need to occur in conjunction with facility 

remodeling. 

Have all asbestos inventory records for remodeled facilities 

been updated to reflect any changes that took place due to 

abatement. 

As part of every six-month surveillance and three year reinspections 

all insulation on pipes, boilers, tunnel systems 

and HVAC penthouses have been inspected. 

Have all positive bulk sample analysis been entered into the 

asbestos inventory records for each facility? 

X 

X 

X 

X 

X 

X 

X 

X 

X 

Appendix A A-71


Designated Person 


1 

2 

3 

District must designate a person to ensure that all 

requirements are met. 

The district must ensure that the “Designated Person” 

receives training on a regular basis. 

The “Designated Person” is responsible for the following 

items: 

A. Ensure that workers and building occupants are 

informed annually of the existence of asbestos materials 

within the facility. 

B. Ensure that short-term workers are notified of the 

location of asbestos within the building. 

C. Ensure That Warning Labels Are Posted X 

D. Ensure that Management Plans are available for public 

inspection. 

E. Train custodians and maintenance staff who work in 

buildings containing ACBM and new employees within 

sixty days of hire. 

F. Consider whether any conflict of interest exists between 

any of the accredited personnel and should that influence 

the district in selecting accredited personnel. 

G. Ensures that notices have been posted in all buildings 

containing friable asbestos to notify the public of the 

presence of any such materials as required by law. 

X 

X 

X 

X 

X 

X 

X 

X 

X 

A-72 Appendix A


Present and Potential Exposure to Asbestos 


1 

2 

3 

4 

5 

Visual inspections have been done in each facility to 

determine potential asbestos containing building materials 

(PACM). Bulk sample analysis has been performed before 

removal of any damaged PACM to determine if there is 

asbestos present. 

An Asbestos Abatement Consultant has been retained to 

inventory facilities and determine locations of PACM. 

Each facility shall have located on site, an inventory of all 

PACM and positive asbestos containing material (ACM). 

This inventory shall be kept in a designated area within the 

facility. The inventory shall be updated every six months 

and be made available for viewing by all employees, 

contractors and members of the public. 

Notices have been posted in all buildings containing friable 

asbestos to notify the public of the presence of any such 

materials as required by law. 

By law, an annual notification has been made to the public 

indicating K-12 school facilities where asbestos abatement 

has occurred. 

X 

X 

X 

X 

X 

Appendix A A-73


Asbestos Control Measures 


1 

2 

3 

4 

5 

AHERA certified individuals have been employed to 

identify areas in which asbestos-containing materials should 

be removed and replaced or encapsulated. 

A six-month surveillance is performed for every facility 

with asbestos containing building materials. This 

surveillance is performed by a trained District employee or 

by an Asbestos Abatement Consultant. The information 

gathered during this six-month surveillance is used to 

update the asbestos inventory records maintained for each 

individual facility within a school district 

An asbestos abatement expert has been employed to 

perform the re-inspection of all facilities, every three years, 

in school building with asbestos containing building 

materials. The expert provides a detailed report of findings 

to the LEA for the school district. The information gathered 

during this three- year re-inspection is used to update the 

asbestos inventory records maintained for each individual 

facility within a school district. Asbestos inspection records 

make note of signs of damage or deterioration. 

In carpeted areas, vacuum cleaners equipped with highefficiency 

particulate absolute (HEPA) filters are used. 

Hold annual mandatory asbestos awareness training for all 

maintenance and custodial staff that may come in contact 

with ACM or PACM in their facilities. 

X 

X 

X 

X 

X 

A-74 Appendix A

Facilities Planning 




Comments: Page 2 #5c Do not have cost estimates for each job 

Page 3 #6 evaluations are done every two years 

Page 4 # 15 a preventative is in operation, but additional areas need to be included 

Page 6 # 9 Not all schools have this at this time, the districts bond projects will resolve this 

issue. 

Page 6 # 11 Emergency lighting is in accordance with code at the time of installation 

Page 2 #3 Org charts are established but not formally approved by the Board. 

Page 6 #6, Back up power is available to run the alarm system 

Page 6 #9, Location designation is available at most (90%) of our sites 

Appendix A A-75





Best Practices: 1. The school district use green cleaning products and paint products 

2. Communication…e mail reporting on status of work orders to all sites 

3. Implemented staff leadership and team building training 

4. Each site has a building reference manual for Custodians and Principals 

5. Use a stockless warehouse for custodial supplies and light bulbs…Just in time delivery. 

6. Use of prequalified lists of contractors and consultants 

7. Use of alternative contracting methods when appropriate (i.e.: CMGC) 

A-76 Appendix A




Concerns: 

Budgets and Staffing. Lack of an adequate model to link maintenance resources (staffing 

& budget) to physical plant size, age & growth 

Capability to evaluate customer work requests for scope, planning and perform 

independent cost estimating 

Scheduling system for in-house maintenance jobs 

Capacity to provide project management services for in-house maintenance jobs 

Accounting system is incapable of allowing the posting of individual job costs by project. 

Inadequate space and shop facilities at District Maintenance Dept compound. Automotive 

repair shop is a particular concern as is inadequate parking. 

Accounting practice that, in general, does not allow for 100% carry over of available 

maintenance project budgets from one FY to the next. Impacts ability to contract for work 

late in the FY in order to get head start on summer work in schools. 

Appendix A A-77


Liability Insurance 


1 The district regularly requests proposals for agent of record services. x 

2 

The district regularly requests a coverage/risk analysis from the 

agent of record or insurance provider. 

3 Comprehensive general liability/tort liability coverage is carried. x 

4 Comprehensive general liability is included in a multi-peril policy. x 

5 

6 

7 

An umbrella/excess policy is carried and coverage afforded under 

such a policy is at least as broad as primary policies. 

Coverage is provided for the use and maintenance of all district 

property. 

School-sponsored activities, both on and off school property, are 

covered. 

8 A. Liability for work performed by others is covered. x 

B. Others performing services under contract have provided 

evidence of liability and workers’ compensation insurance. 

9 A. Employed physicians and nurses are covered for malpractice. x 

10 

B. Physicians or other medical professionals providing services 

under contract have provided evidence of professional malpractice 

insurance. 

There is personal injury liability coverage, or it is included under the 

comprehensive general liability policy. 

11 All transportation liability/property damage is covered x 

12 If elevators are present, elevator collision liability is covered. x 

x 

x 

x 

x 

x 

x 

x 

13 

14 

15 

16 

A. There is coverage for use of premises and equipment by 

employees other than your own. 

B. Others using premises and/or equipment have provided evidence 

of liability insurance and signed hold-harmless agreement. 

Comprehensive automobile liability is carried on owned as well as 

non-owned vehicles, including interest of employees. Limit: $_10 

million___________ 

Auto policy provides automatic coverage with reasonable notice to 

carrier. 

Minimum limits of automobile insurance are required for all 

personnel using personal vehicles for district business. 

x 

x 

x 

x 

x 

A-78 Appendix A

17 Property damage liability is covered. x 

18 

Appraisals of real property and equipment are completed on a 

regular basis. Let’s discuss 


Burglary and Theft 

x 


1 

The district does have burglary and theft coverage (or included 

under All-Risk or “Special” Property Insurance coverage.) 

Limit: $_100 million Deductible: $500,000________________ 

(Amounts determined by size of district) 

2 Money and securities are covered. x 

3 Coverage is sufficient to cover periods of peak receipts. x 

4 Security systems are utilized in high risk areas to lessen vandalism. x 

x 

Boiler and Machinery 


1 

There is a boiler and machinery policy. Limit: $100 million______ 

Deductible: $__500,000________________ 

2 Steel boilers, cast iron boilers and all pressure vessels are covered. x 

3 

Coverage form: limited 

broad 

comprehensive 

blanket 

4 Air conditioners are insured x 

x 

x 

Appendix A A-79


Builder’s Risk 


1 

2 

Construction contracts clearly identify if the general 

contractor or the District is responsible for providing the 

builder’s risk policy for all course of construction work. 

An up to date builder’s risk policy is carried on new 

building work in course of construction. 

Interest of contractor and subcontractors shown on policy 

and certificates issued to contractors or to the District per 

the construction contract. 

Floater/Inland Marine Policies 

x 

x 

x 


1 

A floater policy is carried on school property that is moved 

from place to place including off-premise storage. 

x 

Garage Keeper’s Legal Liability 


1 

2 

3 

If an auto mechanic shop is operated, a garage keeper’s 

legal liability policy is carried. 

Limit: $ 10 million______________ 

If there is such exposure, provision is made for coverage on 

fire and explosion, theft of auto, riot, civil commotion, 

malicious mischief and vandalism (for schools operating 

auto shop). 

Garage liability coverage is carried or exposures are 

covered under Comprehensive General Liability policy. 

x 

x 

x 

A-80 Appendix A


Property Insurance 


1 Property insurance is carried on all buildings and contents. x 

2 The school district is self-insured. x 

3 If fire insurance is carried, it is part of a multi-peril policy? x 

4 Property and contents are insured at replacement value. x 

5 

6 

7 

There is an up-to-date appraisal of all real property. 

Date of appraisal: _________________________ 

A recent statement of values is on file for each building and 

contents. 

The policy is written on a “blanket” basis covering all 

properties. 

8 The policy insures each building separately. x 

9 

10 

11 

There is an up-to-date schedule of rates prepared by the 

appropriate state and local fire insurance rating bureaus. ?? 

There are no penalties assessed for items that can be 

corrected at little cost. 

There is a deductible on the fire insurance policy. 

Amount: $___500,000___________ 

12 There is a coinsurance clause. Percentage: ___0_______ x 

13 

There is an Agreed Amount Endorsement waiving coinsurance 

clause. 

Amount of endorsement: $_____________________ 

14 There is a Valuable Papers Policy x 

15 

16 

17 

Property in a flood plain is covered by insurance under the 

FEMA program. 

Fire drills are performed at each location with appropriate 

documentation? 

Fire alarm systems and extinguishers are inspected to insure 

they are charged and properly working? 

18 Property is covered by insurance for earthquake damage. x 

x 

x 

x 

x 

x 

x 

x 

x 

Appendix A A-81


Extended Coverage 


1 

2 

Extended coverage is a part of the multi-peril policy or fire 

policy 

Vandalism insurance is carried. Amount: $_100 

million________ 

Deductible: $__500,000___________ 

x 

x 

“All-Risk” Coverage 


1 An “All-Risk” or “Special” form applies x 

Fidelity Bonds 


1 

Statutory requirements are met for officials and key 

employees regarding surety bonds. 

2 A blanket fidelity bond is carried on all employees. X 

3 

The bond/crime coverage includes “full faithful 

performance of duty.” 

X 

X 

A-82 Appendix A


General 


1 All policies are safely secured. X 

2 

3 

4 

5 

Copies of all open claims are retained in the office and 

reviewed regularly for status. 

Copies of loss experience reports are obtained from insurers 

and reviewed regularly for status. 

Claims in litigation are diarized for review and for dates of 

court hearings. 

All independent audit recommendations regarding 

insurance are reviewed and implemented in a timely 

fashion. 

6 The district utilizes an agent of record. X 

X 

X 

X 

X 

Safety and Security 


1 

a 

b 

c 

District policies and procedures provide for the safety 

and security of students, employees and visitors while 

under the responsibility of the district. 

The district periodically reviews and updates its safety and 

security policies and procedures to determine if they are 

appropriate for the current conditions. 

The district works with and integrates its safety and security 

program with the local/county/regional homeland security 

and emergency response programs. 

The district completes drills required by the state, including 

fire drills and bus evacuations, and tests emergency 

preparation for other conditions. 

d The district has a plan to address school violence. X 

e 

f 

g 

The district has guidelines for what is appropriate conduct 

for students, teachers, and staff. 

District procedures include a plan of how to communicate 

important information effectively to parents and the general 

public under all types of adverse situations, including 

weather, environmental and manmade. 

District procedures include a plan to address the care of 

students and employees as necessary under adverse 

conditions or shelter in place requirements. 

X 

X 

X 

X 

X 

X 

X 

Appendix A A-83





Comments: 

Please refer to our Comprehensive Safety Plan. Where do we begin? Let’s discuss. 

Dan Thomas, Risk Manager 






Please see the attached documents, then let’s discuss. Dan Thomas 

A-84 Appendix A




Concerns: 

Our staff is very lean. We had 4 full time positions in 1989. The district was less than 

half it’s current size back then. There are now 3.5 people putting out more and higher 

quality work. We could use a little help. 

Appendix A A-85


Student transportation is perhaps the most difficult of all areas to manage due to the number of 

students transported and the numerous methods of transportation. 

The purpose of this section is to identify the types of transportation that are provided to students. 

It is imperative that the local board of directors develop a policy on all areas of transportation. 

Home to School--Transportation provided to students from their residence to their educational 

site. This is required by ORS 327.043. Approved costs are reimbursed by the Oregon 

Department of Education. 

Field trips--Transportation provided to students for educational trips from the classroom to an 

outside event or site. These are considered extensions of the classroom. 

Extra Curricular Non Reimbursable Trips--Transportation from school to sponsored events. 

Only selected groups, teams or individuals participate. This would include athletics. 

Special Education Transportation—Special education transportation is not only for students 

who are physically disabled, but may also include students who are identified as needing special 

transportation as part of the student’s individual education plan (IEP). Special education may 

also include the services of an individual aide to assist the student, if required in the student’s 

IEP. 

Aid in Lieu of Transportation—The district and the parents may agree that the parents will 

provide transportation for home to school services and the district will pay in lieu of the 

transportation. This amount may be set annually. 

Local District Owned/Operated Transportation—Many school districts own and operate their 

fleet of buses. The district must develop and implement procedures to ensure that the fleet of 

busses is well maintained on a regular basis. All drivers must be well trained in pupil 

transportation. It is imperative that the school district develop a policy on student transportation. 

A checklist is attached to assist the district in developing comprehensive transportation services. 

Contracted Service--Districts may enter into an agreement with a transportation provider to 

provide their home to school services. This may also include extra curricular trips or districts 

may contract for the extra trips only. 

A-86 Appendix A




1 

The district attempts to identify problems in transportation 

and seeks appropriate solutions. 

2 State statutes and policies are being followed. X 

3 District policies are being followed. X 

4 Safety: 

X 

A. In the event of an accident were there injuries to 

passengers, the driver, or others? 

B. Was there property damage and were any traffic 

violations to any drivers issued? 

5 Efficiency and Economy: 

X 

X 

X 

X 

6 

A. Trips are completed on schedule. X X 

B. Adequate number of vehicles is used when compared 

with geographic size and pupil population density. 

C. The amount of time students spend on a bus is 

reasonable. 

The nature and frequency of road failures and the frequency 

and nature of complaints received from drivers concerning 

the operation are minimal. 

7 Educational experiences are provided on the bus X 

8 District has a written transportation policy. X 

9 District has a written suspension and expulsion policy. X 

X 

X 

X 

X 

10 

District has supplemental plans on file with the department 

of education. 

X 

Appendix A A-87


Transportation Operations 


1 

2 

3 

The lines of authority and responsibilities are clearly 

defined for the proper administration, supervision, and 

management of transportation services. 

Annual transportation budget requirements are clearly and 

accurately outlined and documented. 

The contractor/district-owned combination has been 

evaluated for maximum efficiency. 

4 Current job descriptions exist for each position. X 

X 

X 

X 

5 Employees are formally evaluated at least annually. X 

6 

All employees have completed the fingerprint and criminal 

history checks prior to employment. 

7 Complete personnel records are kept for all employees. X 

8 

9 

10 

11 

12 

Staffing is adequate and has been reviewed with respect to 

guidelines established by state agencies. 

Complete cost records are maintained on all the operations 

(e.g., extracurricular runs, diesel vs. regular fuel vehicles, 

jointures). 

Purchasing procedures are followed in accordance with 

contract laws and local policy. 

Specifications and standards for supplies, equipment, and 

contracted services reflect the quality and efficiency 

expectations of the district and are reviewed annually. 

Approved contracts exist for all personnel, jointures, and 

contractors. 

13 Inventories of all equipment are perpetually maintained. X 

14 

15 

Adequate insurance and performance bonds exist where 

appropriate for district-owned vehicles and contractors. 

The following alternative methods of providing 

transportation services have been evaluated: 

A. district-owned and operated __________________ X 

X 

X 

X 

X 

X 

X 

X 

B. contracted services, private __________________ X 

C. other district _____________________________ X 

A-88 Appendix A

D. paying parents in lieu of transportation __________ X 

E. combination systems _________________________ X 

16 

17 

Schools and/or Transportation personnel instruct students in 

school bus safety, site emergency evacuation training, and 

proper conduct in walking to and from buses and while on 

the bus. 

The lines of communication between the transportation 

department and the school principal are efficient and 

effective. 

18 Disciplinary reporting procedures are clearly defined. X 

19 

20 

Student bus behavior requirements are documented in board 

policy and furnished to parents. 

A system for handling parental complaints/special requests 

exists. 

21 District uses tier routing. X 

22 

All accidents are reported to ODE and DMV. Reports filed 

promptly and completely. Follow-up investigation of 

accidents is conducted. 

23 District has an accident review committee. X 

X 

X 

X 

X 

X 

24 Driver handbook exists. X 

25 Buses are equipped with 2 way communication system. X 

26 District has dispatch hours. X 

27 

28 

Type 10 activity drivers are on an approved list with 

Department of Education and type 20 activity drivers have 

certificates as required. 

Routes are evaluated for efficiency when there are 

alternative schedules such as late starts or early releases. 

29 Routing software is used to insure efficient routing. X 

X 

X 

30 Fuel purchases are tracked. X 

31 Electronic time card system is used for drivers. X 

32 Idling policy is in place and enforced. X 

33 

District has video policy in place that addresses issues such 

as driver discipline, who can view the tapes and length of 

tape retention. 

X 

Appendix A A-89

34 

35 

Transportation supervisors receive training in recognizing 

drug and alcohol reasonable suspicion. 

A student count system exists that monitors student loads 

and provides feed back for drivers related to Over and 

Under loading issues. 

X 

X 

A-90 Appendix A


School Bus Maintenance 


1 

2 

Mechanics are qualified and receive periodic training for 

maintaining transportation equipment and vehicles. 

Sufficient number of certified technicians required to 

perform annual certifications. 

3 Preventive maintenance program exists and is maintained. X 

4 

Vehicle maintenance request system is in place and used by 

all drivers. 

5 Fuel mileage is tracked. X 

6 

Maintenance requests are responded to in a timely, effective 

fashion. Drivers receive responses back once repairs are 

completed. 

7 Repair records are maintained on all vehicles. X 

8 

9 

Vehicle replacement schedule exists and is documented to 

ensure compliance with state requirements. 

10 Vehicles receive daily pre-trip inspection. X 

11 

Vehicles are inspected periodically by the transportation 

supervisor. Annuals are completed in accordance with state 

OAR. 

12 Shop vehicle is properly equipped. X 

13 Shop is clean and well maintained. X 

14 Shop has met OR OSHA standards. X 

15 

A hazardous materials program is in place which identifies 

waste generation amounts and clean up requirements. 

Training is provided to mechanics in reducing or 

eliminating generation and contact with these materials. 

X 

X 

X 

X 

X 

X 

X 

Appendix A A-91




1 

2 

Bus routes are designed in accordance with state statute, 

local policy and administrative regulation. 

Bus routes reflect planning in terms of maximum safety, 

service, and efficiency. 

3 Established criteria for bus stops are available and applied. X 

4 

5 

Bus routes are constantly reviewed and revised for better 

efficiency. 

Consideration has been given to staggered school hours to 

maximize utilization of school vehicles and personnel. 

6 Each student has a seat that fully supports them. X 

7 

Drivers are furnished with lists of students’ names, 

addresses, and telephone numbers in route and stop number 

sequence. 

8 Bus stops are located off busy roads whenever possible. X 

X 

X 

X 

X 

X 

X 

9 Students do not cross the road where there is heavy traffic. X 

10 

Parking plans (maps) for unloading and loading of students 

are available at each school. 

11 Loading and unloading areas at school are supervised. X 

12 

13 

14 

15 

16 

17 

18 

19 

Bus schedules permit reasonable operation in less-thannormal 

conditions,. E.g., snow routes. 

Substitute drivers have current routes readily available prior 

to actual driving. 

Maximum seating utilization is made on all routes to 

minimize use of equipment. 

All bus routes are approved annually by the board of 

directors. 

Special routes or arrangements are made for special needs 

students in accordance with their individual education plans 

(IEPs). 

Special equipment to handle handicapped children is 

adequate. 

Maps exist for each route depicting stop locations and 

itinerary. 

District is responsive to parent and public inquiries 

pertaining to transportation. 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

A-92 Appendix A

20 

21 

Appropriate student behavior is maintained on buses, with 

students being held accountable for misbehavior during 

transportation. 

Parents and students are informed of district policy and 

procedures involving misbehavior during transportation and 

the related consequences. 

22 Students receive evacuation training as required by OAR. X 

X 

X 

Appendix A A-93


Bus Drivers 


1 

Drivers possess good driving skills as evidenced by good 

driving records and personal observations. 

2 Physical exams are completed as required by OAR X 

3 

District has a method in place to evaluate that bus drivers 

meet the physical abilities requirements per OAR. 

4 Drivers attend driver safety programs. X 

5 

Drivers maintain clean vehicles as evidenced by regular 

spot inspections. 

6 Drivers complete post trip inspections as required. X 

7 

8 

Drivers maintain order on their bus using proven student 

management techniques. This is evidenced by a lack of 

student/parental complaints. 

Drivers complete a daily driver and school bus condition 

report as required by state agencies. 

9 Accident reports are filed promptly and completely. X 

X 

X 

X 

X 

X 

X 

10 Driver is familiar with routes before transporting students. X 

11 

Drivers are properly licensed and certified, and receive 

training in compliance with state and federal requirements. 

12 Buses are kept clean inside and outside. X 

13 Drivers have in-route evaluations by qualified person. X 

14 

15 

16 

Special needs drivers have training in the special needs of 

the students they are transporting. 

Drug and alcohol testing is conducted in accordance with 

Federal regulations including pre-employment testing. 

Drivers report convictions for driving and criminal offences 

with 15 days. 

17 Use of temporary drivers is limited to 10 days per year. X 

18 

Driving hour limitation is followed in accordance with 

OAR. 

X 

X 

X 

X 

X 

A-94 Appendix A


Bus Driver Training 


1 

2 

3 

4 

5 

Transportation supervisor has completed all driver training 

courses and requirements and annually attends management 

training programs. 

New drivers receive personal behind-the-wheel training 

before being assigned a route. 

Transportation supervisor periodically rides routes to 

observe drivers. 

In-service programs of safety awareness (minimum number 

of hours) are held regularly throughout the school year. 

Transportation supervisor and/or training department 

informs all new drivers of appropriate statutes, board 

policies, and administrative regulations relative to their 

position. 

6 Drivers have received all training required by OAR. X 

X 

X 

X 

X 

X 

7 District has a driver of the year program. X 

8 

Transportation department has an active safety committee 

that makes monthly reports to the district. 

X 

Appendix A A-95


Transportation Facilities 


1 Buses are kept in a locked facility. X 

2 There is a washing facility for the buses. X 

3 There is sufficient parking for buses. X 

4 There is sufficient parking for staff. X 

5 Transportation staff wear ID badges or uniforms. X 

6 Keys are not left unattended in buses. X 

7 

Video surveillance cameras are installed at transportation 

facility. 

8 Video surveillance cameras are installed in buses. X X 

X 

X 

A-96 Appendix A





Comments: 

Several of the questions have been answered both Yes and No as both apply, depending on 

the situation. 

Transportation Operations #9 – We only have diesel buses. 

Transportation Operations #10 – Please add District policy 

Transportation Operations #16 – twice yearly same question as Student Transportation 

#22 

Transportation Operations # 18 clearly defined but not necessarily followed. 

Transportation Operations #22 it is not necessary to report all accidents to DMV or ODE 

Transportation Operations #26 not sure of the purpose 

Transportation Operations #34 supervisors are part of a staff group who receive this 

training 

Student Transportation #7 some of this is confidential information which is not available to 

drivers. 

Student Transportation #10 this information is available at Transportation and may be 

available at the schools 

Student Transportation #14 sometimes the greatest efficiency is reached with fewer 

children. 

Student Transportation #17 handicapped is a term that is not used any more 

Bus Drivers #2 and DOT 

Bus Drivers #7 Drivers do use proven Student Management techniques but parents call in 

occasionally with concerns 

Bus Drivers #15 We do 5 types of drug and alcohol testing 

Bus Drivers #17 per driver 

Bus Driver Training #2 receive one on one training per ODE 

Appendix A A-97

Bus Drivers #8 This committee does not report to the District but reports according to 

OSHA guidelines 

Transportation Facilities #7 surveillance is installed at Allen only 

Bus Drivers #8 all buses do not have surveillance system. 

A-98 Appendix A






Drivers have medical protocols for students 

Drivers must receive their keys from a staff member who has received the drug and alcohol 

training 

Appendix A A-99




Concerns: 

Increased number of students, Beaverton population growth and traffic congestion, no 

change in bell times. 

A-100 Appendix A



______________________________________________________________________ 

APPENDIX B 

Supplemental Documents Reviewed 

District Goals 

Human Resource Department Improvement Plan 

Human Resource Department Organizational Chart 

Classified Substitute Handbook 

Licensed Substitute Handbook 

Interview Summary Sheet 

Code of Professional Conduct and Annual Notices for Educational Practitioners (Rev. 

8/2007) 

Critical Friends Group Training Manual 

Summary of Benefits for Administrators 

Administrator Salary Schedules 

Classified Collective Bargaining Agreement 

Classified Salary Schedules 

Licensed Collective Bargaining Agreement 

Memorandums of Understanding with BEA 

District Statistics (Historical and Current Indicators from State Reports and BSD Annual 

Survey) 

Beaverton School District 2007 Annual Survey of Staff, Parents and Students in 4-12 

Recent Reports to Teachers Standards and Practices Commission 

Recent Grievance Filings 

Recent Staff Complaints from Parents 

Licensed Employee Exit Survey 

Classified Employee Exit Survey 

Licensed Professional Growth and Evaluation Program (in development, 

implementation scheduled for 2008-09) 

FMLA/OFLA Leaves Information Sheet 

Leave of Absence Guidelines 

Leave Practices 

HR E-Pay Form 

ODE Criminal History Verification (Form 581-2282-M) 

I-9 Form 

W-4 Form 

2007-08 Listing of Employees, Assignments and FTEs 

Job Descriptions for Licensed, Classified, Administrative and Supervisory positions 

District Goal Report Fall 2007 

Department Statistics 

Standard Operating Procedures 

Appendix B A-101

A-102 Appendix B

Appendix C A-103

A-104 Appendix C

Appendix C A-105

A-106 Appendix C

Appendix C A-107

A-108 Appendix C

Appendix C A-109

A-110 Appendix C

Appendix C A-111

A-112 Appendix C

Appendix C A-113

A-114 Appendix C

Appendix C A-115

A-116 Appendix C

t 

e 

c 

h 

n 

o 

l 

o 

g 

y 

2007 - 2010 

p 

l 

a 

n 

S T U D E N T S 

F A C U L T Y 

S T A F F 

T R A I N I N G 

C O M M U N I T Y 

Appendix D A-117

Beaverton School District – Technology Plan 2007 - 2010 

Table of Contents 

Introduction 3 

The Beaverton School District Goal for 2004 - 2009 4 

The Goal Information and Technology Department 4 

Information and Technology Core Values 4 

Beaverton School District Technology Profile 5 

Technology Focus Areas 2007 – 2010 7 

Technology Focus Area: Students 8 

Technology Focus Area: Staff 10 

Technology Focus Area: Communication 12 

Technology Focus Area: Infrastructure 14 

Staffing Needs 16 

Physical Facilities 19 

Conclusion 19 

A-118 Appendix D


Introduction 

Technology has changed the way that we live and work in our society and those 

changes profoundly impact the way that we learn as well. In order for students to 

succeed in the information and technology age, schools and classrooms must be 

equipped with the tools, teaching methods, and environment that best support the 

learning process. 

The purpose of this document is to create and articulate a strategic technology vision to 

guide the implementation of technology for the Beaverton School District (BSD) through 

the year 2010 and provide alignment with the District Goal, the Oregon State 

Educational Technology Plan and the National Educational Technology Plan. This plan 

conveys the next steps in using technology more productively and integrating it more 

thoroughly into the teaching and learning environment. 

The previous 5 year plan was created in 2002 and examination of that plan illustrates 

that a number of goals have been realized or are in process. The creation of a District 

data warehouse, the introduction of wireless networking, initial implementation of single 

sign-on, and the purchase and implementation of a Storage Area Network (SAN) are 

beneficial technologies introduced throughout the District during this time. The first 

iteration of an intranet web portal will be introduced in January of 2007. 

This technology plan for the period of 2007 through 2010 is focused on technologies 

that benefit student instruction and improve communication and business practices 

across the District. With the change and improvement of hardware, software, and 

business practice, professional development and user training is also paramount. In 

addition, there is awareness that our “learning community” does not only consist of 

students and staff, but includes parents and other community organizations with whom 

we communicate and strive together to benefit our students. The ability of technology to 

facilitate improved and more efficient communication, both internally and externally, will 

support the goal of academic achievement for our students by involving all stakeholders 

and providing them with the best information to guide decision-making. 

Appendix D A-119


The Beaverton School District Goal for 2004-2009: 

Increase academic achievement District-wide with a special emphasis on literacy and 

mathematics gains for each student. The intent is to give every student the skills to 

succeed in challenging courses, meet academic standards, graduate from high school 

and be fully prepared for a range of post-secondary education and vocational options. 

The Goal of the Information and Technology Department: 

The goal of the Information and Technology (IT) Department is to design, build, 

maintain, and enhance technology for our students and staff, enabling them to make 

efficient use of information technologies in their respective environments. To that end, 

the IT Department assesses new technologies and integrates them in innovative ways 

to support the District’s goal of increased academic performance for all students. 

Our commitment is to enable the effective and efficient use of technology as part of the 

community's investment in educating children. 

Information and Technology Core Values: 

The terms and concepts listed below were the product of a full meeting of the IT 

Department with the goal of identifying the core values and supporting themes of the 

Information and Technology Department. 

Respect for others 

Respect; courtesy; kindness; compassion; caring; positive; 

celebrating and honoring diversity 

Honesty 

Fairness; equality; justice; trustworthiness; ethical 

Integrity 

Transparency; loyalty; dependable; accountability; follow-through, 

professional conduct; responsible; responsiveness 

Collaboration 

Teamwork; cooperation; Helping others; flexibility 

Community 

Creativity; sharing; life-long learning; communication; customer service; 

organization; humor; fun 

A-120 Appendix D


Beaverton School District Technology Profile 

Connectivity 

The Beaverton School District has in place a high speed, large scale Local Area 

Network (LAN) that connects all campuses and other buildings to the central data center 

located in the Administration building. The District Data Center houses much of the 

equipment responsible for internet connectivity (100 Mbps Ethernet), network-based 

services, servers, and storage equipment used throughout the District. Additionally, the 

Administration building houses the District’s telephone and voicemail systems. 

The various school sites and other departmental buildings are equipped for connectivity 

to centralized systems. Each location has data and telephone switches that connect to 

the fiber optic physical layer of the network. Classroom and office spaces are wired to 

support telephone and 10/100 baseT Ethernet. 

Wireless technology is deployed in various locations throughout the District using 

802.11b (11 Mbps) access points. The wireless network does not use Enterprise 

Wireless Access Points (APs) and as such, lacks sophisticated security and 

management features. 

Client Computer Hardware 

The District has an estimated 10,000 client computer workstations in production. The 

client computers are primarily Macintosh desktop and laptop computers with an 

estimated 75% presence in the District. Windows computers comprise the remaining 

25%. Client computers range in age from 1 to over 7 years. At present, there is no 

technology replacement plan in place for District workstations, laptops, and peripheral 

equipment such as printers, scanners, document cameras, and projectors. Operating 

systems in use include Windows 98, NT, ME, 2000 and XP and Macintosh OS 8.6 

through OS X. Newer Macintosh computers running OS X can be remotely managed, 

patched, and imaged. There is no enterprise-wide system in place for the management 

of Windows desktop or laptops. 

Client Computer Software 

Most computer workstations for teachers and students use Appleworks for word 

processing, spreadsheet, database and presentation software. Central Office and 

school site office staff use various versions of Microsoft Office. For calendaring 

software, the Central Office and high school site offices use MeetingMaker. Other 

school sites and all teachers do not have access to an enterprise calendaring system. 

Anti-virus software is not installed on classroom computers throughout the District, but 

the software is recommended for purchase by the school or office at the time of 

computer purchase. At present, there is no way to determine if computers have antivirus 

software installed, or if installed, if the anti-virus software is using the latest virus 

definitions or is configured properly to provide optimum security to the District network 

infrastructure. 

Appendix D A-121


User Training 

The Information and Technology department provides a variety of individual and group 

training opportunities for staff after school, on designated inservice days, and during the 

summer. User training is conducted at two District training facilities, at various school 

and ancillary sites, and online via the web. More than 180 sessions were offered in the 

2005/2006 school year for certified, classified, and administrative staff on eSIS, desktop 

applications, and technology integration into the classroom. Some series of classes 

provide participants with training on a particular peripheral device (e.g. digital cameras, 

microscopes, and music keyboards) as well as the device itself for use in the classroom. 

Classes are available that allow teachers to earn college graduate credit. As new 

hardware and software are implemented throughout the organization, training needs will 

increase in terms of the number of classes, breadth of subject matter, and levels of 

complexity. 

Research and Reporting 

The District has needs for research and data analysis for both internal data-driven 

decision-making and for reporting at State and Federal levels. Research and data 

analysis is used to for administrative planning and to assist with program evaluation. 

The data warehouse, introduced in September of 2006, is a tool providing more flexible 

and immediate data access to administrators. The data analysis, reporting, and 

research needs of the District have been increasing over time both in quantity and in 

complexity of requests. 

Enterprise Systems 

The District’s student information system (SIS) is eSIS, a java-based, cross-platform 

application used by District personnel for classroom management and creating reports 

for District, State, and Federal reporting requirements. 

The District has in place a District-wide library system called Horizon, which provides 

students and staff with 24/7 access to a true union catalog of District libraries’ print and 

electronic collections. 

District staff use FirstClass for email communication. Students are provided with Open 

Web Mail, an open-source web email application. 

The District’s financial, HR, and payroll systems are accessed through a product called 

IFAS from SunGard Bi-Tech. 

A-122 Appendix D


Technology Focus Areas 2007 - 2010 

The Information and Technology Department, working in conjunction with the Division of 

Teaching and Learning and other District units, has identified four Technology Focus 

Areas (TFA) for the period of 2007 through 2010. They center around support of the 

District goal and the goals standards. 

The Technology Focus Areas and supporting goals are: 

Students 

Produce technology literate students who are discerning consumers of 

information, critical thinkers, and collaborative problem solvers by providing 

technology tools and support of their learning. 

Staff 

Provide training to enable all staff to use new technologies and information 

effectively. 

Communication 

Design and implement systems to provide students, parents, and staff with easy 

and timely access to accurate and relevant data and to information resources to 

assist the learning process. 

Infrastructure 

Achieve optimal use of resources and meet instructional, business, and 

operational needs by improving the hardware and software infrastructure of the 

District. 

Appendix D A-123


Technology Focus Area: Students 

Central to the work of the Information and Technology department is the support of 

teaching and learning. An important technological need at this time is to increase 

student access to current and reliable technology. This aligns with the District Goal in 

preparing students for a range of post-secondary education and vocational options by 

familiarizing them with both the technological experience and tools they will likely 

encounter as they leave our organization. It is likewise critical that students have 

sufficient and equitable access to instructional technology to insure mastery of the 

District Student Technology Standards, which are currently in the Curriculum Review 

Process. 

The components of this Technology Focus Area include: 

• Student Technology Standards 

The No Child Left Behind Act (NCLB) mandates that all students 

regardless of race, ethnicity, income, geographical location, or disability 

will become proficient users of information technology by the time they 

complete eighth grade. The District is in the process of defining and 

identifying the strategies needed to assure that all students are able to use 

technology tools effectively to support their learning 

• Standardized software 

The District will standardize on and provide software applications 

designed to assist the learning process and prepare students with the 

ability to be technology literate in a wide range of post-secondary options. 

• Student computer ratio and desktop replacement cycle 

To ensure students have access to current hardware and computer 

technology that will optimally support the learning process, the District will 

standardize on a student to computer ratio and will commit to replacing 

computer workstations on a 5 year cycle. The District will become a 

“platform-agnostic” District and will establish hardware standards for both 

PC and Macintosh desktops and laptops, PC tablet computers, scanners, 

printers and other technology peripherals. 

• Management of personal technology devices 

Wireless networking can enable students or staff to use District-owned or 

personal technology devices on the District network in support of the 

learning process. Such devices include personal digital assistants (PDAs) 

and notebook or tablet computers. The District will establish an enterprise 

wireless network and create a secured guest network to accommodate 

technology device access to support student learning. 

A-124 Appendix D


Technology Focus Area: Students 

2007 -2010 Implementation Plan 

Technology 2007/2008 2008/2009 2009/2010 Projected 

Costs/Year 

Student 

Begin 

Technology 

Implementation 

Standards 

Standardized 

software 

Student 

computer 

replacement 

cycle at 4:1 

Enterprise 

wireless 

network 

Program 

evaluation; 

Project team 

orientation; 

Proposal 

development 

& adoption 

Acquire Site 

License; 

configure 

and deploy 

Purchase 

~2,000 

Desktop/ 

Laptops 

Research; 

design; pilot 

Program 

evaluation 

Purchase 

~2,175 

Desktop/ 

Laptops 

Installation 

Implementation TBD Student 

Computer 

replacement 

cycle at 4:1 

Program 

evaluation 

Purchase 

~2,350 

Desktop/ 

Laptops 

Additional 

monitoring 

equipment 

~ $75,000 Centralized 

Antivirus; 

Desktop 

Management 

~ $3,000,000 Desktop 

Management; 

Asset 

Management; 

Centralized 

Antivirus; 

Directory 

Services 

~$330,000 Centralized 

Antivirus; 

Directory 

Services 

Dependencies Users Benefit 

Students 

Students; 

staff 

Students; 

staff 

Students; 

staff 

Increased 

student 

technology 

literacy, 

problem 

solving and 

expressive 

ability 

Improved 

applications 

for all users; 

Increased 

access to 

technology; 

addresses 

instructional 

and 

assessment 

needs 

Increased 

connectivity 

for District 

and personal 

devices 

Appendix D A-125


Technology Focus Area: Staff 

The Oregon Educational Technology Plan 2006 – 2010 identifies the following 

objectives with regard to the development of technology skills by staff at all levels in the 

educational organization: 

Objective 2.1: All teachers will possess the knowledge and skills to effectively use and 

integrate technology into their instruction. 

Objective 2.2: Provide professional development to ensure that all teachers are 

technologically literate. 

Objective 2.3: Increase academic achievement across all content areas through the 

meaningful and effective use of technology by students, teachers and administrators. 

Objective 2.4: Provide every student with opportunities for growth in technology 

proficiency. 

Beaverton School District as an organization must continue to increase technology 

proficiency at all levels of staff and in support of the Staff Technology Focus Area the 

following technology resources will be deployed and enhanced: 

• Online training resources 

The Information and Technology department will develop training for 

online consumption by staff and students. When necessary, online 

training will be purchased to create a 24/7 accessible online library for indepth 

and Just-In-Time training. 

• Instructor led training 

Instructor led training is a valuable tool and the Information and 

Technology department will expand training opportunities available for 

staff. As staff gains proficiency with available software and hardware 

resources, more sophisticated training options will be available. 

• Expansion of collaboration tools 

Technologies will be explored and implemented that allow staff to 

collaborate in more efficient ways and that foster the development of 

online learning communities and communities of practice. 

A-126 Appendix D


Technology Focus Area: Staff 

2007-2010 Implementation Plan 


Costs/Year 

Online staff 

Evaluation Evaluation 

development 

and gap and gap 

resources 

analysis analysis 

Instructor led 

resources 

Collaboration 

tools 

Needs 

Analysis; 

Acquire 

Resources; 


Expand current 

training; 

Summer Tech 

Camp; 

Summer 

Institute; New 

Teacher 

Academy; 

Gap Analysis; 

IT staff training; 


Wiki; Blogging 

Evaluate 

training; 

Gap 

Analysis; 

Implement 

any needed 

training 

Podcasting; 

Moodle; 

Sakai 

Evaluate 

training; 

Gap 

Analysis; 

Implement 

any needed 

training 

Evaluation of 

new tools 


~ 100,000 Staff Portal Staff Strengthen 

staff 

knowledge in 

practice; 

Just-In-Time 

technology 

learning 

resources 

~$50,000 Physical 

facilities; IT staff 

capacity 

~$20,000 Network 


Staff 

Staff 

Deepen staff 

knowledge 

of District 

technology; 

increase 

integration of 

technology 

into teaching 

practice 

Create 

communities 

of practice; 

strengthen 

teacher 

relationships 

Appendix D A-127


Technology Focus Area: Communication 

Technology can support the District goal of increasing student achievement for every 

student by providing tools for students, parents, teachers, and administrators to access 

meaningful data and resources in support of data-driven decision-making. The 

components of this Technology Focus Area include: 

• eSIS Gradebook 

The Gradebook module will allow secondary teachers the ability to enter 

scores and grades for assignments and assessments and allow for the 

reporting of student progress to parents with personalized data for each 

student. Additionally, the Gradebook module will allow access to 

administrators who need the information to make instructional decisions. 

• Student/Parent Assistant 

The Parent Assistant eSIS module will give students and parents the 

ability to log into the eSIS system to view a variety of information such as 

attendance, homework assignments, due dates, academic progress, and 

report card grades. 

• Portal Development 

A web portal is a website which offers a variety of resources and services, 

is customizable, and presents information and services differentiated by 

audience. The Information and Technology Department will develop an 

intranet portal to aid in communication and dissemination of information 

and will serve as a common place for information storage and retrieval. 

The portal will provide specialized access to a variety of learning 

strategies, and online collaboration tools to teachers, customized for their 

grade level and department. 

• Productivity Applications 

i. Office Productivity Applications 

The District will adopt a consistent office productivity application 

suite to ensure compatibility as documents and information are 

shared throughout the District. 

ii. Calendaring/Messaging 

The establishment of a District-wide common calendaring system 

would better facilitate meeting requests across the District. A 

unified calendaring/messaging solution, integrating calendar, email, 

contacts, and note storage ability will be explored for future 

implementation. 

A-128 Appendix D


Technology Focus Area: Communication 


Technology 2007/2008 2008/2009 2009/2010 Projected Dependencies Users Benefit 

Costs/Year 

eSIS 

Gradebook 

Pilot; begin 


Full 


Maintenance N/A User Training Staff District-wide 

secondary 

gradebook 

solution; 

Integration with 

other eSIS 

eSIS 

Student/Parent 

Assistant 

Portal 

Development 

Application 

Suite 

Calendaring/ 

Messaging 

Pilot Implementation Maintenance N/A eSIS Teacher 

assistant; eSIS 

Gradebook; 

User training 

Evaluation of 

vendor 

solutions; 

testing 

Acquire site 

license; 

configure and 

deploy 

Pilot; 



Program 

maintenance 


Continuing 

development 

Program 

maintenance 

Re-evaluate 

Messaging 

~$100,000 Directory 

Services; 

Network 

infrastructure; 

User training 

~$240,000 Centralized 

Antivirus; 

Desktop 

Management 

~$100,000 Directory 

Services; 

Network 


User training 

Students; 

parents 

Students; 

staff 

Students; 

staff 

Staff 

modules 

Students and 

parents have 

web access to 

student 

information 

Single source 

for District 

applications 

and information 

Consistent 

applications for 

all users 

Increased 

communication 

efficiency 

Appendix D A-129


Technology Focus Area: Infrastructure 

In order to support both the learning process and all of the other business divisions 

required for Beaverton School District operation, transformative changes to the 

technology infrastructure are needed. Great efficiencies can be achieved both in the 

classroom and throughout the District by enhancing the technology infrastructure. The 

components of this Technology Focus Area include: 

• Directory Services 

Implementing Directory Services will provide user authentication and 

authorization throughout the District. In the future, each student and staff 

member will have a unique username and password, providing both the 

District and each user with increased security. This functionality will allow 

assignment of users and groups to particular applications and services 

offered by the District. Greater efficiency will be obtained by integrating 

usernames with applications to allow users to be authenticated to multiple 

systems with the same username and password. 

• Desktop Management 

Standard in enterprise organizations like the Beaverton School District is 

the ability to centrally manage a large and diverse population of computer 

equipment. A desktop management solution would provide greater uptime 

for our computer systems and would increase our security by allowing the 

remote deployment of operating system and application patches. 

• Asset Management 

An asset management solution will allow the school District to track 

technology purchases, deployment, and warranty status. This system will 

provide us data to better purchase equipment, reduce the time before 

purchased equipment goes into production, and to know when technology 

equipment has reached end-of-life and is more expensive to maintain than 

replace. 

• Centralized Anti-Virus 

The District needs to deploy an anti-virus application to all desktops. 

Deployment is inconsistent and there is no way to ascertain if anti-virus 

clients are updating to the latest virus definitions. A unified anti-virus 

solution would provide increased security to the District network, increase 

machine uptime, and would leverage economies of scale in purchase. 

• Wired Infrastructure 

Enterprise applications, increased internet usage, and aging equipment 

necessitate an expansion of our wired infrastructure at all school sites. 

This includes switch and router replacement and upgrades to 1 GB 

network connectivity between sites. 

A-130 Appendix D


Technology Focus Area: Infrastructure 



Costs/Year 

Directory 

Services 

Desktop 

Management 

Asset 

Management 

Centralized 

Anti-virus 

Wired Network 


Design; test; 

pilot; begin 


Vendor 

selection; pilot; 

begin 


Vendor 


begin 


Vendor 


begin 


High school 

and middle 

school 

upgrades 

Implementation Maintenance ~$150,000 Network 


K-12 School 

Agreement 


Students; 

staff 

Implementation Maintenance ~$220,000 Students; 

staff 

Implementation Maintenance ~$130,000 Students; 

staff 

Implementation Maintenance ~$120,000 Directory 

Services; 

network 


user training 

Elementary 

school 

upgrades 

(router 

replacement) 

Maintenance ~$ 40,000 

(year 1) 

~$ 230,000 

(year 2) 

~$ 140,000 

(year 3) 

Students; 

staff 

Students, 

staff 

Integration 

with other 

District 

services; 

increased 

security 

Increased 

desktop 

support; 

Windows 

support 

Better 

purchasing 

decisions; 

Increased 

security; 

increased 

machine 

“up-time” 

Increased 

capacity for 

Internet and 

network use 

Appendix D A-131


Staffing Needs 

The Beaverton School District has 40 Allocated Person Units (APU) allocated centrally 

for the support of Technology, serving a user base of over 37,000 students and 4,200 

staff. Staffing additions centrally will be required to successfully accomplish the 

implementation of the aforementioned initiatives. Additionally, greater efficiencies and 

increased service can be obtained through staffing modifications surrounding IT 

hardware support and a restructuring of the Technology Facilitator program. 

IT Staffing Needs 

Field Technician – 1 APU 

As our technology implementation grows and more technology equipment is added 

into our organization, we will need an additional field technician. One complaint 

throughout the organization is that IT does not have enough capacity in the field 

technician position. All six field technicians now serve multiple schools and ancillary 

departments and there is frustration at all levels that we cannot be as responsive as 

necessary when hardware or software fails. This new position would allow for 

increased ancillary department and school support. 

Instructional Technologist – 1 APU 

Working with the Systems Support group, the instructional technology group 

provides support to teachers for the integration of technology into the teaching and 

learning environment. Initiatives in this plan necessitate the addition of another APU 

devoted to training teachers on the new technology initiatives and teaching best 

practices for technology integration into the teaching and learning environment. 

Network Engineer – 1 APU 

The BSD organization is a 55 site network supported by 2 APU assigned to design, 

build, troubleshoot, and maintain mission critical wired and wireless network 

resources. As new schools come online the resources of the network engineering 

group will be stretched to a point of failure. To accomplish the enterprise wireless 

development and the wired network development, an additional APU is needed. 

Systems Administrator (Desktop Solutions) – 1 APU 

This position would work with the existing systems administrator to implement the 

application standards, calendaring, the desktop management and asset 

management solutions for both Macintosh and Windows environments. This 

position would provide needed redundancy within the systems administration group 

specifically targeting the client/server relationship, which currently does not exist. 

A-132 Appendix D


Systems Administrator – 1 APU 

Implementation of virtually all components of the technology plan will require 

additional network and server hardware. Implementing Directory Services, eSIS 

enhancements, and the systems needed to support staff development will require an 

additional systems administrator APU for to support the server infrastructure 

enhancements. 

Systems Analyst – 1 APU 

The enhancements listed will place considerable workload demands on our systems 

analysts Group. The systems analysts provide application development on all our 

core District systems including eSIS, financial, payroll and HR systems. Because of 

our student focus, eSIS development has at times taken precedence above other 

system development and as a result, there is a 2-3 year backlog of systems 

development requests. The addition of a systems analyst would provide the 

capacity to increase efficiency in the organization by automating business 

processes. This increased capacity would then allow other staff to provide 

increased responsiveness to support all mission critical organizational systems. 

Systems Support – 1 APU 

Every new initiative in this technology plan will have an impact upon user training, 

documentation, and testing. Systems support personnel provide user training, 

create training materials and documentation, and test IT systems and practices to 

ensure functionality. An additional APU is needed for the systems support team to 

provide capacity in these areas. 

Telecommunications Engineer – 1 APU 

The Beaverton School District currently has over 5,500 telephones and 4,000 

voicemail accounts with telecommunications equipment at every site. To support 

this large-scale telephone system, the District has only one telecommunications 

engineer. An additional telecommunications engineer is needed to provide 

increased support, position redundancy, and to help with the future expansion of the 

telecommunications network. 

Appendix D A-133


Integration of Computer Hardware Support 

An identified inefficiency in our organization is related to the location of computer 

hardware support. Listed below is the workflow for a typical workstation issue: 

1) A call or email is sent to the IT helpdesk 

2) A field technician is dispatched to solve problem 

3) If problem is software related, the technician resolves issue 

4) If problem is hardware related, the following details next steps: 

a. Technician instructs user to turn in work order to hardware repair (IT 

and Facilities systems are not linked, so hardware technician does not 

have information as to diagnosis by IT tech) 

b. Machine is picked up by courier for transport to Facilities when space 

permits 

c. Machine repaired by Facilities technician 

d. Courier takes machine back to site 

e. The workstation is put back on the network. If the computer’s hard 

drive was erased as part of the Facilities repair process, the school 

contacts the IT helpdesk again to have the IT technician: 

i. Load an image onto the machine, remotely or in person (for 

Macs) 

ii. Reinstall District applications by hand (for Windows PCs) 

Great efficiency would be gained by combining software and hardware support. 

Preliminary conversations and planning have begun on this subject and will occur until 

the optimal plan has been designed. Depending on workload issues within Facilities 

and IT, additional staffing may be required. 

Technology Facilitator Redesign 

To provide basic computer support at the school sites, the District has employed a 

Technology Facilitator program in which certified or classified staff members at school 

sites receive a stipend for being the first line of support on technology issues. This 

program costs the District about $300,000 yearly and suffers from a number of 

constraints: 

1) No job description for Technology Facilitators 

2) Implementation is inconsistent at school sites. Some schools do not have a 

Technology Facilitator, some have more than one. 

3) Non-Teaching Technology Facilitators are not classified correctly. Many are 

classified as Instructional Assistants. 

Despite these limitations, there are a number of schools and sites that receive good 

support from the Technology Facilitator program. 

A-134 Appendix D


As our organization becomes more technologically advanced, this already strained 

support model will likely collapse. After consulting multiple other districts, we have 

learned that this is an issue with which many districts are struggling. The 

recommendation is that the District restructure this program. A committee has been 

convened to design a solution and will present it when complete. 

Physical Facilities 

The Information and Technology department is located in the Administration building 

and is at staff and storage capacity at present. As the department expands to meet the 

increasing technological demands of the District, physical space for staff and storage for 

equipment will face an immediate crisis. A solution must be identified before additional 

staff can be added to the department. Centralized receiving and storage will be critical 

as we implement the technology replacement and student computer ratio plans. 

Conclusion 

Technology, while relatively new to organizations, has been transformed from a feature 

of an organization to a mission critical component and as such must be thought of as a 

core service. Such thinking requires that the necessary resources be allocated to 

technology to ensure stable and successful functionality. This document represents the 

plan for evolution of technology in the Beaverton School District organization and must 

be evaluated yearly to ensure both adequate progress and allow for flexibility as new 

needs and technological solutions are identified consistent with the support of the 

District Goal. 

Appendix D A-135

A-136 Appendix D


Resource Allocation Methodology 

2007-2008 

Definition/Purpose 

The Resource Allocation Methodology (RAM) is a method of allocating resources to schools based on enrollment, poverty, mobility 

and the impact of specialized programs. The purpose the allocation methodology is to support the achievement of the District’s Five- 

Year Goal by adequately funding learning for all students. 

Process 

1. All Schools receive a general salary and non-salary budget allocation based on their projected enrollment. 

2. In addition to the general budget allocation, many schools receive additional staffing allocations based on the District's poverty 

and mobility calculation. 

3. RAM modifications may be requested by a principal when a school experiences extenuating circumstances due to factors other 

than enrollment. Requests must be made in writing by the principal to their regional administrator. The regional administrator will 

present the request to the RAM Modification committee and inform the principal of the decision. 

Appendix E A-137



Conversion Guidelines 

2007-2008 

GENERAL CONVERSION GUIDELINES 

1. Convertible staffing allocations must first be used to address class size. 

2. Conversions made for the purpose of certified and classified positions or non-salary purchases should be aligned with school 

improvement plans. 

3. Conversions may only be made from an open position. Staff hired from convertible dollars should remain at site for subsequent years. 

4. Unused salary allocations may only be converted to non-salary budget through April 30 of the budget year. 

NON-CONVERTIBLE POSITIONS 

Principals 

Vice Principals 

Non-convertible positions: Cannot convert allocations from these allocated positions, but can convert to these positions 

Guidance Counselors 

Specials Teacher 

Campus Supervisors 

Custodians 

Nutrition Service staffing 

Head Secretary 

Bookkeeper 

Special Education staffing 

ESL staffing 

Literacy Coach (function 2219) 

Math Coach (function 2219) 

Tech Stipend (function 2669) 

A-138 Appendix E

Position 



2008-2009 

Elementary Middle High K-8 Option/Magnet (6-12) 

APU Enrollment APU Enrollment APU Enrollment APU Enrollment APU Enrollment 

ADMINISTRATIVE POSITIONS 

Principal 1.000 All 1.000 All 1.000 All 1.000 All 1.000 All 

Vice Principal 1.000 700 + 1.000 400 - 699 1.000 1 - 1099 1.000 700 + 1.000 400 + 

2.000 700 - 1599 2.000 1100 - 1699 

3.000 1600 + 3.000 1700 + 

(Special Education Specialized 

Program students are included in 

enrollment counts) 

CERTIFIED POSITIONS 

Note: Option schools sharing a 

campus will split the allocation prorata 

Management Support 1.000 600 - 699 1.000 1900 + 1.000 500 - 699 1.000 1 - 399 




Allocation based on elementary Allocation based on middle and 

General Classroom Teachers 1.000 26.15 : 1 1.000 24.35 : 1 1.000 26.40 : 1 and middle school allocations by high school allocations by using 

using respective populations respective populations 

Kindergarten Teachers 1.000 23.15 : 1 

(Students counted as .5 enrollment) 

Teachers (Non-Convertible) 

Literacy 1.000 All 1.000 All 1.000 All 1.000 All 1.000 All 

Math 1.000 All 0.500 All 0.500 All 0.500 All 

Music 1.000 All 1.000 All 

PE 1.000 All 1.000 All 

Convertible Staffing 1.500 1 - 399 1.000 1 - 1099 1.500 1 - 999 

(See Guidelines) 2.000 400 - 499 2.000 1100 + 2.500 1000 - 1999 

(Based on K-5 enrollment) 2.500 500 - 599 3.500 2000 - 2999 




3.000 600 - 699 4.500 3000 + 

3.500 700 - 849 

4.000 850 - 999 

4.500 1000 - 1149 

5.000 1150 - 1299 

Allocation based on elementary 

and middle school allocations by 

using respective populations 

Allocation based on middle and 

high school allocations by using 

respective populations 

Specialist Staffing - 1 - 449 

(Non Convertible - Used for plan time) 0.500 450 - 549 

(Based on 1-5 enrollment only) 1.000 550 - 699 

1.500 700 - 849 

2.000 850 - 999 

2.500 1000 - 1150 

Appendix E A-139

Position 



2008-2009 



World Language Teachers 

IB/AP MYP Coordinators 

1.000 All 

0.500 All 

Media Specialist 1.000 All 1.000 All 1.000 All 1.000 All 1.000 All 

Guidance Counselors 0.500 1 - 574 0.500 1 - 174 0.500 1 - 199 

1.000 575 + 1.000 175 - 349 1.000 200 - 399 

2.000 350 - 699 2.000 400 - 799 

3.000 700 - 1199 3.000 800 - 1149 

4.000 1200 - 1599 4.000 1150 - 1499 

5.000 1600 + 5.000 1500 - 1849 

6.000 1850 - 2199 

7.000 2200 - 2549 

8.000 2550 + 

Prevention / Intervention 1.000 All 0.500 1 - 249 

Counselor 1.000 250 + 

(Based on high school enrollment) 

CLASSIFIED POSITIONS 







Instructional Assistants - General 

180 days, 8 hours = .692 1.038 1 - 539 0.346 1 - 549 1.038 1 - 599 

1.557 540 - 619 0.692 550 - 849 1.557 600 - 1199 

2.076 620 - 699 1.384 850 - 1049 2.076 1200 - 1799 

2.595 700 - 779 2.076 1050 + 2.595 1800 - 2399 

3.114 780 + 3.114 2400 - 2999 

3.633 3000 + 







Media Aide 0.519 All 0.692 All 1.038 All 0.519 All 0.519 All 

180 days, 6 hours = .519 

Accounting Assistant 0.808 All 0.202 1 - 249 

Based on high school enrollment 0.404 250 - 1199 

0.808 1200 + 

Atheltic Trainer 0.230 All 

A-140 Appendix E

Position 



2008-2009 



Special Education Specialized Program students are included in enrollment counts for all Secretary allocations 

Head Secretary 

210 days, 8 hours = .808 0.808 All 1.000 All 1.000 All 0.808 1 - 699 0.500 1 - 249 

260 days, 4 hours = .5 1.000 700 + 1.000 250 + 

260 days, 8 hours = 1.0 

Assistant Secretary 

180 days, 8 hours = .692 0.808 1 - 599 1.404 All 1.616 All 0.808 1 - 599 0.404 1 - 249 

185 days, 8 hours = .712 1.067 600 + 1.067 600 + 0.808 250 + 

210 days, 8 hours = .808 

260 days, 8 hours = 1.000 

Calculated on middle school 

Counseling Secretary 

enrollment only 

180 days, 8 hours = .692 0.808 1 - 1099 1.000 1 - 1999 - 1 - 299 0.500 1 - 249 

210 days, 8 hours = .808 1.500 1100 + 1.808 2000 + 0.404 300 - 499 1.000 250 + 

260 days, 8 hours = 1.0 0.808 500 + 

Secretary Student Accounting 0.692 All 

180 days, 8 hours = .692 

OTHER COMPENSATION 

Tech Extra Pay 1.000 1 - 349 1.333 500 - 999 1.000 1200 - 1799 

(1.0 APU = $3,723.90) 1.500 350 - 499 1.500 1000 - 1799 1.500 1800 - 2399 

2.000 500 + 2.000 1800 + 2.000 2400 - 2999 

2.500 3000 + 







Extended Responsibility - Certified 0.374 All 0.897 All 0.374 All 0.897 All 

(1.0 APU = $7,213 stipend) 

Extended Contract - Classified 0.552 All 0.420 All 0.206 All 0.552 All 0.206 All 

(1.0 APU = $5,085 stipend) 

Extended Classified Time 

(MS/HS receive 90/180/270 hours 

based on enrollment. This time 

Calculated on middle school 

enrollment only 

allocated to relieve secretaries for their 

lunch hours, keeping the office 

0.043 500 - 999 - 1 - 1799 0.043 500 - 999 - 500 - 999 

adequately staffed.) 

0.086 1000 + 0.043 1800 - 2399 0.086 1000 + 0.043 1000 - 1799 

.043 = 90 hours 0.086 2400 - 2999 0.086 1800 + 

.086 = 180 hours 0.130 3000 + 

.130 = 270 hours 

Appendix E A-141

Position 



2008-2009 



NON-SALARY ALLOCATION 

Special Education Specialized Program students are included in enrollment counts for all non-salary allocations except New Student Allocatio 

Non-Salary Base Allocation $ 7,205.00 All $ 7,205.00 All $ 16,797.00 Community School 

#422 allocation 

Non-Salary Student Allocation $ 107.37 Per Student $ 143.63 Per Student $ 138.83 Per Pupil $ 107.37 Per Elem. Student $ 143.63 Per MS student 

(Base enrollment 

of 750) 

$ 143.63 Per MS Student $ 138.83 

New Student Allocation $ 53.67 Per New Student $ 53.67 Per Elem Student 

(Kinder Students counted as .5 ) 

Repair & Maintenance - Computers $ 8.77 Per Student $ 8.77 Per Student $ 8.77 Per Student $ 8.77 Per Student $ 8.77 Per student 


(Excl. Night Sch.) 

Repair & Maintenance - Copiers $ 4.24 Per Student $ 4.24 Per Student 


In-District Mileage $ 1,562.00 All $ 2,516.00 All $ 2,516.00 All 

$ 196.00 (453) 


campus will split alloc. pro-rata 


In-District Mileage- Extra Curricular $ 976.00 All $ 976.00 All 




Link Crew $ 2,683.00 All $ 5,355.00 All 

Per HS student 


Out-of-District Mileage $ 440.00 All $ 590.00 All $ 590.00 All 







CEYP Nurse $ 75,000.00 Cost Center 422 

Supplies $ 33,171.00 Night School (421) 

Tuition Payments $ 70,115.00 Cost Center 498 

Textbooks $ 15,029.00 Cost Center 498 

A-142 Appendix E

Position 



2008-2009 



Pre-K Teachers 

McKay 0.500 

Montclair 0.500 

DISTRICT WIDE PROGRAMS 

Health Careers Teachers 

1.000 

Beaverton High School Only 

Orchestra Teachers 

Meadow 0.200 

Whitford 0.200 

Rachel Carson Coordinator 

Five Oaks 0.400 

CEYP Teachers 

Community School Only 1.000 

Alternative Programs Teachers 


Instructional Assistants - Pre-K 

SPECIAL SALARY ALLOCATIONS 

McKay 0.433 

Montclair 0.433 

Instructional Assistants - CEYP 


Instructional Assistants Alternative 

Programs (1283) - Community 

School 


PILOT PROGRAMS - (Added through Teaching & Learning IPT Budget Requests) 

Data Team Spec/HS Intervention 

Aloha 1.000 

Southridge 1.000 

Beaverton 1.000 

Westview 1.000 

Sunset 1.000 

World Language Teachers 

Cedar Park 1.000 

Meadow Park 1.000 


IB/AP MYP Coordinators 

ISB Middle School 0.500 

ISB High School 0.500 

Appendix E A-143

Position 



2008-2009 



Poverty Mobility Calculation 

In addition to the Basic Resource Allocation Methodology (RAM), some schools receive additional staffing based on the District's Poverty & Mobility calculation. 

Calculation is based on enrollment multiplied by the percentage of student eligible for free or reduced meals, plus enrollment multiplied by the percentage of the mobility of 

students from the prior school year (See 2007-08 scoring below) 

Convertible Staffing 2.000 400 - 499 2.000 800 - 899 2.000 400 - 499 

3.000 500 - 599 3.000 900 - 999 3.000 500 - 599 

4.000 600 - 699 4.000 1000 - 1099 4.000 600 - 699 

5.000 700 - 799 5.000 1100 - 1199 5.000 700 - 799 

6.000 800 - 899 6.000 1200 - 1299 6.000 800 - 899 

7.000 900 - 999 7.000 1300 - 1399 7.000 900 - 999 

8.000 1000 - 1099 8.000 1400 - 1499 8.000 1000 + 

9.000 1100 + 9.000 1500 + 

Vice Principal 1.000 1100 + 

Management Support 1.000 800 + 

Guidance Counselor 0.500 600 - 899 

1.000 900 + 

Actual Scoring: Cedar Park 413, Conestoga 445, Five Oaks 935, Highland Park 333, Meadow Park 602, Mountain View 559, Stoller 302, Whitford 499, Aloha 1,332, Beaverton 1,331, Southridge 739, 

Sunset 932, Westivew 962, ACMA 128, Merlo 451, International School 121 

Special Education Self Contained Classroom Calculation 

In addition to the Basic Resource Allocation Methodology (RAM), some schools receive additional staffing based on the District's Special Education Self Contained Classroom Calculation. 

Calculation is based on special education self contained classroom enrollment multiplied by the percentage of student impact on regular education classrooms. 

SP Convertible Staffing 1.000 26.40 : 1 

Classrooms with a 50% impact 

ALC, BLC, SCC, ILC 

A-144 Appendix E

Position 



2008-2009 



Poverty/Mobility Teacher 


MODIFICATIONS APPROVED THROUGH MARCH 2008 

Appendix E A-145

A-146 Appendix E



______________________________________________________________________ 

EXHIBITS

B U R E A U UO F FL A B O R AA N D DI N D U S T R I E S 

State Laws Regulating 

Dan Gardner, Commissioner 

ALL employers must comply 

with state laws regulating 

minimum wage, overtime, 

general working conditions 

and the payment of wages, 

including those covered 

under the Fair Labor 

Standards Act (FLSA) 

MINIMUM WAGE and the 

PAYMENT OF WAGES 

M I N I M U M W A G E 

$7.95 per hour from January 1, 2008 through December 31, 2008* 

*Oregon law requires the minimum wage rate to be adjusted annually for 

inflation by September 30th of each year for the following calendar year. 

Almost all workers must be paid the minimum wage as 

required by state law. There are no sub-minimum rates for 

trainees or minors, although there are some special provisions 

for student-learners and disabled workers. 

Exemptions: The following workers are not subject to the 

state minimum wage and overtime requirements. 

➤ Some agricultural workers 

➤ Workers engaged in the range-production of livestock 

➤ Individuals who perform child care services in their home 

or the home of the child 

➤ Domestic workers employed on a casual basis in a family 

home 

➤ Administrative, executive or professional workers 

➤ Persons employed by the United States Government 

➤ Students enrolled in and employed by an institution of 

primary or secondary education 

➤ Outside salespersons 

➤ Taxicab operators 

➤ Workers living at a place of employment for the purpose 

of being available for emergency or occasional duties 

➤ Workers paid for specified hours who are to be available 

for recall to duty 

➤ Managers, assistant managers and maintenance workers 

employed and lodged in mutli-unit accommodations, including 

mobile home parks or manufactured dwelling parks 

➤ Workers employed on a seasonal basis at educational or 

organized camps having an annual income of less than 

$500,000 and workers employed on a seasonal basis at nonprofit 

camps 

➤ Workers employed at a non-profit conference ground or 

center operated for educational, charitable or religious purposes 

➤ Volunteer firefighters 

➤ Workers providing companionship services to elderly, 

infirm or disabled persons in a family home 

➤ Resident managers of licensed adult foster care homes 

➤ Inmate labor 

➤ Certain individuals volunteering as campground hosts 

who reside in publicly owned campgrounds 

➤ Referees of youth or adult recreational soccer matches 

Hours Worked and Record Keeping 

Employees must receive at least minimum wage for all hours 

worked, including preparation time, opening and closing 

times and required meetings. State minimum wage laws 

define the term “employ” as “to suffer or permit to work”. 

By this definition, any time spent by an employee in the 

performance of any duties must be recorded as time worked. 

Under state law, it is permissible to pay wages by the hour, as 

a salary, in commissions, or at a piece-rate. Whichever 

method is used, employers must keep accurate time records 

and the employee’s total earnings must equal or exceed 

minimum wage for the hours worked. 

Employers are responsible for maintaining accurate time 

records of all hours worked. The records must be kept for at 

least two years. 

Tip Credit 

State law prohibits using tips to calculate the amount of 

Oregon’s minimum wage. This means that all employers in 

Oregon must pay the full amount of minimum wage without 

the benefit of a tip credit. 

Other Pay 

Vacation pay, holiday pay, bonuses, sick leave and severance 

pay are examples of wage agreements which may be made 

between employers and employees as a part of the 

employee’s total compensation. There is no requirement in 

the minimum wage law to offer these benefits. 

Overtime 

Any hours worked over 40 in a work week must be paid at 

one and one-half times the employee’s regular rate of pay. 

The payment of overtime is required by state statute and 

may not be waived by agreements with employees. Compensatory 

time off (comp time) may not be exchanged for 

overtime earned unless it is taken in the same workweek. 

Exhibit A E-1

A PARTIAL list of employees who are exempt from overtime 

regulations, but not from the minimum wage law includes: 

➤ Salespersons, partspersons, and mechanics in automotive 

or farm machinery dealerships 

➤ Most truck drivers or drivers’ helpers 

➤ Seamen 

➤ Some agricultural workers 

➤ Motion picture theater workers 

(See page 1 for a list of employees who are exempt from both 

the minimum wage and overtime provisions of the law.) 

Some salaried employees are exempt from the payment of 

minimum wage and overtime. In establishments regulated by 

the state minimum wage law, administrators, executives, and 

professionals are exempt as long as these tests are met: 

➤ The work is predominantly intellectual, managerial or 

creative, 

➤ The employee exercises discretion and independent 

judgment, and 

➤ The employee is paid on a salary basis and earns a 

monthly salary of no less than $1,378.00. 

Other special circumstances includes: 

➤ Hospitals and nursing homes may elect to pay overtime for 

work over 8 hours per day and 80 hours per two-week period. 

➤ Employees paid other than on an hourly rate and who are 

required to be paid overtime must have their rate(s) reduced to 

an hourly rate of pay. Overtime is then calculated on this 

hourly rate. (Note: Each week requires a separate calculation.) 

Hours of Work 

Adults 

State law sets 10 hours as a maximum that employees may 

work in one day in mills, factories, or manufacturing 

establishments. The law, however, does allow for an additional 

three hours of work per day to be paid at one and 

one-half times the regular rate of pay. The maximum daily 

number of hours of work allowed may not exceed 13. 

Logging camps, sawmills, planing mills and shingle mills are 

excluded from this requirement. 

Adults working in canneries must be paid at one and onehalf 

times their regular rate of pay whenever they work 

more than 10 hours per day or 40 hours in one seven-day 

work week. Whenever overtime is being calculated on a 

daily basis, it also must be calculated on a weekly basis. The 

greater of the two amounts is the one to be paid. 

Working Conditions 

Adults 

The state minimum wage law gives the Commissioner of 

the Bureau of Labor and Industries authority to regulate 

working conditions for employees who are subject to the 

law. Some of the rules provide for rest and meal periods, 

weight lifting restrictions, and adequate lighting and ventilation. 

There are special rules for agricultural employees. 

Contact the nearest office of the Bureau of Labor and 

Industries for detailed information. 

Meal Periods 

Meal periods of 30 minutes must be provided if the workday 

is six hours or longer. The employee must be relieved of all 

duty during this time. If the employee cannot be relieved due 

to the nature or circumstances of the work, then the meal 

period must be paid. The scheduling of meal periods is 

flexible and depends on the length of the workday. 

Rest Periods 

Paid rest periods of at least 10 minutes must be provided 

during each four-hour work period or major part thereof. The 

rest period is to be taken approximately in the middle of each 

work segment. There are narrow exemptions to the rest period 

requirements for part-time adult employees working alone in 

retail/service businesses. Rest periods may not be added to the 

meal period or deducted from the beginning or end of the 

work period in order to reduce the length of the work period. 

Meal and rest periods may not be waived or used to adjust 

working hours. 

Certain employers are required to provide additional unpaid 

rest periods to employees to express milk for a child. 

NUMBER OF NUMBER OF 

LENGTH OF REST BREAKS MEAL PERIODS 

WORK PERIOD REQUIRED REQUIRED 

2hrs or less 0 0 

2hrs, 1min-5hrs, 59min 1 0 

6hrs, (six) 1 1 

6hrs, 1min-10hrs 2 1 


14hrs 3 2 

14hrs, 1min- 18hrs 4 2 


22 hrs 5 3 

22hrs, 1min-24hrs 6 3 

Rest Breaks: 10 minutes, paid (15 minutes for minors) 

Meal Period: 30 minutes, unpaid 

Paychecks 

Pay Periods and Paydays 

Regular paydays must be established and maintained by 

every employer. Payment to new employees must be made 

no later than 35 days from the time their work was begun. 

Pay periods may be established more frequently, but may 

not exceed 35 days. 

An employee’s wages may be paid through a direct deposit 

system, automated teller machine card, payroll card or 

other means of electronic transfer, if this is mutually 

agreeable to the employer and employee, and the employee 

is able to make an initial withdrawal of the entire amount 

of net pay due without cost to the employee. 

When an employer has notice that an employee has not 

been paid the full amount the employee is owed on a regular 

payday and there is no dispute between the employer and 

the employee regarding the amount of the unpaid wages, if 

the unpaid amount is five percent or more of the employee’s 

gross wages due on the regular payday, the employer must 

pay the employee the unpaid amount within three days 

E-2 Exhibit A

after the employer has notice of the unpaid amount, excluding 

Saturdays, Sundays and holidays. 

Proper Deductions From Wages 

In general, deductions from wages are lawful only when 

one of the following four conditions is present, but there 

are exceptions under the minimum wage law: 

➤ The employer is required to do so by law (example: 

federal and state taxes, social security, workers’ compensation, 

or a garnishment order) 

➤ The employee has authorized the deduction in writing, 

the deduction is for the employee’s benefit and is recorded 

in the employer’s books 

➤ The deduction is provided for in a collective bargaining 

agrement. 

Employers MAY make deductions for the fair market value 

of meals or lodging provided for the private benefit of the 

employee. If the employee does not want the meals, no 

deductions may be made. 

Employers MAY NOT make deductions for the cost of 

breakage or loss. 

Additionally, employers MAY NOT make deductions from 

employees earning the minimum wage for uniforms or tools 

or their maintenance. 

An itemized statement of deductions made from wages must 

be furnished to employees on their regular paydays at the 

time payment is made. The statement must show the 

amount and purpose of each deduction. It may be a part of 

the paycheck, attached to it, or may be a separate document. 

If the employee agrees, the statement may be provided in an 

electronic format, provided the employee has the ability to 

print or store the statement. 

Final Paychecks 

When an employee is fired, all wages earned by that person 

are due no later than the end of the first business day after 

discharge. If an employee quits with at least 48 hours of 

notice, wages are due the last working day (excluding Saturdays, 

Sundays and holidays). If an employee quits without 

48 hours of notice, wages are due in five days (excluding 

Saturdays, Sundays and holidays) or on the next payday, 

whichever occurs first. There are some exceptions and other 

requirements for final paychecks for contract employees, 

seasonal farm workers, employees of fairs and those covered 

by a collective bargaining agreement. Contact any Bureau of 

Labor and Industries office for information. 

Final paychecks may not be held pending return of a 

uniform or tool or for any other similar reason. 

Final Paycheck Delivery 

If an employee requests that the final paycheck be mailed, 

the employer must mail it to any address designated by the 

employee. 

Withholding Wages 

Any employer who willfully withholds any portion of an 

employee’s wages may be subject to a penalty of the 

employee’s hourly rate for eight hours per day for each day 

the employee remains unpaid up to a maximum of 30 days. 

The penalty may not exceed 100% of the unpaid wages if the 

employer pays the wages due within twelve days after written 

notice of nonpayment is sent to the employer and the 

employer has not willfully violated the final pay provisions 

of the law in the preceding year. Different provisions may 

apply to certain employees paid on a commission basis. 

Layoff 

When an employee is laid off, but is kept on the payroll 

and is subject to being recalled to work, the employee’s 

wages may be paid on the next regular payday. 

Wage Claims 

Collection of Past Due Wages 

A wage-earner who has not been paid in full and who has 

worked at least partly in the state of Oregon may file a 

claim with the Bureau of Labor and Industries. 

Statute of Limitations 

Employers are liable for unpaid wages for a period of six 

years from the date the wages were earned and two years 

for claims of unpaid overtime. Employees may lose their 

right to their wages if they fail to pursue claims promptly. 

Retaliation Prohibited 

Discharging or otherwise retaliating against an employee 

because the employee has discussed, inquired about or 

filed a wage claim is prohibited. 

Personnel Records 

If an employee requests to view his or her personnel records, 

the employer is required to provide reasonable opportunity 

within 45 days for the employee to inspect those records of 

the employee which have been used to determine the 

employee’s qualifications for hiring, promotion, pay increases, 

employment termination or other disciplinary 

action. The employer must also furnish a certified copy of 

such records to the employee upon request within 45 days. 

Records relating to arrest or conviction or the investigation of 

criminal conduct, confidential reports from previous employers, 

or personnel records maintained by the State Board of 

Higher Education are excluded from this law. 

Employment of Minors 

Oregon’s child labor laws give the Wage and Hour Commission 

authority to regulate working conditions for ALL 

minors under age 18 working in ALL establishments in 

Oregon. All employers in Oregon are subject to the state 

rules providing for minors’ working conditions (meal 

periods, rest periods, adequate work, weight lifting, etc.). 

Contact the nearest Bureau of Labor and Industries office 

for a copy of the “Employment of Minors” brochure. 

NOTE: This brochure is 

not a complete statement 

of the laws discussed, 

nor is it intended to 

convey legal advice. 

Exhibit A E-3

For additional information: 

Contact the nearest office of the Bureau of Labor and Industries Wage and Hour Division: 

Portland 800 NE Oregon Suite 1045 

Portland, OR 97232-2180 

(971) 673-0761 

TTY Portland (971) 673-0766 

Technical Assistance for Employers (971) 673-0824 

Eugene 1400 Executive Parkway, Suite 200 

Eugene, OR 97401-2158 

(541) 686-7623 

Medford 119 N. Oakdale Ave. 

Medford, OR 97501-2629 

(541) 776-6270 

Salem 3865 Wolverine St NE; E-1 

Salem, OR 97305-1268 

(503) 378-3292 

Or visit the bureau’s webpage at www.oregon.gov/boli 

2008 

Bureau of Labor and Industries 

Wage and Hour Division 

800 NE Oregon #1045 

Portland, Oregon 97232-2180 

E-4 Exhibit A

Public Procurement Thresholds 

As of March 2006 

Dollar Limitations Rules Statutes 

Goods or Services (not including public improvements) 

Small procurements $5,000 or less Rules set by LCRB 279B.065 

Intermediate procurements More than $5,000 and less than $75,001 

All Other procurements 

More than $75,000 and less than $150,001 

Minimum 3 quotes which can be 

obtained through informal 

process (i.e., telephone calls) 279B.070 

Minimum 3 quotes which must be 

obtained through a written 

solicitation 

Formal bidding process required 

unless district has a adopted 

special procurement rule for this 

purchase 

Public Improvement Projects 

Small procurements $5,000 or less Rules set by LCRB 

279C 

Intermediate procurements More than $5,000 and less than $100,001 

Subject to Prevailing Wage Rates Project cost exceeds $50,000 

Written requests for quotes shall 

be utilized whenever reasonably 

practicable. Written request for 

quotes shall include the selection 

criteria to be utilized in selecting 

a Contractor 

Contractor must pay prevailing 

wage rates 

NOTES: 

LCRB - Local Contract Review Board which is now the school district Board of Directors 

When soliciting quotes, always maintain a paper record of the contacts made and responses received. In the event you are 

unable to acquire 3 quotes, you must document your attempts to solicit 3 quotes and the reasons you were unable to do so. 

Exhibit B E-5

E-6 Exhibit B

GOAL SETTING 

Goal-setting helps to define your organization, gives it direction and helps to organize the actions 

necessary to reaching the organization's mission. Goals also motivate employees by 

communicating what the organization (e.g. department) is striving for as well as providing a 

process for recognizing successes and on-going challenges. Goals are a way of supporting 

quality and productivity improvement as well as identifying areas where training or resources are 

needed. 

One of the best ways to remember what goals should include is to remember the acronym 

SMART. The more specific the goal, the more likely the organization is to achieve it because it 

clearly communicates desired outcomes. Measurable refers to having a way to determine 

whether or not the department is making progress toward the goal. There needs to be a way to 

clearly define the moment when the goal is achieved (when possible goals should be stated in 

quantitative terms). Aggressive but achievable means the goal should stretch department staff 

but not be so aggressive that the staff feels defeated from the start. Don't be concerned if a goal 

is not immediately achievable. Experience suggests progress will be greater on a goal that is just 

beyond reach than one that is too easy to achieve. Relevancy of goals requires that the goal lead 

to outcomes that help to accomplish or contribute to the mission of the organization. Timebound 

focuses on tying each goal to a deadline. This element drives both the direction and speed 

of how the goal will be achieved. 

Examples of goals (not necessarily for HR departments): 

1. Objective: Improve test scores 

Goal: Increase fifth-grade math scores 5 percent over last year's scores by the end of the 

2008-09 school year. 

2. Objective: Increase teamwork 

Goal: Develop and seek opportunities for collaboration with colleagues. Create one new 

lesson or activity collaboratively with other staff to be delivered by the end of first 

semester and evaluate its effectiveness. 

A possible HR department goal statement: 

Objective: Recruit, retain and develop high quality teachers. 

Goal: For the 2008-09 teaching year, ensure that every new teacher is evaluated in 

accordance with the Professional Growth and Evaluation Program; retain 90 percent of 

first-year teachers who meet Developing Basic or Proficient; retain 90 percent of secondyear 

teachers who meet Proficient and retain 90 percent of third-year teachers who meet 

Proficient or exceed Distinguished standards. 

or 

Exhibit C E-7

Goal: For the 2008-09 teaching year, ensure that every new teacher is evaluated in 

accordance with the Professional Growth and Evaluation Program and increase the 

retention of first-year teachers who meet Developing Basic or Proficient by 5 percent 

over 2007-08; increase the retention of second-year teachers who meet Proficient 

standard by 5 percent over 2007-08; and increase the retention of third-year teachers who 

meet Proficient or exceed Distinguished standards by 5 percent over 2007-08. 

E-8 Exhibit C

Schools, School Districts and Educational Service Districts General Records Retention Schedule, 

April 2006 Pg: 38 

166-400-0050 

Personnel Records 

Note: Inclusion of a records series in this schedule does not require the series be created. If a record is created electronically, 

it can be retained in electronic format only as long as the retention period is 99 years or less 

(1) Affirmative Action Records 

Records document school, district, and ESD compliance with the statutes and regulations of the U.S. Equal Opportunity 

Commission dealing with affirmative action. Records may include but are not limited to plans, updates, policy statements, 

reports, and supporting information. SEE ALSO Equal Employment Opportunity Commission Compliance Records in this 

section. 

Minimum retention: (a) Retain plans, updates, and policy statements: Permanent 

(b) Retain all other records: 3 years 

(2) Benefits Continuation Records 

Records document notifications to employees or dependents informing them of their rights to continue insurance coverage 

after termination of during disability or family leave. Continuation may be under COBRA or another provision. Notice is 

also sent to a third party administrator who administers the extended coverage. The records typically consist of notices sent 

and correspondence. Records may be filed with the Employee Benefits Records or Employee Personnel Records. SEE ALSO 

Employee Payroll Records in the Payroll section. 

Minimum retention: 3 years after employee separation of eligibility expired 

(3) Collective Bargaining Records 

Records document the negotiations and contractual agreements between a school, district, or ESD and an employee 

bargaining unit. Records may include but are not limited to union contracts and amendments; tentative agreements; 

arbitrator’s recommendations; negotiation work notes; strike contingency plans; management counter proposals; negotiation 

updates; newspaper clippings; press releases; research background material; employee classification printouts; minutes, 

sound recordings, and exhibits; published manuals; and related correspondence and documentation. 

Minimum retention: (a) Retain contracts: 75 years after contract expires 

(b) Retain all other records: 6 years after contract expires 

(4) Comparable Worth Study Records 

Records documenting the analysis, study, and resolution of pay equity, alleged job discrimination, and related issues 

involving the agency and its employees. May include job content questionnaire summaries, position allocation reports, 

personnel reclassification studies, job category listings, study outlines, graphs, tables, and significant related records. 

Minimum retention: (a) Retain final study or report: Permanent 


(5) Compensation Plan Records 

Records document the development, operation, and maintenance of the school, district, or ESD’s personnel compensation 

plans. Records include compensation plans; salary surveys; merit matrixes; pay range tables; and related correspondence and 

documentation. 

Minimum retention: (a) Retain compensation plans: 20 years 

(b) Retain pay range tables, merit matrixes: Until superseded 

(c) Retain all other records: 3 years 

(6) Criminal Background Check Records 

Records document the pre-employment or periodic criminal record check made on prospective or current staff, faculty, and 

volunteers by schools, districts, or ESDs. Records include but are not limited to a Fingerprint-Based Criminal History 

Verification form documenting the result of a criminal history background check coordinated by the Oregon Department of 

Education through the FBI and Oregon Law Enforcement Data System (LEDS). The form includes name and other personal 

identifying information, indication of existence or absence of criminal record, and related documentation. Records may be 

retained as part of the Employee Personnel Record. SEE ALSO Employee Personnel Records and Recruitment and Selection 

Records in this section. 

Minimum retention: (a) Retain background check logs until superseded or obsolete 

(b) Retain fingerprint cards until return of card or receipt of investigation findings 

(c) Retain all other records 90 days, destroy 

Exhibit D E-9


April 2006 Pg: 39 

(7) Disciplinary Action Records 

Records documenting termination, suspension, progressive disciplinary measures, and other actions against employees. May 

include statements, investigative records, interview and hearing records, findings, and related records. May be filed with 

Employee Personnel Records. 

Minimum retention: (a) Retain investigations resulting in termination: 10 years after employee separation 

(b) Retain investigations resulting in disciplinary action or exoneration: 3 years after resolution 

(c) Retain unfounded investigations: 3 years 

(8) Drug Testing Records 

Records document the testing of current and prospective employees for controlled substances prohibited by policy, 

procedure, or statute. Records may include but are not limited to the documentation of test results, the collection process, the 

random sample process, and those documenting the decision to administer reasonable suspicion drug testing. 

Minimum retention: (a) Retain positive test results: 5 years 

(b) Retain negative test results: 1 year 

(9) Employee Benefits Records 

Records document school, district, or ESD individual employee benefit information such as selection of insurance plans, 

retirement, pension, and disability plans, deferred compensation plans, and other benefit program information. Records may 

include but are not limited to plan selection and application forms, enrollment records, contribution and deduction 

summaries, personal data records, authorizations, beneficiary information, and related documentation. Records may be filed 

with the individual Employee Personnel Record. SEE ALSO Employee Payroll Records in the Payroll Records section. 

Minimum retention: (a) Retain PERS enrollment records, official copy: 75 years after date of hire 

(b) Retain all other records: 3 years after employee separation or eligibility expired 

(10) Employee Medical Records 

Records document school, district, or ESD individual employee work related medical history. These records are not 

personnel records and must be kept physically separate from employee personnel records—in a separate location, as 

required by the Americans with Disabilities Act. Records may include but are not limited to medical examination records 

(pre-employment, pre-assignment, periodic, or episodic), X-rays, records of significant health or disability limitations related 

to job assignments, documentation of work related injuries or illnesses, hearing test records, hazard exposure records, drug 

testing records, first-aid incident records, physician statements, release consent forms, and related correspondence. SEE 

ALSO Hazard Exposure Records in this section. 

Minimum retention: (a) Retain hazard exposure records: 30 years after separation [per 29 CFR 1910.20] 

(b) Retain all other records: 6 years after separation 

(11) Employee Personnel Records 

Records document school, district, and ESD individual employee work history. Records may include but are not limited to 

applications; notices of appointment; training and licensure (certification) records; records of health limitations; in service 

training records; salary schedules; tuition reimbursement records; personnel actions; performance evaluations; teacher 

evaluation reports; letters of commendation and recommendation; letters of reprimand; notices of disciplinary action; notices 

of layoff; letters of resignation; home address and telephone disclosures; emergency notification forms; oaths of office; 

grievance and complaint records; pension, retirement, disability, and leave records; and related correspondence and 

documentation. SEE ALSO Criminal History Check Records, Recruitment and Selection Records, Employee Medical 

Records, and Employee Benefits Records in this section. 

Minimum retention: (a) Retain employment applications (most recent and first successful), teacher licensure (certification 

records, personnel actions, oaths of office, home address/telephone disclosures, emergency 

notification form (most recent): 75 years after date of hire 

(b) Retain grievance, complaint, and disciplinary records: 3 years 

(c) Retain all other records: 3 years after separation 

(12) Employment Eligibility Verification Forms (I-9) 

Records document the filing of U.S. Immigration and Naturalization Service Form I-9 form which verifies that an applicant 

or employee is eligible to work in the United States. Information includes employee information and verification data such as 

citizenship or alien status and signature, and employer review and verification data such as documents which establish 

identity and eligibility, and employer’s signature certifying that documents have been checked. 

Minimum retention: 3 years or 1 year after employee separation, whichever is longer (8 CFR 274a-2) 

E-10 Exhibit D


April 2006 Pg: 40 

(13) Employee Recognition Records 

Recognition of employees for special service to the agency. May include service awards, recognition certificates, 

commendations, award nominations, lists of past recipients, and presentation or ceremony records and photographs. Some 

records in this series may have historic value. For appraisal assistance contact the Oregon State Archives. SEE ALSO 

Employee Suggestion Award Records in this section. 

Minimum retention: 6 years 

(14) Employee Suggestion Award Records 

Records documenting an employee suggestion program where employees may submit suggestions that improve 

effectiveness, efficiency, and economy in agency operations. Employees may receive awards for adopted suggestions. 

Records may include suggestion forms and evaluations, award information, and related documentation. SEE ALSO 

Employee Recognition Records in this section. 

Minimum retention: (a) Retain adopted suggestions: 2 years 

(b) Retain suggestions not adopted: 1 year 

(15) Equal Employment Opportunity Commission Compliance Records 

Records document school, district, or ESD compliance with the U.S. Equal Employment Opportunity Commission 

regulations. Records may include but are not limited to reports; anti-discrimination committee meeting records and reports; 

workplace analyses; discrimination complaint policies and procedures; complaints; reports; exhibits; withdrawal notices; 

copies of decisions; hearings and meeting records; report listing number of employees by gender, race, and job classification; 

and related correspondence and documentation. SEE ALSO Affirmative Action Records in this section. 

Minimum retention: (a) Retain plans, updates, and policy statements: Permanent 

(b) Retain complaint records and documentation: 3 years after final decision issued 

(c) Retain all other records: 3 years 

(16) Grievance Records 

Records document grievances brought by or against employees of schools, districts, or ESDs. Records may include but are 

not limited to notice of grievance; informal discussion notes; format hearing notes (including audio tapes): final summary 

statements or reports; private arbitrator or Employment Relations Board rulings; correspondence; and supporting 


Minimum retention: 3 years 

(17) Hazard Exposure Records 

Records document a school, district, or ESD employee’s exposure to hazardous conditions such as chemicals, toxic 

substances, blood-borne pathogens, biological agents, bacteria, virus, fungus, radiation, noise, dust, heat, cold, vibration, 

repetitive motion, or other dangerous work related conditions. These records are not personnel records and should be 

maintained in an Employee Medical File. Records may include but are not limited to hearing test records, radiation 

measurement records, blood test or other laboratory results, incident reports, first-aid records, X-rays, work station air 

sampling reports, and correspondence. SEE ALSO Employee Medical Records in this section. 

Minimum retention: 30 years after separation (per 29 CFR 1910.20) 

(18) Layoff, Dismissal, and Non-Renewal Records 

Records document the procedures and computations used in laying off, dismissing, or non-renewal of contracts of school, 

district, and ESD employees. Records may include but are not limited to service credit computations, service credit lists, 

layoff ranking lists, layoff notice letters, employee layoff election forms, documentation in support of action taken, and 

related correspondence. 

Minimum retention: 3 years after final disposition 

(19) Personnel Research Records 

Records document the study and analysis of personnel issues such as comparative salary, pay equity, collective bargaining, 

fringe benefits, manning standards, minimum qualifications, recruitment, training, job discrimination, and related issued 

involving the school, district, or ESD and its employees. Records may include but are not limited to questionnaires, data, 

summary reports, studies, surveys, and related documentation. 

Minimum retention: (a) Retain final study or report: Permanent 


Exhibit D E-11


April 2006 Pg: 41 

(20) Photo Identification Records 

Photographs and other records used to identify agency employees, private security personnel, contract workers, and others. 

May include photographs taken for agency identification cards, driver’s license photographs, and information such as name, 

date of birth, physical description, identification number, driver’s license number, and other data. 

Minimum retention: Until superseded or obsolete 

(21) Position Description and Classification Records 

Records document job descriptions and the studies and evaluations of school, district, or ESD positions to determine if 

reclassification is appropriate. Records may include but are not limited to current and new job descriptions, organizational 

charts, classification specifications, desk audits, classification review reports, and related correspondence and documentation. 

Minimum retention: 3 years after superseded or obsolete 

(22) Recruitment and Selection Records 

Records document the recruitment and selection of agency employees. Records may also document the recruitment and 

selection of contracted service providers such as attorneys, auditors, insurance agents, labor consultants, and others. Records 

may include but are not limited to job announcements and descriptions, applicant lists, applications and resumes, position 

advertisement records, civil service and other examination records, classification specifications, affirmative action records, 

interview questions, interview and application scoring notes, applicant background investigation information, letters of 

reference, civil service records, position authorization forms, certification of eligibles, recruitment summary records (job 

announcement, position description, documentation relating to the announcement and test, and test items and rating levels), 

and related correspondence and documentation. SEE ALSO Employee Personnel Records and Employment Eligibility 

Verification Forms (I-9) in this section. 

Minimum retention: (a) Retain announcement records, position description, and records documenting creation of test and 

rating scale 10 years 

(b) Retain unsolicited applications and resumes 3 months if not returned to solicitor 

(c) Retain unsuccessful applications and other records 3 years after position filled or recruitment 

cancelled 

(23) Teacher Registration and Licensure (Certification) Records 

Records document the registration and licensure (certification) of school teachers, including substitute teachers. Records may 

include but are not limited to licensure (certification) records which list teacher name, type of license (certificate), date of 

licensure (certification), salary, days taught; Oregon Department of Education licensure (certification) reports which list type 

of license (certificate), teacher, and district; and related documentation. Early records may include county superintendent 

administered examination results, copies of examinations, and teacher salary information. SEE ALSO Employee Personnel 

Records in this section. 

Minimum retention: (a) Retain licensed (Certificated) Personnel Reports: 2 years after school year in which records were 

created 

(b) Retain substitute teachers records: 1 year after school year in which records were created 

(c) Retain all other records: 75 years after date of hire 

(24) Training Program Records 

Records document the design, implementation, and administration of training programs and opportunities provided to school, 

district, and ESD employees, including in service training for faculty. Records may include but are not limited to class, 

workshop, or conference descriptions; instructor certifications; planning documentation; instructional materials; course 

outlines; class enrollment and attendance records; training certification forms; and related correspondence and 


Minimum retention: 3 years after school year in which records were created 

(25) Volunteer Program Records 

Records document the activities and administration of volunteer programs in the school, district, or ESD. Records may 

include but are not limited to volunteer hour statistics; volunteer program publicity records; insurance requirement records; 

volunteer training and orientation records; inactive volunteer files; and related correspondence and documentation. 

Minimum retention: (a) Retain volunteer worker records: 3 years after separation 


E-12 Exhibit D


April 2006 Pg: 42 

(26) Wellness Program Records 

Records document the development, operation, and activities of a school, district, or ESD wellness program. Records may 

include but are not limited to program statements, health and safety surveys, committee minutes, newsletters, and related 

correspondence and documentation. 

Minimum retention: 3 years after school year in which records were created 

Exhibit D E-13

E-14 Exhibit D

EXHIBIT E – PREVENTIVE MAINTENANCE SCHEDULE 

An example of recommended frequencies for a variety of equipment and/or building systems is shown 

below. To start a preventive maintenance program, use the manufacturer’s recommendations for 

frequency of service. 

Example of a Preventive Maintenance Schedule 

Preventive Maintenance Activity 

Change unit ventilator filters 

Service emergency generators 

Service air compressors 

Check and clean roof drains 

Check and calibrate domestic water 

treatment systems 

Service and replace anodes in kitchen 

steamers 

Inspect and service roof top fan motors 

and belts 

Inspect and clean interior of air handling 

units 

Clean and inspect drain pans, drains and 

traps 

Inspect and service elevators and chair 

lifts 

Conduct thorough roof inspections 

Change air handler filter and service unit 

Lubricate fan shaft sleeve bearings 

Grease pump bearings 

Recommended 

Frequency 

Monthly 

Weekly 

Monthly 

Quarterly 

Daily 

Annually 

Quarterly 

Annually 

Annually (start of 

each cooling season) 

Quarterly 

Semi-annually 

Quarterly 

Semi-annually 

Semi-annually 

Exhibit E E-15

Developing a Preventive Maintenance Program – Suggested Steps 

‣ Develop a list of all equipment, including model #s, sizes, etc. 

‣ Establish an equipment numbering system and number all equipment. 

‣ Develop a PM program for each piece of equipment (use the manufacturer’s recommendations). 

‣ Provide detailed PM instructions and training to all maintenance mechanics. 

‣ Determine and secure parts and supplies needed for PM. 

‣ Secure and maintain operations and maintenance catalogues on all equipment (store in a 

common location, which is accessible to all maintenance mechanics). 

‣ Ensure mechanical and architectural drawings (“as-built drawings”) are available and all 

maintenance mechanics have access to them and the ability to understand how to read them. 

‣ Require all drawings to be revised as changes are made or inaccuracies are discovered. 

‣ Maintain equipment history (record PM and reactive maintenance performed of all equipment). 

‣ Review equipment history to understand the trends and to recommend budgeted planned 

improvements. 

‣ Publish weekly PM work schedules and review with the O & M staff. 

E-16 Exhibit E

WORK ORDER SYSTEM 

Primary users of a work order system generally fall into two categories: Initiators (personnel making the request) 

and recipients (facilities management staff). 

Workflow-maintenance needs are generally identified at a district facility level. The information required to 

request a work order includes: 

‣ Contact name: A person in the facilities department to contact about the work order 

‣ Contact phone: The telephone number of the contact person 

‣ Contact e-mail: The e-mail address of the contact person 

‣ Room number/location: The building, room, or other site where the work is to be performed 

‣ Work requested: A brief description of the work to be performed 

‣ Job type: Carpentry, custodial, electrical, environmental, glazing, grounds, maintenance, heating, 

masonry, new construction, painting, plumbing, roofing, supplies, systems, or vehicles 

‣ Urgency: This is generally a yes/no indicator as to whether the work requested is urgent; you may also 

want to consider a “pick list” such as urgent, routine, preventative. 

‣ Requested completion date: Date the initiator would like to have the job completed. 

Upon submission of the work order to the maintenance department, the following steps should occur: 

‣ Job number assigned: A unique number that identifies this work order 

‣ Date received: Date stamp the work order to verify when it is received by maintenance 

‣ Entry user: Identity of the person entering the work order request (authorized individual entering data 

into computerized system) 

‣ Work person: Identify the person assigned to this work order 

‣ Scheduled date: Date the work is to be performed 

‣ Work order priority: Emergency, routine or preventive 

‣ Status code: 

O (Open) – the work order has not yet been assigned 

A (Assigned) – the work order has been assigned to a worker and is in process 

C (Completed) – the work order has been completed 

R (Reopened) – the work order was completed and has been reopened 

D (Deferred) – the work order will not be assigned until a future date 

‣ Comments: add any additional instructions or guidance related to this work order that you deem 

necessary or appropriate. 

After assignment and scheduling information is entered, the work order record should be updated in 

the computer system so the individual initiating the work order request can review the status of their 

request. Time and materials information may or may not be entered on each work order but should 

be tracked within the system used. 

Exhibit F E-17

E-18 Exhibit F

SWOT ANALYSIS 

The SWOT analysis is an extremely useful tool for understanding and decision-making for all 

sorts of situations. SWOT is an acronym for Strengths, Weaknesses, Opportunities, and Threats. 

A SWOT assessment is a subjective assessment of data which is organized by the SWOT format 

into a logical order that helps understanding, presentation, discussion and decision-making. The 

four dimensions are a useful extension of a basic two heading list of pro’s and con’s. 

SWOT analysis can be used for all sorts of decision-making, and the SWOT template enables 

proactive thinking, rather than relying on habitual or instinctive reactions. Strengths and 

weaknesses are essentially internal to the organization and relate to matters concerning resources 

and programs. Opportunities and threats are essentially external to the organization. 

Definitions 

Strengths: A successful application of a competency or exploitation of a critical factor to 

develop competitiveness. 

Weaknesses: An unsuccessful application of a competency or the non-exploitation of a critical 

factor that diminishes competitiveness. 

Opportunities: An external condition that could positively impact critical performance 

parameters and improve competitive advantage provided positive action is taken in time. 

Threats: An external condition that could negatively impact critical performance parameters and 

diminish competitive advantage provided positive action is not taken in time. 

The attached SWOT template includes sample questions, whose answers are inserted into the 

relevant section of the grid. The questions are examples, or discussion points, and obviously can 

be altered depending on the subject of the SWOT analysis. 

It is extremely important that you clearly identify the subject of a SWOT analysis, because a 

SWOT analysis is a perspective of one thing, be it a company, a product, a proposition, and idea, 

a method, or option, etc. 

Exhibit G E-19

SWOT Analysis Template State what you are assessing here. Please note that these criteria examples relate to assessing a new business venture or proposition. Many listed 

criteria can apply to other quadrants, and the examples are not exhaustive. You should identify and use any other criteria that are appropriate to your situation. 

criteria examples 

Advantages of proposition? 

Capabilities? 

Competitive advantages? 

USP's (unique selling points)? 

Resources, Assets, People? 

Experience, knowledge, data? 

Financial reserves, likely returns? 

Marketing - reach, distribution, 

awareness? 

Innovative aspects? 

Location and geographical? 

Price, value, quality? 

Accreditations, qualifications, 

certifications? 

Processes, systems, IT, 

communications? 

Cultural, attitudinal, behavioural? 

Management cover, succession? 

Philosophy and values? 

strengths weaknesses criteria examples 

Disadvantages of proposition? 

Gaps in capabilities? 

Lack of competitive strength? 

Reputation, presence and reach? 

Financials? 

Own known vulnerabilities? 

Timescales, deadlines and 

pressures? 

Cashflow, start-up cash-drain? 

Continuity, supply chain 

robustness? 

Effects on core activities, 

distraction? 

Reliability of data, plan 

predictability? 

Morale, commitment, leadership? 

Accreditations, etc? 

Processes and systems, etc? 

Management cover, succession? 

criteria examples 

Market developments? 

Competitors' vulnerabilities? 

Industry or lifestyle trends? 

Technology development and 

innovation? 

Global influences? 

New markets, vertical, horizontal? 

Niche target markets? 

Geographical, export, import? 

New USP's? 

Tactics: eg, surprise, major contracts? 

Business and product development? 

Information and research? 

Partnerships, agencies, distribution? 

Volumes, production, economies? 

Seasonal, weather, fashion 

influences? 

opportunities threats criteria examples 

Political effects? 

Legislative effects? 

Environmental effects? 

IT developments? 

Competitor intentions - various? 

Market demand? 

New technologies, services, ideas? 

Vital contracts and partners? 

Sustaining internal capabilities? 

Obstacles faced? 

Insurmountable weaknesses? 

Loss of key staff? 

Sustainable financial backing? 

Economy - home, abroad? 

Seasonality, weather effects? 

SWOT analysis template – a free resource from www.businessballs.com. Not to be sold or published. Template © Alan Chapman 2005. 

E-20 Exhibit G

Oregon Association of 

School Business Offi cials 

P.O. Box 1068 

Salem, Oregon 97308 

503-588-2800 

www.oasbo.com 

Oregon School Boards 

Association 

P.O. Box 1068 

Salem, Oregon 97308 

503-588-2800 

www.osba.org 

Chalkboard Project 

221 NW Second Avenue 

Suite 210-C 

Portland, Oregon 97209 

503-542-4325 

www.chalkboardproject.org

Beaverton School District Business and Operations Review - The ...

Create successful ePaper yourself

Delete template?

Save as template?