Facts and Updates on Reduction in Force Plan

Springfield Public Schools recognizes that staffing adjustments impact people, not just positions. Educators, students, families, and our school communities feel these changes in real ways through evolving routines, changing relationships, and understandable emotions that come with uncertainty. 

At the same time, the District remains committed to thoughtful planning, fiscal responsibility, and minimizing disruption to student learning. As we prepare for the second semester and plan for long-term stability, staffing adjustments are being made to align resources with the adopted budget. These steps reflect careful stewardship of public funds and a continued focus on providing stable, high-quality educational experiences for Springfield students.

The following FAQ provides additional context about these adjustments, the decision-making process, and the supports in place for students, staff, and families during this transition.

 

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When did the Board take formal action?
The Board of Directors approved the reduction in force resolution at the January 12 Business Meeting.

Why is the District adjusting staffing prior to the second semester?
Before the start of the second semester, the District must align licensed staffing levels with available budget resources. This step supports long-term financial stability while maintaining learning environments for students. 

What is the scope of the licensed staffing adjustment?
The staffing adjustment represents $2.34 million in expenditures, equivalent to 36 full-time mid-year positions. These changes will take effect following the semester break. This minimizes disruption to students. 

Where will the mid-year staffing adjustments occur?
The District is planning to reduce 27 mid-year full-time equivalent positions through a reduction in force process:

• District level: 2 FTE
• High schools: 8 FTE
• Middle schools:16 FTE
• Elementary schools: 1 FTE

The District will eliminate 4.5 full-year positions that were never filled during the school year and therefore did not incur salary costs. Because these adjustments occur at mid-year, the associated savings are equivalent to nine mid-year elementary positions. 

How will the District determine which positions are reduced or transferred?
Human Resources will follow the reduction in staff process outlined in ORS 342.934 and the Collective Bargaining Agreement between SPS and SEA. Employees who are transferred as part of District-wide adjustments will be notified directly.

How will this impact the schools?
It depends on the level. Staffing levels at the elementary level will not change. There will be a shift as staff are reassigned to different buildings (this will happen at all three levels).

At middle schools, changes will feel more noticeable for students and families due to schedule adjustments. Administrators are planning for schedule adjustments that will transition teachers back to teaching six periods, with District-directed collaboration time converted to student learning time. Students will continue to have a seven-period day, however they will have new schedules, teachers, and changes in their daily routine. Schools are focused on helping students feel safe, supported, and connected as they adjust.

At high schools, administrators will be making changes to second semester schedules and sections offered based on staff reductions. Students will receive an updated schedule for the second semester. 

How are teachers and staff impacted?
Educators will work quickly at the start of the second semester to build new relationships, reset classroom routines, and support students through change. 

How are students being supported through these transitions?
Schools are prioritizing:

• Consistent routines and expectations
• Relationship-building with new teachers
• Clear communication and reassurance
• Social and emotional support

These supports help students regain stability and continue learning. 

How can families support students during this time?
Strong school-family relationships are especially important during transitions. Families can help by:

• Talking with students about changes
• Offering reassurance and patience
• Staying connected with the teachers and school staff supporting their student during the second semester
• Encouraging students to share concerns

How will the District and schools communicate with families and staff moving forward?
Families and staff can expect information to be shared primarily through familiar school-based communication: messages from principals, teachers, and newsletters. 

Families with questions or concerns about their student are encouraged to start by contacting their school directly as principals and school-based teams are best positioned to address building-level impacts and provide support. The District will continue to share information through public meetings and posted materials as appropriate.

What is the District trying to balance with this decision?
The District is working to balance financial responsibility, contractual obligations, stability for students and staff, and the ability to sustain educational programs long-term. 

What was assumed in the adopted 2025-26 Operating Budget?
The adopted 2025-26 Operating Budget included a zero percent cost-of-living adjustment (COLA) for all employee groups, Springfield Education Association (SEA), Oregon School Employees Association (OSEA), and the Springfield Association of Administrators and Confidentials (SAAC).

The Budget was presented and unanimously adopted around the understanding that any COLA increase would need to be offset by a reduction in staffing, regardless of the work group. Both OSEA and SAAC groups reached a COLA agreement in summer 2025, after the budget was adopted, and adjusted staffing accordingly to remain aligned with the budget. 

SEA and SPS continue to work towards an agreement, which is expected to include an increase in compensation. 

Why can’t the District address the staffing adjustment using other options instead of mid-year reductions? 
The District always carefully considers a range of alternative plans and ideas, including deferring capital projects, furloughs, and other cost-saving measures. Many of these ideas reflect care for staff, but have limitations. 

The District’s 2025-26 capital fund is estimated at $1.9 million. While very little of that money has been spent to date, it’s anticipated to be used for essential building retrofits needed to keep facilities safe, functional, and insurable. Deferring these projects would create risks to building operations and long-term costs that could exceed short-term savings. 

Similarly, furloughing employees represented by OSEA and SAAC would not reduce overall costs equitably. Those groups have already made staffing adjustments following compensation agreements reached earlier this year.

Why can’t the District rely on a local operating levy to solve a budget shortfall?
Local operating levies can provide important support for schools. They also come with challenges that make it difficult to use as a short-term solution. 

Voters must approve operating levies. There’s no certainty that a levy will pass, even when there is strong community support for schools. Election outcomes depend on many factors, including voter turnout, economic conditions, and other measures on the ballot. 

Levy funding is temporary. Voters approved them for a set period of time which then must be renewed by voters. This means the funding is not permanent and cannot always be relied on for long-term staffing commitments. 

Even if a levy is placed on the ballot, approved by voters, and implemented, the revenue would not be available quickly enough to address the current budget shortfall. 

 

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Springfield Public Schools remains committed to supporting students, staff, and families as schools adjust and move forward. While change can be challenging, our school communities are built on strong relationships, experienced educators, and dedicated families who work together in the best interest of students. 

Through continued communication, collaboration, and care, the District will focus on maintaining stability, supporting well-being, and ensuring students continue to learn and thrive during the remainder of the school year.