the grade spent adjustment also will currently receive the projective cola of 3.84 so that means for grades tk3 on top of the base we will receive additional 832 dollars per ada and for grades 9 through 12 on top of the base we will receive additional 262 dollars per ada any questions here yes mr mall yes um so what's the basis of the grade span adjustment for um lowering class size so it's great it it is to reduce class sizes do we receive that because we have larger class sizes in those grade spans or how are we eligible for those funds so this was a from the beginning of lcff to encourage schools to have smaller grades smaller grade classes and these great levels you receive this additional dollars and once you qualify you automatically receive this money ongoing okay so is is this a successor to class size reduction funds yes yes ma'am okay okay any other questions perfect so what does this equate to for azusa unified on top of the base for great size um grade spent adjustment we will receive an additional 2.4 million dollars if the projected 3.84 cola is materialized so what that looks like for our projected lcf funding when you add the base paid plus the grade span adjustment our base lcff funding will be 65.1 million dollars projected for the 21 22 school year if the 3.84 cola materialized any questions all right so we have also we receive supplemental and concentration dollars um those funds right now are not subject to the um 3.84 cola but what is significant about our supplemental concentration um based off our unduplicated pupil percentage in real time if that drops in any current school year we actually re um our funding is decreased during that physical year so our first interim i was saying it looks like our unduplicated is going to be dropping about 2.3 percent that was going to equate to a loss in funding of 600 000 as you can see with the work of maria and mis inga certifying our numbers getting our income verification funds our unduplicated percentage uh a duplicated pupil percentage amount went from 85.22 for the 2021 school year um and that is that's an increase from what we had at 1920.
20. i'm sorry the only thing the pirates have to do now is not foul and i believe yes that will be the game and the pirates will come out victorious in this one we just want to remind you that once again friday night we will be in action at home against brownstown high school i've been sam bauer alongside jaylen
so this five percent unfortunately is typically where if we do have um either budget reductions or if there are events during the course of the year that we need to place spending restrictions on these are typically the line items you know that that we have to reduce expenditures on so um i will tell you and you'll see that you know as we go through our workshop on the 26th primarily you'll see that a lot of these categories textbooks and um new and replacement equipment testing curriculum and adulthood supplies we've really tried to hold the line on not increasing those next year just keeping them flat to this year because again you know the the lion's share of the budget allocation is going to be funding medical benefits was there a question yeah can i ask a quick question on that slide that you just showed so what what percentage was that last year um it was a little over five percent um and i want to say it was about five and a half percent so this is getting smaller and smaller each year yeah as a percentage of the budget it is be it is because salaries and benefits and the benefits cost is going up next year significantly so it does you know it does shrink the percentage of the budget this is for although the total the raw dollars are essentially being held flat right wind up being a smaller percentage right thank you you're welcome um vin um on that section uh what is your your um restriction plan for next year i know this year you started at 40 um on these variable costs um as you're planning to start at 40 again next year because of the just the uncertainty or are you going to go a little higher what's your thought on that yeah i mean i i would probably start the year at that you know 40 mark you know as i sit here today you know assuming that the pandemic you know is still um you know forcing us to operate in the mode we're in and as we get closer we can adjust and by the way was we're still kind of holding at that 40 percent right now just because of of the uncertainty of where we are although you know we you know we we're hopeful that the state does provide additional funding for the second half of the year in the form of a grant just like the coronavirus relief funds that we got through december 31st expenditures um they you know there is money coming to the state i just don't know what the allocation for cheshire is going to be so van are you saying that there's a potential for um money to be put back into the the holdover reserve count for next year or are you saying that you for the remaining 60 you have those expenditures encumbered and they would be ready to go if the if the need was there if the state does provide additional coronavirus relief funds for the second half of this year then i would take that 40 percent hold you know push it up probably to about 60 percent you know through february and then bump it up to 80 percent so it'll give us some some breathing room you know which is obviously important does that answer your question yes it does thank you okay moving right along then in terms of the if we take the budget increase of 3893 126 um and i just want to highlight here so salaries the overall salary budget is a 2.3 increase overall benefits budget that's a 17.58 increase so of the three million eight ninety three two million forty nine thousand thirty five dollars is in the benefit lines which we'll be reviewing in short order here um maintenance and operations as a 10 increase but you could see it's 10 of 3.9 million so that's 370 000 support services would go up by 4 to 282 000 in this recommendation and then instructional expenses would increase 1.65 again we'll go through the detail of of each of those increases but this is what i was saying earlier 2 million 49 thousand fifty three percent of this request of three point eight million dollars is in the benefits category and one point eight million of the two million is strictly for medical benefits so we'll jump into salaries now and i'll start with um just a quick preview here so highlighted in yellow is the budget year that we're we're talking about 2122 and these are the wage increases that have been agreed to in the bargaining unit agreements with each of these respective groups the two newest contract that have been negotiated are here teachers and the administrative personnel and you could see that their wage increases for next year are 1.75 and 1.75 for the administrators so overall wage increase based on the bargaining unit agreements is 2.4 percent and you can see that is you know certainly a bit lower than what we've seen in the years leading you know into 2122 including this year we were at 2.75 and then very quickly here the instructional assistants will be negotiating a new contract with them um effective for july 1 of 22.
and that's a great work so we are projecting that we may have a slight decline of 0.03 in the 21-22 school year a projected decline in the 22-23 school year and hopefully going back up in the 23-24 school year and this is just looking at our trend of participation rate as well as our population of unduplicated people again if these percentages fluctuate throughout the year once we have our certification date which is typically in december if we're projected to get 11 million in supplemental and 9 million in concentration but this percentage drops down to let's say 70 percent next physical year after we certify we'll be informed that okay your supplemental concentration award letter will now be less than that was projected because of which are actual and duplicated there's no hold harmless when it comes down to your supplemental concentration funding any questions here um so what was the 1920 unduplicated rate uh that would be 85.24 85.24 i i maybe i misheard you did you say that this year's we had a higher unduplicated rate due to yes it was a slight increase of 0.02 um i'm seeing this year's as 85.22 and last year's is 85.24 so we we decreased or what am i did i miss i'm sorry i'm saying that backwards we were 85.20 last year okay and we're 85.22 this year i apologize okay thank you you're welcome any questions here okay so this is what it would look like for our total lcff from the 2021 school year going all the way out to the 24-25 school year this looks completely different from that what was that first interim and the difference is the cola for the department of finance we're looking at approximately almost nine percent increase in lcf for uh funding over the next four years if it materialized and for school services is a little over six percent if the cola materializes but at first interim there was no projected cola so this is completely different than what we ever thought was going to happen i didn't even i personally felt like we were never going to get a cola i was actually shocked but right now they're projecting that we're going to receive a cola so we have our base grant our grade span supplemental concentration um those are all the projected amounts so we have 83 million where we're at this year we're projected with the projected cola to go up to 86 million for total base um 22.23 though we have a projected cola this will be the first year that we're going to be funded off of our actual ada the whole harmless is off the table so that's why you see the big drop from 86.5 million to 80.4 million and then in 2324 we'll have 81 million 24.25 we'll have 76.6 million the reason why i put the targeted instructional improvement block grant and transportation separate those are flat funding numbers that was given to us based off what we received back in the old revenue limits and those are not subjected to cola or any increases so those amounts will stay remain stagnant all the way through which takes our lcf target for 2122 fiscal year to 87.8 million 81.7 and 2223 82.2 and 23.2324 and 77.8 million and 24.25 any questions okay so here is lottery there is no projected increase in our unrestricted are restricted per ada but the reason why i wanted to show it is to show you how we're going to receive less funding because it's funded off of our actual projected ada without years so right now we're projected to have unrestricted which is could be used for anything a million dollars but then we have our restricted allocation which is primarily assigned to add services that because it's restricted for instructional material only um in 2122 we're projected to have 996 000 for unrestricted 325 000 and it will continue to go down in the out years and that's a reflection of our decline in enrollment in our ada but not in a decrease in funding any questions here all right so our mandated block grant we do have a slight increase per ada so for our mandated block grant we receive funding for grades k-8 and we also receive a different allocation for grades um nine through twelve um the funds that we receive for the mandated block goes into the general fund um to allow us to uh to spend money for educational purposes and it's the funds that they're giving us for old statutories that we always had to be in compliance for and so before every time they had a new mandate we will receive funding for being compliance now they just lump everything in and now we only get the set allocation per our ada versus per new mandate that's been issued out so for for our district for 2122 we're projected to receive 278 dollars on 22 23 275 2324 265 000 and 2425 251 000.
and then the year following that the secretaries and the facility staffs contracts expire so we'll be negotiating new contracts with them but because we just settled with the teachers and the administrators we know what those salary increases will be you know through the next two fiscal years following the budget year we're working on now okay and the 2.4 percent it's important to note that number because that's what's built into the salary projections that we'll be reviewing now certified salaries so certified salaries cover teachers our principals which are the administrators and assistant principals our directors and supervisors so for example that would be uh robin ann carey who's our director of pupil personnel it also covers substitutes student activities are primarily stipends paid um you know and it's it's typically paid to teachers but not all our coaches are teachers so they receive a stipend out of this account we also pay for homebound tutoring and adult ad but the lion's share of the certified salaries are for teachers you could see here it's about total increase requested is 2.17 for this category um this is this particular chart that you see here in white where my cursor is this is exactly what's in the budget book for certified salaries again you see the 2.17 percent here [Music] i did want to point out just a couple of things here you see that this where this um where my electronic laser pointer if you could see that is at the directors and supervisors it's a 0.76 percent increase and the reason that that looks so low is because we did have a an administrator who retired three years ago actually four years ago and that particular administrator based on over 30 years of service was receiving 12 000 a year in a retirement payout that's part of the contract for the administrators so because that went away or that's going away in 2122 they brought this change from what we budgeted uh for this year to what we're requesting next year you know it makes it look lower but i guess it's a good thing but that's why this category just looks oddball at 0.2 at 0.76 percent so the the point that i want to make is that included in each of these salary lines for both certified and non-certified staff would be you know any kind of incentive you know any kind of longevity payout shoe allowances for our building maintainers you know over time not for any of these categories but for non-certified staff so when when we look at salaries i just wanted to you know make mention that it includes all types of pay for the respective groups um so there's really not a lot more you know to add that the teachers is the biggest increase at 746 000 you see it's 2.24 so that would include their 1.75 wage increase plus the addition of two teachers at sixty thousand dollars per year those are the two teachers that we would hire for the elementary um and that's that's really the long and short of certified salaries again the total request here is 2.17 percent i'm gonna move on and do non-certified and then you know we could pause for question on salaries um this chart which you'll see as we go through all of the major budget sections this shows certified salaries as a percentage of our total budget and you could see as a percentage of budget you know over the years the the starting year here is the year 2000 so over the last you know 20 years the percentage of budget from certified salaries you know has decreased really two-fold part of it is because other budget categories um represent a larger portion of our budget and because enrollment has dropped you know the number of total teachers has dropped as well so that's that's certified salaries as we look at non-certified salaries we've got about you know 352 full-time equivalents and you can see very quickly instructional assistants are the highest number of employees it's about 3.2 million or 32 percent of this request secretaries and clerical staff as a group is 2.2 million support personnel which includes technology staff it includes occupational therapists it includes other support staff like library media specialists that's about 17 or 1.7 million our maintenance staff about 18 1.8 million and then you can see these are our nurses our board of ed bus drivers and the managers and supervisors so non-certified salaries represents about 13.1 percent of our budget it was 13.4 percent last year thank you marlene just came down and brought me water and i appreciate that marlene uh so this is the uh again budget book the non-certified salary section you could see that total non-certified salaries are increasing 2.89 percent the only couple of things i wanted to highlight here is this 4.54 in instructional assistance this has you know predominantly this has to do with additional hours that have been uh authorized and you know to serve student needs in the budget year that we're anticipating will carry into next year so we're not adding additional instructional assistance in the budget but we are supporting additional hours the text was getting old the um um these other line items are you know pretty much on par with with what's been negotiated as part of the union contracts and you can see here that the the different wage increases that the tas are the teaching assistants lunchroom playground aids and study hall monitors so the raises are 2.25 the highest group is 3.25 for special ed ias and hall monitors secretaries 275 uh and our other staff and maintenance is 275 and anybody that's not in a bargaining unit was budgeted at two and a half percent i think it's pretty straightforward um the the salaries the one thing that i did want to show for the non-certified is this particular chart and if we look back over the last seven or eight fiscal years you know the the highest dollar amount of increases are for two categories instructional assistants and drivers and what's driving that is uh special ed student needs these drivers are our board of ed bus drivers that do our in town routes uh predominantly those are students that have special education needs um so this is the average annual growth rate over this period of time managers and supervisors are 3.7 percent this is driven really by just one thing it was the project manager that was added that's a shared employee with the town that provides support for the capital projects that we do and this gentleman's name is dan barbaro he was actually on the planning committee uh video meeting that we had last week so the rest of the groups um you know relatively modest growth rates in terms of total salaries and you know i will add that you know the other thing about salaries is to the extent we um have positions open that we don't replace you know which which we do do that would drop that's why you see some of these lines are below you know two percent as an average annual growth rates and to the extent we've added staff or added hours that would be above the you know two to two and a half percent that you would expect let me see here and then this is the um really the last slide in this section this is non-certified salaries also as a percentage of total budget and you could see that we're hovering around 13 percent you know we did dip down um getting into 12 13 and then over the years the number of special education students and needs have increased you know we we have increased the number of non-certified staff members but again based on the previous slide that's predominantly in the area of instructional assistance so i will pause and stop sharing my screen here and answer questions on salaries tim go ahead thanks adam yeah i'm off man um a few minutes ago vin you had mentioned that there was an administrator who retired sorry i went back up you're talking about percent increases yeah and one row you were talking about only went up 0.76 yep and you said it was sort of um the normal increase is sort of being masked by an administrator who retired four years ago so the salary or the benefits now dropping off yeah it's they have um the administrators have a retirement incentive based on total years of service and education and this particular administrator was over 30 years so was getting 12 000 dollars per year for three years and so that runs out 21.22 so com it was carried in last year's budget it's not in this year's budget so it you know that it looks like our our budget actually dropped by 12 000 plus whatever increase which is 1.75 for the group remaining so that's why you get these unusual swings sometimes because of oddball items like that oh so that's but so i guess my question is that's baked into the contract yes the administrator's contract yes it's been there for years okay okay thank you um let me see uh one question going back a little bit before salaries just to be clear you were talking about revenue sources and saying that uh you mentioned like the birth to three is a hundred percent funded by the state so that's the operating budget i'm just curious is the capital budget 100 funded by the state if we did new construction is it covered fully by the state the birth of three just for just the birth to three program is a program that you know we run in cheshire and actually supports not only cheshire residents but other communities um and the state we budget the dollars in our operating budget yeah the state gives us revenue and we budget the revenue to the town but the point i was making is we spend 360 we get revenue of 360.
these rates are currently projected just like the cola amount any questions here all right so proposed state budget um additionally we also have a calstrs i'm not going to call it a hold harmless but currently calstrs will apply 82 million dollars to reduce the employer rate from 18.1 to approximately 15.92 calpers will apply 330 million to reduce the school pool and for employer contribution from 24.9 to 23.
so the state fully funds bert iii yeah no no no i understand that i just want to distinguish between like operating budget and capital budget is the capital budget 100 if there is anything related to it no it's just the operating costs related to teachers instructional assistants the administrator for the program okay thank you um yeah the other the other question will take forever i think so i'll skip on it for now all right actually let me let me just highlight let me just highlight this it doesn't need to get into a big discussion it's just my observation so i am concerned between last year uh the you know the the pandemic what's happened what happened last year with education and what's happening this year and through no fault of anybody in the school system no teachers or anything like that but i definitely feel like uh this year is not a normal year and i don't think the students in general are going to get out of this year that they would in another normal year and so what i'm wondering about is um how do we if that is the case what can be done next year in terms of staffing now i saw that the superintendent put in something about like a high school math interventionist um but there's i just want to put that out there that this is a concern for me like i said this could be a whole big discussion that's not the point right now i'm just highlighting it for for for discussion purposes or to put it on the record okay that's it thank you you're welcome are there any other questions for this section okay go ahead vin you sure you're ready for this this is benefits coming up bring it on vin all right i'm bringing it on here it comes all right you should see me again and the big pie chart on employee benefits yes okay great benefits is comprised of the following categories you know medical dental 10.6 million dollars is the work is what we're requesting for next year and that is you know 21.48 increase over the current year gonna spend some time on that but also included in in the benefits category our social security for our non-certified staff so this is the employer portion that we have to pay for um social security pension plan um we are um this category does need to increase by about 4.43 this year it's kind of modest and i'll spend some time on that workers comp and unemployment that's an increase um and i'm going to show it to you on the next slide i'm not going to spend a lot of time on it because we write a touch that it's not workers comp that's driving this increase it's budgeting for unemployment which has increased because of the pandemic and you know the ability for people to collect unemployment during the pandemic where they weren't ordinarily permitted to collect previous to the pandemic and then life insurance and disability is part of employee benefits but that's just about flat it's only a 332 dollar increase so this is this is the breakdown that's in the budget book again you could see that the biggest dollar change is the 1.87 million needed for medical benefits um pension will go through the unemployment line you could see we expended 107 000 345 in in 1920 so that was the the pandemic year from march through june where we expended the bulk of that thousand dollars uh you could see going into the the budget that's in place for this year we had budgeted twenty five thousand uh but we need to take that up to a hundred thousand for next year assuming that we still have um you know pandemic unemployment related costs so that's why this is going up 300 percent you know because it's 75 000 on what was previously a 25 000 line and then social security just increases in line essentially with wage increases so that's how we get to the two million forty nine thousand you could see here benefits in this budget year are 17 and a half percent of the total budget and last year they were about 15.6 of the budget so again explained by the increase in medical benefits that's included so here we go into into middle into the medical benefits portion of the discussion um nothing has changed here we have several different types of of programs available for our employees they're all with cigna as the insurer we have the high deductible better known as the hsa plan internally we have an hmo a ppo plan a basic elements choice plan that meets bronze level coverage requirements uh and also when we talk about medical benefits we do include dental our employees do pay for um you know certainly a portion of their health benefits and it varies by the different bargaining units which i'm going to show you in just a second just a high level grid um and the things that we've we've done over the years to try and and manage our health care costs you know one is that we you know years ago launched a high deductible health savings account um and then over the years we've increased the deductibles we've increased the co-pays on our ppo and hmo plans and the employees pay for a portion of their coverage through co-share rates the other things that i did want to highlight is the hsa deductible is currently two thousand four thousand for all of our bargaining units except for the teachers teachers are slightly higher they have a two hundred fifty dollar deductible for individual and four thousand five hundred for two person and family coverage um in all our bargaining units so that means for all employees the high deductible hsa is the core plan and if they want to stay in the ppo and hmo they pay the full cost difference to keep those plans um you know our employees you know they've been given ample opportunity to move out of the ppo and hmo plans most have but the ones that stay in it's cost neutral to the board of education if they do that because of the way the pricing is structured and i did want to highlight that under the new administrative contract that was just negotiated and approved by the town council actually last week in the year 2020 22 23 so that begins july 1st they no longer will have ppo and hmo as options only the high deductible hsa so this is each of the bargaining units the secretaries instructional assistants our facilities group our teachers our administrators only thing that i want to point out here because the plans work the same they all have the hsa ppo and hmo but this is their co-share rate so the secretaries uh this year they're at 11 co-share the instructional assistants because they are primarily employees that work less than 35 hours per week some less than 30.
so this doesn't equate to a reduction of fees for us but this just means the amount that we have projected we're going to have to spend towards pers and stirs contribution will be less than what we projected any questions here yes ma'am so um so did you you said this was a one is this a one time thing so if next year will revert to the the old rates unless they continue to pay it down yes ma'am okay any other questions here um actually can you advance to the next slide because i when i read this slide i was it wasn't clear to me if this is a benefit that we'll realize this year or next year okay so i will go to next so it's a benefit that we're going to realize in real time as long as the reduction and employer required rate materializes so for calstrs um currently this year we're paying 16.15 percent we are projected based off the government proposal to only have to pay 15.92 percent for our employees as a district contribution okay so okay and so for calpers we currently are paying 20.70 we were supposed to pay 24.69 but with this 330 million that they're going to contribute we're only going to have to pay 23 for our classified employees and these are all projections once the governor signs it it could be hey you guys are going to pay the 24 but right now the proposal it'll be 23 any questions here all right so for special education um like i said earlier special education is not receiving a 3.84 percent cola but they will receive the 1.5 percent cola on our special funds that we receive from the state the federal government has not held their end of the bargain to contribute the money funds that they should um they were supposed to contribute over 10 percent and right now we barely receive between two to four percent of the state obligation which in turn requires the district general fund to contribute or to um to contribute to the special ed education program so right now based on our projected revenue for 2122 we're projected that we're going to receive 10.5 million our current projected expenditures is 23 million which would equate to a contribution of 12.4 million dollars for 22.23 our projected revenue will be 10.5 million our projected expenditures is 23.4 million again a contribution of 12.8 and 23.24 10.5 million projected um with the expenditures of 23.5 increase of contribution of 12.9 million dollars any questions here all right so here's nutrition services another one of our highlights that i'm proud of from all the hard work from our team um when i uh when we presented the first interim we were showing that we were projected to go back to having that contribution over 900 thousand dollars almost a million dollars from our general fund to our nutrition services right now based on our current revenue projections and our expenditures we are projecting that nutrition services would be able to be self-sufficient for 21 22 fiscal year all the way through 24-25 including also being able to absorb the approximate hundred thousand dollars that we have to pay uh that the district has chosen to pay for students that are not able to afford their meals any questions here so this is with no changes and just the way our current program is operated this is going back to looking at what our expenditures were before in 1920 and also analyzing uh 1819 based off our current staffing and our projected participation this is where we feel that we're going to end up at so okay so that yes so you're saying yes i'm sorry that is continuing yeah no no okay i understand thank you any other questions here i do mr mull um can you talk to me about the uh projected revenue for the out years and why there's a two million difference between this year and next year projected yes so this year we are in the summer feeding programs summer seamless feeding program where we're receiving funds for all meals that we are serving and when we go back to normal brick and mortar or if we no longer have that summer feeding it is not scheduled to extend past june we will now only be funded based on our participation rate so right now we are not taking applications for participation we receive funding for every meal that we serve right now at all of our school sites are those two things that are different one the summer feeding so the two million dollar difference is comes from summer feeding as well as a universal meal program from the summer feeding program is where we're receiving our funds right now so that's the difference two thousand dollars yes okay so latasha um so latasha so if we if we end up going back to any in-person instruction just are we still covered by the waiver so we continue this under summer feeding um even if we are in person yes all the way through june 30th right now and do you know approximately how how many students are we feeding do we have you have a.m um i can get that number to you um because we're feeding our students as well as our community but i can get those numbers for you providing our next budget update oh so it's not only ausd is it is it did it go back to um 18 years and younger yes is that it yes and also those um with special needs can also um receive meals as well okay yeah i would like that account please thank you ma'am thank you any other questions all right so now i'm sorry i'm sorry that's one more thing i'm sorry um so um in in is it only for the community of azusa or anyone that comes like if someone comes from glendora or covina what have you do they need to show an id or is just whoever comes we do not ask for id we are serving our community got it thank you you're welcome okay so now for our nyp so again completely different story from that that was presented at first interim but i really want to urge us to remember that these are all projections um the cola can be taken away at any time i strongly encourage us to utilize school service for any of our projections but this right now before you is based off of the department of finance um projected cola for the uh uh 2122 23 and 23 physical year so as you can see we're projecting to have an increase in revenue we outlined our expenditures and we are showing that we're able to meet our reserve each physical year but in addition to this this does not take away from the need to right size our staffing to our decline enrollment that is still what we have to do that can't take away from this and i'm using the word have to like i'm in control but i'm just going to say i strongly encourage that we still keep that mindset in that philosophy but at the same time i would strongly encourage us to choose to adopt the budget off of the school services and we can also choose on our own what cola we would like to utilize and then maybe be a little more conservative than that that is presented but we do have that wiggle room we just can't project out a higher cola but every district does have the right to be more conservative in their projections until the governor actually signs the budget yes ma'am um did you say that the the numbers we're looking at today are based off department of finance projections rather than school services yes ma'am um so can you can you talk to us about why we're using the dof numbers instead of the more conservative school services number as you're encouraging us to adopt a more conservative budget in the first place or when we get there sure i felt it was important for me to present the information that was presented on friday at school services and this was the numbers that they had on their uh on their presentation showing the projected revenue the grade spent adjustments so i wanted to be shared make sure i'm presenting the same factual information that everyone received on friday but also give my recommendation as well and when will school services provide their projection they provided theirs it was on the cola the recommendation so it's a difference of almost like a 1.2 between the department of finance um but we also have to remember those are still projections so even school services projection may not materialize it could be that we don't have a cola it could be that we have a greater cola it could be that we have a negative cola but these are all the current projections at this time and until i won't we won't have another projection until may revise but we will be starting budget development right now so i would encourage us to either choose a more conservative cola or if nothing else settle to say we're going to adopt the budget using school services sure so i did hear you say that dof provided their update on friday is the school services was that uh is that older information or is it also issued on friday no school services does the presentation and they presented the numbers using department of finance but they also share their more conservative cola recommendation i see thank you you're welcome so latosha i have a question about that so in previous cbo's have always um told us that they based the cola that we used on what lego is telling us to to use right so is that is that right now the dof or do you feel like it's going to be this the school services um typically a county office wouldn't start giving us that guideline until march april with time and at that time they will say this is the recommended cola but you can go less right now um laco has not provided us that oh so we can go less even if they okay because we've always been told well you have to use what lake is telling us to use you can always go less you can choose to be conservative but once it's signed then we know what the cola is and then we have to budget based off what we know but yeah so can can i ask then um natasha so you're you're providing this um here with uh dof numbers but you said you're but you do r a recommending that we at least um use uh school services um projections if not even uh choose to be somewhat more conservative so with all of that being said um what what is your what is the recommendation because because what you're presenting here this isn't necessarily what you would recommend correct correct i would not um if i had to say to avoid um skepticism from others let's just go with school services but if i if it was up to i and we said hey latasha what do you want i would do 2 and twenty 21 one percent one percent out the two out years is and so if if based on those projections um how how long would it what would it take what would the turnaround be for a model so because right now we're looking at a model with those with the dof numbers what would the turnaround be for a model based on those conservative numbers that you just um suggested and how does that fit in line with the timeline that we have to to make some of these approvals um so we're not in a rush to make an approval but i can commit if i'm not over i'm scared to say what i want to say i want to say that i can commit to give us a model based off of the board's discretion if you would like to see the model with school services or if there's another number you would like i can present that i just need to know what and then if i know how many models we're looking at then i can give you a timeline as to when i can have it i would personally be in favor of using school services numbers as one as maybe model you know a and then model model b um i do appreciate the the the hypothetical that you just threw out which was what i believe you said two percent and then one percent and one percent as a more conservative option so if we had model a and b in in front of us to but but actually in in in writing for us to for us to be able to look at um and evaluate that would be that would be valuable for me okay i would agree with it with adrian i think it um what's being presented right now is is what the dof numbers uh are recommending but i think having something in front of us um like board member greer said you know uh representing the school services percent and then what you just suggested the two percent and the one percent and the one percent and having that in front of us um yeah that would be great okay am i hearing that as a request to the board and is there a time frame yeah that that's a great idea i think so that we can compare and and see you know our our numbers and not be shocked one way or another uh miss latasha could you give us a time frame where you think that uh we would be able to go ahead and have this and still be in uh the time frame uh for us to um before delivery so that we have enough time to to review all this yes could i try to be an overachiever and say it'll be in a budget update and if it's not then i'll add in the budget update my board update that i give when i will have it is that fair board update you mean next this next week yes it's okay i'm okay with that is uh or how about my colleagues that's great that's fine yes [Music] and then a upon approval from my boss superintendent i will have that for you thank you so sorry to be clear you you um you just said as your own deadline this thursday or your set you said i want to be clear i'm not sure what you're saying i'm gonna try to be an overachiever to have it in this week's update but if i can't i will note it in this update as to when i will truly have it got it okay thank you great all right um any other question for miss latasha jamal um the only other thing it has been helpful in the um this is this is extremely helpful in in how and how you're laying out uh information and and and just the the breakups it's very thorough something that um has been helpful to see in the past that i that i i'm not seeing is um the comparison of increased revenues that are coming in whether it's via you know cola or or or um or or other things that come in whether it's special you know special you know what what the the revenues and the uh and the expenditures are and and comparing the like the net growth you know over the course of subsequent years that that has been a helpful chart to see just to kind of chart and see um the trends of where we're going um so if that is something that is um that is doable um that's something else that would be uh valuable for for me personally to be able to see okay can i commit to that one for a second interim for that comparison sure that takes more detail okay absolutely i don't know i agree i think that that would be a really good um compare and contrast piece for us okay any other questions or requests all right that concludes my presentation and i want to thank you guys for your attentiveness thank you thank you for your all your hard work that was really good thank you thank you thank you for your presentation miss latasha jamal at this point right now we are moving into item 3.2 to 2021 through 2024 local control accountability plan good evening i would like to introduce dr jennifer edick bryant who is our director of lcap and metrics who will be facilitating your study session on el cap planning this evening um i also want to thank dr bryant for her work on planning the activities and for this collaborative process so i want to turn over to dr brandt thank you thank you so much dr mitchell good evening president arianes board members mr ortega cabinet members very happy to be here this evening and pleased to be facilitating the work that you'll be doing this evening that focuses on the development of our 2021 and 2024 lcap we are going to be toggling between two documents this evening so i want to give us a few minutes to kind of access them and feel comfortable going between them the first document we'll be using this evening is this slide presentation so you may prefer to have it downloaded or on another screen or just prefer to look at it through the zoom and the sharing that i will be doing and i will begin that right now so that you can see the first slide okay and just before we talk about the second document i'll just want to make sure that you notice that at the end of both documents the very last slide and then the very last page of our second document a working document you are going to see an acronym glossary in in education we tend to have alphabet soup there are acronyms for everything and everybody loves to make up new acronyms and sometimes use the same acronyms for two different things like the lcap local control accountability plan and the learning continuity and attendance plan last last fall so um i want to just really support you in in managing and navigating these acronyms so please feel free to to use that um as you need um throughout the presentation the second document that we will be using this evening will be a um a working document and this document will be one that you will be able to respond to and share your thoughts and ideas individually as well as kind of help build toward dialogue with each other around the proposals that we bring to you tonight for our new lcap there was a link shared with you and my my chat disappeared so i am going to um see if i can figure out when it where it went you should have received a a um an email and so why don't i go ahead and all right i'm gonna stop sharing real quick oh here it is sorry let me go to my chat and i'll share the link and i'm gonna give you a minute to go ahead and try to find that working document that was shared with you i'm going to unshare for just a minute i'll put it in the chat so if that will speed up your process so let me give you a minute so that you can have the working document open maybe on a tab and then you can also look at the screen for the presentation slides or if you prefer to have the slides also open in a pdf format you can do that as well i just requested ask access jennifer okay and you are using which email i shared it with your resume yeah i'm not logged into a menus account on this on this on this computer oh what's your email address let me do this let me go ahead and unshare because that's going to clear up my screen a bit and allow me to share that with you is there anyone else that needs access through a different email all right give me a minute board member cruz gonzalez and i will get you squared away okay so if you refresh you should be able to access the document now and go back to sharing my screen okay so you have then our presentation that will be our guide as well as the working document which will be a place for us to record and and begin the collaboration around the lcap and a third document was attached to this board agenda item this was our draft lcap spreadsheet and while we won't be using it explicitly this evening it is available to you as a reference it does reflect a projection budget-wise based upon some of the numbers ms jamal shared with you earlier and as you know these things will be finalizing as we get into the may revise and we'll be bringing iterations and versions of this spreadsheet to you as we go through the lcap process so before i uh go any further i just want to make sure everyone has access documents and feels comfortable moving on okay let's see a thumbs up sounds great thank you so these on this slide these are the outcomes that i hope to accomplish uh with you this evening uh as you can see by the numbers on this slide it also serves as our agenda and will reflect how we achieve the outcomes i'm gonna begin by sharing some history and context with you and then we'll move into looking at reviewing a draft lcap goals and then providing you an opportunity to dialogue and provide input on those the next section we'll move into looking at proposed metrics i know you may recall that in the fall we looked at some metrics and the board shared some ideas at that time so we'll look at some of the changes since then um and finally we'll take a look at the draft actions and services that will be part of each of our goals and allow you to discuss and provide input on those actions and services to today's session is not about making final decisions or even voting rather this represents the beginning of our our lcap process and our stakeholder engagement around the first draft this will allow us to to gather the board's thoughts and ideas and then develop a final version over the course of the next few months as we engage all of our stakeholders so as as we make these changes revisions and iterations um you'll see also any changes that the state might be making including those budget projections for supplemental and concentration funding which is the primary funding outlined in the lcap although we do show how we are reaching our goals through other funding sources as well but primarily the lcap shows how our district is is spending those supplemental and concentration funds so what questions might you have around our process this evening dr brian i have a question yes um so as we uh go through the work document um is it is it our practice to um work simultaneously or you know how do you want us to actually input our notes for discussion and move it along good question thank you dr ball there will be a strategic points within the presentation slides where i will have you transition to the working document we'll set some time limits and i will direct you to and from that working document and and provide you not only the timing within the the whole facilitation this evening but also um the time for your individual and then group discussion and feedback yes so i want to start um by giving you a little a bit of history about the local control funding formula and the emergence of the lcap which includes requirements for stakeholder engagement and consultation in its development i think about less than 10 years ago almost 10 years ago the state began to reimagine how to fund public schools prior there were lots of little pots of money and each one was dedicated to certain uh things or groups and there ended up being a lot of strings of tied and a lot of really structured and rigid uh requirements for how districts were spending those funds and there were some things missing two very big things that were missing is this idea of local control districts were feeling that they had very little say over how best to meet the needs of their students and another thing that was missing is the idea of equity really intentionally making sure that districts are serving groups of students who need additional funding directed toward them to be sure they achieve at the same level as all students and those are what we call our unduplicated pupils you'll also hear the term high needs students and those student groups are our emerging bilingual our english learners are low-income students and students who are in foster care and those are the three who make up the unduplicated pupil group and then uh develop and are counted so that we can then get the supplemental and concentration grant funding so the funding then became uh base funding which is districts receive based on the number of pupils they have and and ada and then the supplemental and concentration which was additional funding based upon the numbers of high needs students that we have and that those the funds then can be used to increase and improve services for those high needs students but districts had the ability now to locally decide how best to meet the needs of their students but along with that instead of just free reign spend how you want came the requirement to develop a local control and accountability plan and the lcap is a set of goals metrics that will measure progress towards those goals actions and services that will be taken by a district to meet their goals and then a budget in particularly of the supplemental and concentration funding and reflecting how the districts will be intentionally increasing and improving services for their highest needs students as i mentioned earlier part of this legislation came a requirement to engage all stakeholders not only do we engage the board and the public through presentations and and meetings like this evening but we intentionally consult with our teachers our classified staff our parents and families and our students and we have been fine-tuning our stakeholder engagement process this year uh and adapting to covid but we have been on this journey of continuous improvement with it and and this aspect of collaborating and engaging all stakeholders around the development of our lcap has been something that azusa has been recognized for our systems and our processes have been recognized we have been selected to be part of the community engagement initiative professional leading and learning network and this was our key practice the the engagement around our lcap we were selected for a golden bell as you may recall last fall for this practice the association of california school administrators uh has accepted our presentation proposals uh to share this with districts and administrators across the state we've also been asked to share about our practices alongside the los angeles county office of education california department of education and west ed uh on several conferences over the last few years so this is something we're very proud of but of course in true form to azusa we're always continuing to try to improve it and do a better job ensuring that people feel their voices are heard as we develop the plans for our students the lcap is a three-year plan it is revised and updated annually and before uh being finally posted on our website and the board approves it and we must submit and receive approval from the los angeles county office of education um the state is actually on its third version of the lcap template and you're not seeing that template this evening we'll be bringing that back in another time but this this version has some changes um and this will be the new template that we will use to submit the lcap and one that you'll see later in the spring some of the changes you'll notice that you may have also noticed on this the spreadsheet is that districts are now required to show expenditures by personnel and non-personnel and not have to line item all of the details using the the the the differences and benefits and employees and names and ftes that we've shared in the past so um there's also more charts and gra charts in the lcap and so the goal was the state was hoping to be able to make this a little more user-friendly for stakeholders in azusa we like to do a lot to really help our stakeholders access the lcap uh and help them understand and be able to contribute in meaningful ways to the development and to the implementation so we create our lcap overview which is a six-page summary of the elk app that is much more accessible we create executive summaries for our administrators so they can explain what the lcat means to their school and their site we do lcap updates uh for the board and public uh in january and april in addition to updating uh in june with the lcac template um we've created video infographics and one pagers all available on our lcat page to really support our stakeholders in accessing understanding and being a part of of the lcap process and we have an internal system of implementing and monitoring the elk cap that really makes the lcap something that is a living document and that is the the true intent of the legislation around local control and stakeholder engagement i'll pause there and see if you have any questions about the history and context of the elka so what happened with covid19 with everything that we do and share there's always that okay then there was covet and so i wanted to just give you a brief snapshot of how the pandemic has truly touched all of our lives in education including the lcap last year was actually supposed to be the new elk cap rollout for the new three-year lcap uh the after the state emergency stay-at-home order the state then postponed the new lcap and districts were not required to submit a 2021 l cap um in order to continue to communicate with stakeholders districts were required to submit first in june uh kovit 19 operations written report which outlined our response to the initial shutdown and kovid pandemic and then in september districts then were required to submit the learning continuity and attendance plan which outlined uh the plan for the year in a sense replacing our 2021 l cap and then finally the budget overview for parents which normally serves as the first few pages of the lcap was and normally that is approved in june with the lcaps that budget overview for parents was delayed and was submitted and approved by the board and by the county in december of 2020 and these are these kind of are the one-time coveted 19 impact changes to the lcap let me go back so as we progress through the 21 22 year and and we begin to develop our our lcap we're beginning this evening with the board bringing a draft and and some um ideas we will then move to our pac plus our parent advisory committee plus and allow them to to see the drafts and and provide their input the pac plus pack plus is a group of parents teachers classified staff and administrators who come together to consult on the lcap it is made up of one parent from every one of our schools in the district two parents representing students with disabilities two parents representing students of by uh of emerging bilinguals two parents who represent students from low-income families two who represent foster families foster youth two parents who are members at large who bring the voice of our unrepresented ethnic groups in azusa unified school district and so this group meets together to go through the process and as you can see by the slide we'll meet in jan in january this friday and march and then twice in april to continue to provide input and help in the development of the lcap i have a question please absolutely can you please explain how these parents are selected yes yes categories yes so the parents the school site representatives uh principals are tasked with finding a parent who is interested in serving and can meet the the calendar days normally in non-coveted times we pack plus meets five times a year for all that pretty much an all-day meeting principals get to design the systems how they are are selected and if multiple people apply the principles then can decide how best whether they want to hold an election or or what not to um select those and then we also have our directors for example our director of special education will reach out to parents of special education students and then uh solicit volunteers to to represent so that's how we select our pack plus members our teachers how do and and how do we reach out to the um parents working parents that are not in pta that are not in the superintendent's round table and so forth how do you reach out to them to give them a chance to join if they're interested um in addition to sending out district-wide announcements uh through the communications department and through the school websites um we also um we also allow parents who may not be able to join and meet for five days all day we also listen to the voices of our parents through our district annual survey um through board meetings public comments we have a public hearing and so there are always opportunities for all stakeholders to engage and and the district annual survey is open now and i cannot emphasize how important it is as a conduit for our families to make their voices heard and then as always my phone my email is available if the parents have questions or want clarification or simply would like to make their voices heard i'm always open to meeting with them and listening to them and do you also have evening meetings for working parents the pac plus is not uh does not have an evening meeting because the same parents attend for the entire year it is a representative body um but our board meetings of course are open to the public and in the evenings yeah and so that's another forum again where our parents can can come and speak to um to the lcaps development and of course not just our parents and families but our students our staff members as well um if i can add also i don't want to spend too much more time um so we can continue on with the presentation but um in line with some of the things that you're asking yolanda yeah i i i would um i i wonder um if if at some point we can find a um space to just just evaluate that process that we have for bringing parents onto the the the pack plus i know that we've experimented with um other committees and you know other ad hoc groups within the the district you know finding ways uh for for there to be more equity um and and allowing for for different folks to have a chance and an opportunity to to serve i know it was i i was privileged when i when i was um a par part of the pac flex committee to to be able to be there and and learn and also share but and another thing that i that i also was privileged to be able to do was to take some of that back and and and have some intentional meetings where i gathered input from from other parents at the school site so that way when i came as a pack plus parent i was able to that much more um be a representative um for you know my my peers you know back at the school site so even just kind of having um i i wonder you know when would we not now isn't necessarily the time but when when would we when could we how could we evaluate the process uh maybe standardize the process and allow for some equity um to to um um for there to be truer um you know even more truer aspects of representation happening um on the pac plus uh committee okay one of the things that i was going to add now that we have we're able to do virtual meetings and people are able to attend through remote locations i i think that should be also taken in consideration for parents that um may have a work day and may want to attend you know they could do half day or something but um i agree with my colleagues i think it's important that we do get a representation of all parents and include those working parents that are not able to be there physically but yet they can you know come in through resume like the way that we are right now thank you thank you for that input appreciate it the next group that will begin to provide their feedback and input is our lcap student advisory committee which is made up of 30 students and they represent all the diverse student groups and grade levels there are 10 from each of our three high schools and this as you can see on the slide we've already met once with our lcap student advisory committee we'll meet twice more this year as we develop our three-year lcap um for this year you know as we mentioned the pac plus is a a five-hour meeting for five days um lcap student advisory committee is three days full days to really get strong understanding of our stakeholders so that they they understand for example lcff and lcap and equity and uh local control and and all of the things and requirements that go into developing an l cap so that their their input is is something we can really use um but given kovid we've had to to shift and adjust and so these meetings are later on uh in the late afternoon early evening this year and they are virtual meetings and because i just simply cannot ask families to be online for five hours uh on a zoom meeting we have had to be creative and shorten the time but also still provide them the resources to to learn about and be able to uh understand the process and and their input so um the board of education will hear it will hold a public hearing on june 15th where the draft of the lcap within the new state template will be presented and then on the 22nd the board will be asked to approve the final lcap and then following that we will submit to the los angeles county office of education dr bryant i have a question yes um so how do teachers and staff formally have input as stakeholder groups into the lcap process so on the pack plus are two teachers that represent aea two classified staff members that represent csea and those organizations select their own representatives there are two administrators representing management and so the group uh meets together uh so that we're not meeting separately with different groups that everybody's hearing hearing each other as well as hearing the the same presentations at the same time and again as with our district annual survey our staff members are offered and at right now it is open our staff district annual survey where they also can provide their input and feedback our surveys are aligned to our lcap uh goals and and the things that are in our lcap so the survey is also a very powerful way for us to gather input and feedback from stakeholders um and so uh that is that is the process that we use for our staff thank you so let's move into looking at proposed lcap goals um over the past year and a half we've really had an opportunity with this delay to carefully consider our progress on the previous lcap we've listened to conversations and information gathered from multiple forums strategic planning meetings our parent and student meetings that have taken place board meetings um and district staff has also collaborated to bring you five proposed goals this evening um the goals really ensure that we are touching upon the eight state priorities uh that are required in state statute and so before i show you those goals i want to kind of give you a quick review of the the eight state lcf priorities on on this slide you can see them listed so for local control funding formula the state requires that districts create goals that touch on all eight of these and not that each goal has to touch and be working around all eight but that in the course of all of your goals that you have at least touched upon all eight um priority one is basic services and this deals with our teachers being fully credentialed and appropriately signed instructional materials being aligned and the the facilities uh being maintained priority two uh includes implementation of our academic content and the performance standards for all students including our emerging bilingual students priority three addresses how we are engaging our families in decision making promotion of family participation in the educational process for all students uh including our students with disabilities priority four addresses how students are achieving academically looking at you know how are we ensuring that their state standardized test performance is is growing and that they are becoming college and career ready that we are helping our emerging bilingual students progress and reclassify this also includes how well our students are achieving even in the more rigorous courses our ap exams or our early assessment program which is uh the 11th grade smarter balanced assessment and that's used to help identify student levels and the cal state system if students choose to go to ocal state this is almost like a placement exam for them priority five addresses uh how we are helping our students engage in the school how are they feeling connected to and wanting to attend the school and so you know what are we doing to encourage attendance and discourage chronic absenteeism how are we encouraging students to stay in school and reduce our dropout rate and how are we encouraging students to complete and graduate priority 6 focuses on school climates and the support success that we have for all students and how are we helping our students and what is the the climate is really the feelings and attitudes that are elicited and so what are the things the positive feelings that our students are getting are are the behaviors positive and we can look at things like suspension rates and expulsion rates to help us measure that priority 7 addresses how we are offering a broad course of study where programs and services are being developed by districts and how are we providing these to emerging bilingual students to students with special needs to foster youth or individuals with exceptional needs these are programs and plans even beyond the basic uh course of study but also extending that to a broad range of things and priority eight then addresses um student performance uh and how they are other other outcomes including things such as how are they performing when they are taking those advanced classes you know what of our apa pass rates and how well our our reclassification what's the rate of reclassification for example of our emerging bilingual students so these eight priorities have to ground our lcap goals as i begin to process in and share with you some of these proposed goals i'll just note that there will be a few things that you will notice um as you look at these drafts where you're going to see uh how we are reflecting our district's values of collaboration and a continuous cycle of improvement you'll also notice one goal in particular being presented that really targets our desire to address diversity equity and inclusion in azusa and also these proposed goals really reflect our desire to maintain and grow the sex successful efforts and work we've done over the last several years so here are the five proposed lcap goals i'll give you a moment to read through them and you can also see which priorities they touch upon off to the right so as you finish reviewing these i'll tell you that in just a moment we'll transition to a working document and the goals will be written on that working document so you don't have to worry about coming back to this slide so let me go ahead and have us transition if you'll take a moment to go to the working document and have that available on your screen so that you can type some things into it and i'll give you some instructions here as soon as you um are ready so this is our our working document this evening and this is where you'll be uh capturing your thoughts uh around all of the various things shared with you today um and so for our goal review you'll notice that there is a pluses and delta chart for each goal each goal and what you do is you grab your star and put your cursor next to your name and that's where you can begin to type your thoughts and individual ideas and i'll tell you what plus and delta stands for in just a minute and give you a little bit of the process so pluses are those positive things the things that you like about a goal or something that stands out to you as you're reviewing each goal deltas are those things that you feel may need to be different or perhaps you have questions or wonderments as you're reviewing these goals so we're going to take a few minutes to review all five goals and to go ahead and have you individually enter some thoughts and ideas into the pluses and deltas column next to each goal there is no required number you don't have to enter anything if you don't have a plus or i don't have a delta this is just an opportunity for you to separate out those thoughts and after we take some of this individual time for you to work and think i'll open this up to a dialogue among board members so they can talk about not only some of the things they that you see uh shared here by each board member but also other thoughts that you might have what questions might you have around our working document and how will we review our proposed lcap goals okay so go ahead and go into the boxes the pluses and deltas again put your cursor right next to your name that's your star and you can put a little i see board member cruz gonzales put a little dash mark that's a good way to see if you're in the right place and we'll give the board some time to work independently prior to um prior to uh sharing out orally dr bryant how much time do we have for this sexual one i'm going to give the board about um four minutes individually and as just a reminder we will be doing all five goals so not that you have to move on but just as a reminder i'll give you a a halfway point and then maybe a a one minute so we're about two minutes remaining feel free to scroll down through the document as you see the other goals there in the table i'm sorry did you did you tell us to move on to the next one um you're doing all five goals yes i'll give you a little more time since there was misunderstanding around that but yes i'd like you to go through and feel free to go back and forth between the goals to enter any of your pluses and deltas we're going to go ahead and just keep working as i see the board is still capturing thoughts foreign um like to offer the board about two more minutes to finish individual thoughts and ideas and then we'll open it up for a dialogue between you about 50 more seconds okay of course as we're we're dialoguing uh you feel free to add other thoughts that might um might come to mind as we'll use this document as one of the the resources we use to develop as we gather stakeholder engagement and apply that to the development of the lcap so um i'd like to offer board members an opportunity to to have some open dialogue about any sections that they so desire right now well i noticed on the number one sabrina and i had similar comments about our intro phrase okay other board members want to weigh in on the first phrase um ms cruz gonzalez i agree i i am i think that maybe that part of the goal um can be and of course i haven't seen the temp the new temple but maybe that could be incorporated into the narrative part of the lcap rather than restating it with each goal jennifer can you tell us a little bit about why you thought it was important to include that in the goals sure as we looked at our goals and looked at some of the things we wanted to do we also wanted to really strongly reflect that that the lcap and what we're trying to do for all students and for our high needs students in particular that we do this collaboratively that we do this authentically as we implement the l cap and that it is always about being better where we have had accolades or positive things uh stated about our lcaps we always know there are ways to improve and throughout our district um we believe in these two strong uh powerful statements and by including them which with every goal it just emphasizes that commitment to being collaborative with our stakeholders and to constantly finding ways to improve and be better so i i mean i'm okay keeping it i think that's why i asked you why to have it but i just think i don't think that people are going to know what improvement driven stance are it stances unless people understand improvement science and that means continuous improvement i think most people are not going to make that connection okay thank you and i also think that it's really great that we have the um the positive environment for our students you know and and they're also um you know that they feel safe at school but um also having to do with their the climate but also their a positivity that they are looked as as a whole you know that we're working on their social emotional well-being especially in this time so i'd like to see more of that actually i really couldn't eat more of that thank you i think so my oh god sorry um i agree with uh board member pina emphasis on wellness and i was wondering if this is meant to include staff as well as students question as we get into the actions and services you'll you'll see how we'll be reaching these goals and be able to look at some of the things that we will be doing um we do offer staff wellness we don't necessarily have we have for example uh ease and care solace uh our two uh resources that our staff can use um and so i think you know when we look at some of the things we'll be doing in the lcap you'll see those reflected in the actions and services you know i would like to also see something um having to do with um staff of course and students but also parents you know when they have um parent meetings or coffee with the principals and they have speakers because i know that also parents are going to be fearful of even returning in this day in this day and time yeah and we can you know have a little more of that yes thank you i look forward to seeing some of our actions and services that align to each goal uh and weighing in on those details as well i i just wanted to add um i didn't see safe safe uh in here so where it says we ensure positive school climate supportive of student academic growth um i would like to see to ensure positive and safe school climates to support student academic and growth because i feel that students need to feel safe first of all for them to be able to even learn anything so i that's one thing that i i think that i would like to see added to that and if there's something that you mentioned that you haven't jotted down i'll be taking notes but if you also um put it in the document we'll also have that there as well thank you and then the other just the last two that i had on my i mean i think it's great the way it is but just the other two points that i wrote was um i think in my mind um instead of attitudes of empathy respect and acceptance we really want to create a culture of those i mean attitude is very much individualized culture is really about how we all work with each other so i think i prefer a word like culture and then the one thing i see missing um and you know dana can speak to this when we did our strategy when we did strategic planning with the with the group that we brought together right one of the one of the groups that was solely focusing on was around innovative approaches to education and so i don't see that here and i'm not sure if that fits under here or if it's under the um one of the one of the sections in moving forward but i do think it's important to really call out that we really want to focus on being innovative and that is a priority for us it might be later on when we talk about student learning right when we get to um let me see if we have a probably college and career or something high high quality instruction maybe it would fit better there okay great all right all right thank you so much i'm going to now transition us back to our slides and share a little bit about the next step which will be looking at the metrics well can i have a ask a process question so then so we're not gonna we're not gonna go through these what we we're not gonna go through what we put down you're just gonna take what we what we wrote down and use that as input we're going to look at the themes that emerge and common things that you've shared with me and then we'll take those ideas along with these proposals to all of our other stakeholders to our parents and and begin to make some revisions based on all of that stakeholder engagement okay yeah so um thank you for taking time to really share your thoughts and ideas around the proposed goals um i want to focus our attention now on lcap metrics so the measures that we will use to indicate progress towards these goals the lcap requires districts to measure progress of each goal and the state has actually identified several required metrics so before i show you the um some of those required metrics i'll just give you a quick summary the state actually requires 22 metrics uh to be included in district l caps and then districts by the way a couple examples of those state required metrics are um s back scores our state standardized tests the smarter balance or casp scores should be as as a measure and reclassification rates of our emerging bilingual students those are two state required metrics as examples and so districts then can develop their own internal measures these can be quantitative and qualitative in nature and within the lcap when we're we're doing the template and each district will have these measures these metrics and then targets for the end of the three-year lcap cycle and each year a district will update progress towards meeting that target i just want to clarify even though we're not spending time with the targets this evening targets are not the goals so if we're saying for example that we want you know 50 of our students some meeting or exceeding standards on a smarter balance assessment 50 is not our goal our goal is 100 of our students we want all of our students to be achieving at grade level and that's part of those goals of every student achieving academically but as part of the lcap we will set those targets along the way so the board did have an opportunity in october to look at some proposed metrics and we have incorporated some of the the thoughts that you had at that time into what will be shared this evening i'll just give you a quick uh rundown on the colors that you're going to be seeing if you see metrics that are typed in blue those are a required state required metrics brown will be those suggestions made by the board and then the green type will reflect those metrics that district staff has proposed that align to the the goals so one of the things i think what we'll do one of the things you're going to notice is as i mentioned the inclusion of some of the thoughts that the board brought to us earlier in the year and then you're also going to notice some of the the district staff reflection on aligning metrics and our new metrics to the state metrics that are used with the california school dashboard you'll see an example of that when we get into metrics aligned to our college and career readiness goal the next few slides are simply a list by goal of the proposed metrics the color coding i'm just going to give us a brief moment to kind of look at these slides and then when we move to our working document you also will have these written uh in that document where you can begin that process of providing input and feedback this is goal one here are the metrics align to goal two goal three goal four and goal five so let's take a moment to transition back to our working document um and look at the section first thing you're going to want to do is find the section titled input on proposed metrics and that is right now page four this is a growing document so if you look at page 4 you'll see that title input on proposed metrics each metric each goal has the metrics beside it just as you saw in the slides and like we did last time we're going to give the board some time for individual reflection and review of these and then if you scroll all the way to the bottom after the fifth goal so you'll review all five goals and their aligned metrics you'll find the heading that says respond there you find your star with your name and you're going to grab that and respond uh with any further thoughts that that you have around the metrics as we begin to fine-tune these even more this evening let's take a few minutes uh again maybe three to five minutes to reflect individually and then open it up to any dialogue among the board members and if you have questions please feel free to ask at any time and i'm happy to clarify or give you further information if needed i'm going to go ahead and respond to dr bo's comment because i can answer the that question for her we do measure this through our district annual survey and have questions uh specific to a sense of having a say in decision making as well as satisfaction with the district we have several questions along that line that we use we no longer administer the california healthy kids survey we use this district annual survey we partner with with youth truth that then gives us an ability to compare statewide and nationwide with responses in all of the areas that are covered by that survey and that is an annual survey that is open right now for our parents and families our students and our staff [Music] you give you about another minute and a half to capture your individual thoughts before opening it up to dialogue so about 30 more seconds okay uh as i did with the previous uh session around the goals i want to offer the board an opportunity to dialogue around any of the proposed metrics at this time under go to yes um is it possible to include um student interventions i mean i know we're talking about the attendance rate in the chronic absenteeism suspension and so forth but um you know what is our intervention to to help us with this so you'd like a measurement of our student intervention programs yes and are you talking about scores or outpatient well well you know what do we do to help these students to like serve you know start you know um you know even i know in the past they did home visits or you know what are we doing to to help our attendance rate in um chronic absenteeism in our district right okay thank you thank you when we're assessing um parent or student perceptions do we also do focus groups we do student focus groups and those do come into play a qualitative data that we use to guide our decision making in the district the parent focus groups really comes in the format of some of our our parent groups for example our pac plus or our superintendent's roundtable again more of that qualitative data things that we hear back from our school sites that their parents may be sharing at school site councils and meetings and like that those are that's how we gather that focus group data for our parents do you think it would be possible to expand that or or do some focus group work that's not necessarily from parents already serving on committees um everything's a possibility doctor bo i think that's just tonight and i'd be happy to have uh the district consider that and and look at what possibilities we could create around that sure i think um in light of some of the previous dialogue around participation equity and how parents are you know have visibility within their school side and then may be asked to participate in different committees um i'm just saying maybe there's a way to really get a random group of parents selected that may not have may have never been asked or had the ability to participate in something especially given that some of the other opportunities have a high time commitment maybe a 45-minute focus group that's what someone can sign up for and they feel i'm guessing that they would feel pretty excited to participate in that thank you thank you for that sabrina are you talking about folks would you be open to all what are all called empathy interviews which are actually one-on-one with and so instead of focus group it might be easier with people that are that we've had a hard time reaching yeah i think um yes and some kind of combination where it's um you know it's sort of a level playing field where you know whatever way that we can um ensure that the the participants feel safe and confident in providing their feedback so if that's if it's easier to do a one-on-one to kind of reduce that anxiety or to do a focus group that is um you know i realize you really can't be anonymous in a focus group but some some way to reach out to people that um aren't already participating in a formal committee structure thank you i will also note in addition to the idea of focus group or empathy and review in our district surveys there are opportunities for survey takers to also type in additional information and qualitative information as well what's our general participation rate in the district survey by stakeholder group um our students grades three through 12 this year in the past we've done um five through 12 but we've expanded it down to the lower grades had tremendous participation rate and actually among among all groups we've been growing in the number of participants every year uh and we've our our target in our l-cap our previous l cap was to increase by five percent every year and we've far surpassed that in the three years that i've been here we more than doubled the number of parent participants we had about 1300 participate parents uh of our students um just about i would say and i'm thinking off the top of my head but i'm i'm thinking we probably have at least 85 to 90 percent participation of our students because we're able to allow them and our principals are very instrumental in helping guide that to happen during the school day and staff also have a very high percentage i can get you those numbers from last year's survey report and share those with you if you'd like more detail sure and so would we be setting um percentage or or numeric targets as part of the goals yes these are just the metrics and then with each metric we would have targets got it so i think my generalized feedback is i i see a lot of survey perceptions as data as what we're going to be tracking and i mean aside from the ones that are required by the state right i see a lot of it feels like it's a lot of perceptions and so i would prefer to have more concrete goals and the example i'll give you is on goal number five we're talking about culturally relevant teaching right like let's i would prefer to see actual goals around implementation right i know our students came and asked us to measure how many books we're reading per class right i i think that there there are ways to measure culturally relevant pedagogies approaches and so i would prefer to see those kind of more concrete um goals and that's my one big feedback the other feedback that i would that i would give is that i appreciate in goal number four we talk about disaggregating student groups i think it's just as important to do the same thing for goals and number three right or even any of our goals i think if we want to say we're having an equity lens and we're trying to address systemic racism then we should always be disaggregating to see how student groups are doing um and i would even go so far looking at our um those student groups if there's enough in the cohorts to look at low income versus non-low income because i think some of us would be very surprised at what we see in terms of gaps that should not exist um so that those are like the two big pieces of feedback that i would give thank you and oh i'm sorry there's sorry three and then the other one is i would prefer to have assets or positive approaches to goals right so for example i saw that the staff is recommending a measuring gpa at freshman level and then another recommendation was to look at the dnf rates at the same grade span level i prefer to have that more assets based approach um with understanding that we are really measuring those these nests because we're looking at gpas although i'm not saying we shouldn't call them out i'm i'm saying that i would prefer that our goals are aspirational and not necessarily focused on what what are what's wrong and what are gaps and so you'd like to talk the metrics to be aspirational in their wording is that correct my understanding correctly right and what we're focusing on right so we're focusing on how well students are doing we're not focusing on how many students are getting d's and f's and reducing that amount right we want to see kids successful obviously we don't want them to get these and us but i'd rather my goal is to see a kid do well and not just not have a drf right okay thank you any further comments okay so i am going to take us back to our slide presentation and we're going to enter into the next kind of larger section for your review and this will be looking at our proposed actions and services so in an lcap our goals are our general uh overarching goals and then how we achieve those goals is outlined in detail by the actions and services and so goals one and three have 11 actions and services oops let me see what happened here there we go uh goals two and five have seven actions and services and then goal 4 has 17 actions and services and so instead of putting them all in this slide presentation we're going to kind of view them and work through them in our working document so let me go back and present that and you'll want to find the title input on proposed actions and services it's on page seven and we are going to be capturing by goal this time that means we'll go ahead and we'll look at just goal one actions and services make some uh thoughts and comments below that and i'll show you in a minute what that looks like have some dialogue and then move on to goal two because there are so many here um i think it would be a challenge for us to to kind of jump around from goal to goal so as you see on the screen in the working document you have the goal that is written again for you to reference as you can see in this example with goal then underneath um you see the uh actions and services that have kind of it's a spreadsheet and if you notice it's it's the portion of that lcap spreadsheet under the title action this is how we number our lcap goals so 1.1 stands for first action and service point in goal 1. so if you look at 2.1 that is the second action in service of goal one so the second number references the goal and the first number is simply itemized list for that particular goal so you'll have an opportunity here to read through the spreadsheet that has all of the actions and services outlined and when you get to the end oh one other thing i did want to note i'm sorry you'll notice where it says lead in azusa as i mentioned earlier we do have a very structured process for implementing monitoring and planning for our lcap and one of the things we do is that staff members are tasked with being the lead for an action and goal and and overseeing that implementation and so you can see the names of those staff members here and then the actual action and service is in the larger column when you have read through and you've looked at all of the actions for a goal at the end you're going to see and if you go to page 11 real quick you'll see a qci document and the qci is a place where you can enter your questions that's the cue your comments or observations that's to see and any input or suggestions that you have and just like we have before you you grab your star with your name and enter in each appropriate column we will again do this by goal so right now i'd like to stop and give the board a time to work through just the goal 1 actions and services and fill in this goal 1 qci then when we stop we'll dialogue around goal 1 actions and services before moving into goal 2.
their co-share rates are higher so they're at 22 this year our facilities group they're at 11 um this year and and 12 next year and our teachers will be at 16 starting in 2122 and our administrators are going to be at 12 and 21 22. so the cost share rates vary but you could see based on this chart that they are all increasing and have been increasing and you'll see as we get to the medical benefits detail those percentages are important because employees pay about 1.7 million dollars towards the cost of the total cost of medical and dental benefits okay so the hsa again high deductible plan 73 of our employees are now in our high deductible health plan you know this was when we really started tracking this closely in 2010-11 5 of the employees were in that plant type now 74 are in the hsa plan 14 remaining in the ppo it was over 70 and about 12 in our hmo was 23 again all these plans do wind up being cost neutral to the board but not cost neutral to the employees that stay in the ppo and hmos it's costing them more to be in those plans but that is their decision we do provide them with the information they need at the beginning of each open enrollment period so they could make the best decision for themselves and we'll continue to do that you know we do have a goal to have all our employees in the high deductible health plan it it turns out to be a better plan for them financially and this is the same information just broken down with details by each of the groups and then you know we do have you know some retirees that are still remaining in our plans um they depending on the year that they were hired for example you know teachers hired before 1986 actually we're not paying medicare so we have to cover them within our plan that's the bulk of these 51 individuals that are retirees uh and you could see 33 percent of them are in the hsa and you can also see that you know back in 2010 we had 75 retirees you know that number is is dropping out of 51.
questions comments or any clarifications that you might have around the process and of course as you're progressing and reading please feel free to ask for ask any questions or for clarification on the actions and services so we'll begin goal one and giving approximately five minutes of independent time and reflection before we talk about your comments in in the open forum to respond to the questions if i can while you are typing metrics are aligned to the goals they are not aligned to actions and services so if you move up to our previous work you can see what metrics align to the goals that include things embedded in many of these actions and services but lcaps do not have metrics aligned to each action and service one of the measures we use for the goal that deals with our climates and cultures and positive connections to schools and then directly connects to pbis which is what we're doing to reach that is that we look at our suspension rate we look at our expulsion rate uh as one of the metrics quantitative metrics that we can use so is there another um another way that you guys are actually um you know benchmarking this not only through suspension rates yeah so one of the things um i know it's been a while because we we had our shutdown and skipped our our spring lcap update is part of our twice yearly lcap updates to the board and to the public they are shared throughout the school sites by principals in that lcap update january update and april update we actually not only update the metrics for each goal but then we go into each action and service and if you've looked at that document or remember it from past years each action and service has a narrative describing what's been happening and what's going on with each action and service and our lcap leads uh add to that and monitor and then that is shared with the board and with the public twice a year in addition to the lcap that is presented in june and the update that is part of that lcap document presented and and shared and submitted to lego i have a question about that um so if this is shared is this the document that parents or the community can add easily access through our website absolutely in fact on our lcap page it is there also slides i do a public board presentation our principals then take that back go to their schools and our hold meetings in both english and spanish to all parents uh and share that january update with them we come back as a as a whole district level at the april board meeting and share the lcap update again and again the presentation as well as the the multi-page report or document is available on our district lcap web page jennifer um thank you for that but also um there they are in different languages other than english and spanish correct on on our website they are not they are only not in spanish yes oh and why because i know if you click on they'll say you know has all these different languages so it doesn't necessarily okay that way this is i'm not sure if you're referencing the survey uh board member rodriguez pena or if you're referencing our lcap update the outcap i'm talking about yeah itself is available in english and spanish only yes and when a certain population percentage of students whose families um speak a language other than spanish or any other language at a certain percentage yes of that number of students we will then present and get translations in those languages as well thank you i understand thank you to clarify with the survey though because we're partnering with youth truth the actual survey is available in many different languages i've seen that yes because i looked at it yes thank you okay about 50 more seconds on goal 1 and anything you'd like to type in okay so i'm going to go ahead and open this up to um to comment um i i think it also answer any questions you might have i did see a question by board member foe regarding the action there is 3.1 is to enhance the school learning environment and to support increased student achievement of low-income students foster students and emerging bilingual bilingual students so we're we're looking at the environment in which the students are in and this this really relates in this action service has some things to do with our facilities as well as you know the curb appeal and things like that dr bryant um can you tell me what sentence that is again it's the final sentence last two sentences of 3.1 so this the one that starts this district-wide goal will improve and increase i need students access to improved facilities correct so when i read that so i i'm reading the the research base that says you know why we need to have attractive clean safe facilities for a variety of reasons but when i read this it really doesn't i really don't understand what we are going to do specifically like making facilities better great but what what about it and when we say high need student access are we talking about students with disabilities or who are the high needs students our high needs students are often called udps or unduplicated pupils and they are identified by the state as our students who come from low income families our students who are emerging bilingual students who are learning english as another language and our students who are in foster care that's the definition used and as we write these actions and services we are asked to demonstrate how we are increasing and improving services for those groups and how we are using research-based and evidence-based practices to identify the problem and to implement a solution so that's why you see a lot of that research there that will be required by the los angeles county of education to to show our evidence of why we these things will work what happens when you get to our our annual up our january update i found mine from last january um it's in here that you often can see some of the things that have been rolled out i recall a couple years ago one of the things that we did with regard to some of our facilities was we looked at changing the lighting and doing some things with the pos the lighting on campuses and so um those are some things that that will emerge as we implement over the next three years so i'll go ahead and type this in uh in the section below um but i think that for if we're looking at a broad base of stakeholders it it might help us all to just clearly state the goal or i'm sorry the action or service at the top and say here's the goal this is the first thing we're going to do this is the second and the third and then have the the rationale and the research supporting it underneath because i i really kind of got lost in the research and then um you know the last sentence it will enhance the school learning environment i i almost forgot what the it was so if we're talking about improved lighting or um uh improved curb appeal or a marquee um you know i'd like to know what that is so that we can understand what about our facilities we're changing or improving okay thank you any other comments or dialogue around the first goal actions and services i agree with sabrina and you see something very similar on one further down that has a lot of around the staffing paying for the staffing and pd a lot of description and then um the actual action is at the very end and what goal is that i'm not sure it's a really long one service i'm sorry 7.1 7.1 thank you i think i think it's valuable to have that information i'm just i think it's a little too much to put in the lcap goals um and i will i will let you know that um one of the challenges that all districts face is meeting the requirements of the county's office of education and the requests they have for things they would like to see versus making the lcap user friendly for your everyday stakeholder and it is a it is a back and forth challenge that not only azusa but districts across the state struggle with um as we as we develop these lcaps as we write out the actions and services and what the expectation is for approval on these so so um i have i do have questions around the last two so those are both related are those very much related to special ed when you talk about i'm assuming 10.1 is like is around mtss targeted supports and 10.1 is and and in particular will support our our students with disabilities as well yes so how is this focus how is this focus on unduplicated students and not special ed students because many of our unduplicated students for example are emerging bilingual students and so we're meeting those needs and our students with disabilities are part of the all as well and then for item 11.1 we talk about wraparound services for unduplicated students but then we talk about increasing supports for the medically fragile so is it both is it the second one what what when i'm having some difficulty because i can't really see what what the actual actions and services are on some of these okay so just writing more explicitly that we will the district will provide additional wrap around type services for is that what you're referencing similar to the comment that dr bo made earlier yeah i think that's good i mean the other thing the thing that i and i know we're early on in the lcap development but and the other thing that's that that's hard for me to be able to read this and understand is there's no we i i don't see how much money we're putting into each of these right and so that makes a big difference in terms of what are we really focusing on based on how much we're investing in each of these right yes and as we get further clarity on budgets as we begin to at least identify and gather stakeholder engagements on these three um rather than going and then doing an additional time for budgets this evening we'll come back to that and that will be part of this ongoing process throughout the spring okay let's go ahead and take some time now to look at goal 2 action and services you'll see the goal written beginning on page 13 finishing on 14 and the qci is available for you on pa the top of page 15.
so what you see is just showing up on on these bullets are just some of the other you know measures that we've taken to try and either contain or reduce costs so our hmo plan was fully insured as of july 1 of 2015. we moved our stop loss which we'll talk about later from symmetra to ct prime back in 2016. you know certainly has saved us money we moved all plans to cigna in july of 2019 and in doing so you know we didn't change the benefit structure to our employees but we did reduce our fees that we were previously paying and was anthem prior to cigna and then the last point here is that the affordable care act you know most of the provisions of the affordable care act that would affect either us paying a premium tax as an employer or us have us having to provide for a cadillac tax which has been repealed there's really not much left in terms of cost concerns from the affordable care act so that's really a non-issue at this point in time so now we're going to really jump in and get deep with medical benefits so you see here that this year's budget for medical benefits is eight million seven forty ten million six seventeen nine eighty three is what we're uh recommending the budget to be for medical benefits so we're gonna look at how we get to that number because it isn't exactly straightforward so there's the 10 million 617 you see it here down at the bottom we budget medical benefits net well what does that mean it means that after we account for the 1.7 million dollars that our employees pay it brings it down to 10.6 million and i'll talk about this 500 000 in a minute so if we look at the core components that make up this medical benefits budget number we're providing 10 million 786 936 next year for claims that's roughly nine hundred thousand dollars a month it's just a hair under that um we also have to budget for stop loss premiums that's a million twenty six thousand eight hundred for next year hsa contributions that's the funds that the board as an employer places and pays into the employees that are in the high deductible health plan for their hsa these are the administrative fees that are budgeted to pay for cigna as well as the flat fee we paid to our broker from usi 78 151 employee waivers these are employees who are eligible if they don't take our medical benefits as they have the right to they receive either a 1 000 or a 1200 dollar payment depending on the bargaining unit that they're associated with um we did phase this out you know in the teacher contract in the prior teacher contract for all new employees so you know the bulk of these waivers are paid to our teachers but it is going that number will continue to drop as the years progress and you know we have an employee assistance plan and the 8127 on this line reflects the the fees that we pay to keep that plan and make it available to our employees so really the cost of medical benefits in all those categories is 12.9 million dollars but again employees are estimated to contribute through salary deduction the 1 million 794 011 what i'm also including here to get to the my 10 million 617 983 number is stop loss reimbursements so this million 800 that we pay is a premium to have stop loss coverage stop-loss coverage protects us from any individual claim for one person whether it's an employee or a dependent when that claim reaches 175 thousand 000 the insurance company pays for everything above the 175 hence the name stop loss so 175 000 is our maximum exposure you know per covered claimant the average that we've been receiving in stop-loss payments over the last you know decade roughly um is about 500 000.
i'll give the board some time to read through those actions and services there are seven and write any comments oh you foreign about two more minutes to answer a couple of questions all of our schools have community liaisons that are funded through the lcap and our communications department is heavily funded by lcap and and i can honestly say that the our community liaison to do a great job with parent outreach and um when they hold meetings and they have great speakers and they work really hard yeah thank you yeah i mean for for their three hours you know they just make it happen and even now during the pandemic i have seen um as as azusa they have um leticia there you know they they just come out on monday and you speak to the community the parents students whoever always available they're always available yeah i think that's really great very committed very yes uh and all of them and all the school sites everybody see them in there they're always involved and um since i've been going to the coffee with the principals they they have a big turnout there's quite a bit of parents that do attend and i know the community liaisons are the outreach to these parents yeah yeah they are thank you so let's transition thank you uh board member rodriguez pena for kind of starting us off on our dialogue and i'll ask if any other board members would like to join in and discussing any aspects of the actions and services that fall under goal 2 i just want to ask a question regarding the 4.2 you know in the bottom right here where it says um you know we'll increase safety professional learning for stuff and enhance food safety does that include ppe because we're in right now and when we're going to return or or what is safety supplies what does it consist of or what is the safe device this alcap is to be implemented beginning next year um luckily with cares act funding and some of the state funding um that mr mall may have shared with you uh earlier and even previous meetings we did receive funding really to target the purchase of those the ppe so this uh lcap is really about our ongoing goals what we're going to do to reach those goals and how we're addressing the needs of emerging bilingual students low-income students and foster youth so unless he becomes an ongoing forever needed but if it's something we normally use in the normal context those things can come in into play well because i i also think that that that would play a big part in the sense of safety you know feeling safe at school with staff and students right thank you [Music] any other comments yeah i have a question about that school safety piece so what what kind of training are we talking about we're talking about training for school safety um that is under the it's the school safety professional development under uh mr creel and i know he is a panelist and i'll let him share a little bit about what that looks like i know in the past we have had some safety trainings um i don't think we had live shooter type trainings i'm not really sure but let me let him share a little more with you on that right we have not had any of the uh live shooter trainings at the board's request right now we're you know we haven't done any real uh safety trainings you know due to the situation that we're in so i would say that you know that sort of training is going to depend on what the board would like us to do um we're at the end of our contract with alice and that's who we've you know used to conduct the trainings for staff that we have and i think you know some of that is still very good um but to your point you know i agree that creating a safe school environment is key all right and especially right now with the pen all the the mental health issues and trauma that we know students have gone through i mean i mean this is i mean obviously i'm just expressing my opinion here but to me if we're going to be spending money on creating a safe school environment those are the issues that we have to address and not training for active training for shooting shootings that's so i just want to put that out there that's a big part of that is our partnership with western justice center i think we'll address a lot of those issues we you know we continue to have partnerships with mizzou specific with the psyd students that we have um you know that we do have a lot of those sorts of things uh that are happening but i agree that you know those are the the sorts of changes that we need to make and then the last thing that i wanted to mention jennifer and this is just for us thinking about moving forward with and it's actually more overall um is um so so for example the last item is around staff under in on gary's team right that we're funding through through lcf and i really want us to be clear about i mean i would i will just say straight out over the years we've had creep of of shifting things that were funded through base into supplemental concentration and that's that's um sort of sort of narrowed how much we can actually how many more like additional um experiences we can give our kids right when we're spending it on on funding what what used to be base salaries um and so i just want us to think about that um as we go through and as adrian always likes to remind us that you know we we are a shrinking district and we have to rethink our sizing because i value the programs like ib i value the programs like all the aps we put at the early college and we can't expand those if we start if we if we're encroaching on supplemental concentration with what what i would consider based funding um expenditures thank you thank you and when we when it comes time for us to look at expenditures we'll see that we do include some base in the lcap to to show where we are using both our base and supplementing with additional funds 7.2 is actually an action and service that is funded solely by base so oh that's good to know yeah these are not necessarily broken out by supplemental and concentration and base but if you do look at the spreadsheet you'll notice the yellow highlighted sections are where you can see other sources of funding uh beyond our supplemental and concentration and when we take time to return to that spreadsheet and begin looking at budgeting we'll be able to go through that in more detail but thank you for that observation and expression of your views around our expenditures of what supplemental and concentration should be used for let's go ahead and transition to goal three in goal three we have 11 actions and services you'll see that beginning at the bottom of page 15 in our working document is where it begins you can see the goal reiterated for you and then all of the actions and services underneath when you get to page 18 you'll see the top of the qci uh let me just do it i think if i hit the return that'll move it down a little bit for you and you can begin to read through the actions and services aligned to goal three and make any comments input that you would like on this qci and then we'll again offer an opportunity for open dialogue you so just to address a couple of the questions i see with regard to action four in goal three the way we're expanding is this goal focuses on our feeder schools to our high schools our high schools have our college and career programs but this action focuses on providing resources teachers to implement project lead the way stem programs at middle schools and some of our elementary schools and kind of beginning that early career preparation with those programs in the feeder schools that's what 4.3 is focused on and the process that we're using to implement and grow participation in our college and career pathways and when the students do get to high school and dr beau asked about adult education the lcap is a k-12 plan and goals relating to k-12 students while we do have a very robust adult education program and you know even some of our high school students can take advantage of some of those courses the lcap is only dealing with our k-12 offering so with our timer coming up i'll ask if the board would like to have dialogue around goal three actions and services i want to ask a question on 9.3 um on the summer school i'm not sure this is the right time to the right question but um are they looking into um extending summer school this year for any perfect you know because of what's going on and um you know use some funds on next on extension i think it's really important that we do yeah um obviously we are using some of our supplemental and concentration funding for summer school but i did hear um ms jamal mention that some of this funding coming from i think it was the state or federal government is supposed to target uh additional opportunities for summer so perhaps as we get more on that budget we again see what the reality is and then be able to incorporate different funding to offer you know the most that we can for our students especially given the circumstance so thank you [Music] any other comments or dialogue around goal three actions and services okay let's go ahead and progress we'll move to goal four again bottom of page 19 on our working document uh there are 11 uh i'm sorry 17 actions and services ending on page 24.
so i use that as an estimate for payments that we will receive in the 2122 budget year so that's how i got to the 10 million 983 i'm going to take you through a little bit more nauseating detail here and show you well you know where does this 10 million come from well that's the funding for claims 8.7 million for medical 1.5 million of that is for prescription and about 543 000 is for dental so now you're going to ask me well where does that number come from okay that number comes from ultimately usi which is our insurance broker who puts together renewal projections it's based on running 12 months worth of claims so this is looking at a renewal date of july 121 and it includes our running claims through december okay so it's december and the prior 11 months so that's how they they come up with these renewal rates now you know it's only obviously it's only january now you know this includes you know claims over the the 12 months prior as we get into march and april as we get closer to meeting with the town council we'll have more updated renewal projections but at this point in time you know this is this is what we use this is what we use every year it's the best information that we have so that's how we got to the budget of nine hundred thousand dollars per month which is the question that um ms harrigan had earlier you know is 900 000 enough so we're going to go through a little bit more detail here um and i'm going to start with talking about the medical benefits reserved this is this is kind of a review but the way we actually pay for medical benefits um just to eliminate high claim months low claim months making our budget look all distorted is we use a medical benefits reserve fund so the money that we have budgeted and we're going to talk about next year's budget so nine hundred thousand dollars per month assuming this budget is approved as is that's a contribution we take 900 000 out of our operating budget and put it into this reserve fund and then to pay claims comes out of the same reserve fund so money's going in and then money's coming out and then over time if you're making more contributions than you have claims your reserve balance increases which it has in some years and then it's decreased so what you see here is well what's controllable the contributions because that's controllable through our budget what's not controllable is claims they're unpredictable um at at times and in in this current year it was really wasn't predicted that we'd have about 1.1 million dollars in claims for the for the sixth month ending december 31st um so even though we use a projection you know based on 12 months running you get a bad claim here every now and then sometimes two years in a row and you can't control and you can't predict it so what this shows is what's our reserve fund balance been as we began each of the fiscal years going back to 2011.
um where you then find the goal for qci for you available to make some um comments questions comments and input take some time this is a little bit longer so i'll give you a minute or so longer to to read through all of these actions and services and begin to gather some thoughts you'd like to share so you got another minute and a half if the board needs more time they can let me know i know this is a little bit longer number of actions and services so about 20 more seconds would anyone like additional time okay okay hearing none let's go ahead and uh see if you'd like to dialogue around your qci um i did see a couple of questions mr greer asked how has the music program been negatively impacted no our music program has been growing but we continue to offer uh music provide instruments and and we would like to grow that in the coming years of course after coven but just in a sense of of offering those opportunities for students during and after school to allow as many students as they can to be involved that includes our mariachi de azuza program in goal 4.
so you could see we range from 3 million 225 0.94 in 2011. we dropped to a low in 2014 of 643 000 and then we made some adjustments to the contribution rate and that started to build and then you know here we are this is the latest information i have as of december 31st our trust fund balance reserve fund trust fund synonymous um we're down to 970 000 even though we started this fiscal year at 2.8 million so what you see down here at the bottom is the goal and the objective is to try to always have two to three months worth of claims as part of your reserve so if your claims and this year's expected claims were 800 000 per month you would want to have at least 1.6 million dollars you know unfortunately claims are running 1.1 million so that would be you know 2.2 million that you'd need to have in reserve you know by any measure right now we're a little over um you know we're certainly under the two months worth of claims um and not to talk too much about what's going to happen the rest of this year but we do expect that you know the the claim months now that we're in january february march because it is a new high deductible health plan year the initial payments will be made through the employees deductibles and not from our claim account so i i would expect and certainly hope that we'll start to see claims drop well off that 1.1 million dollars we've been averaging okay so that's high level how the reserve fund works so now i want to show you a little bit of history and this is a history from 2013 to 2017.
i mean action 4 in goal 4. the technology materials are targeting our unduplicated pupils about 85 percent of our students fall into the high needs the udp group um and so one of the things even prior to covid that this district had committed to was to begin to create uh we started with just chromebooks and beginning to build chromebooks availability in all of our classrooms over time and and that's how we were increasing and improving access to technology for those students that may have not had access at home and so we'll continue to make sure that there is not a technology gap for for our students and particularly we know that those high needs students often have uh fewer access points to technology so again examining who who needs what and continuing to provide those things for them and our arts program is also included in here with uh the goal 4.4 is is music and the arts and then 3.4 deals with the other the other arts and providing instructional materials supplies and support for the arts at all all grade levels and then also supporting powell school for performing arts which is our our target school that emphasizes arts education within the context of their entire school offering so any other comments or uh dialogue around the actions and services in goal four i would just like to to add um one point four and seventeen four it it speaks to uh providing you know technology and so forth for our students to to bridge that um that gap so my my comments and observations is um over the weekend i was uh uh it was shared with me in another in another state in utah actually that uh through through their laco and through their um uh what is it called yeah through laco but it's it's named something differently they were able to um provide internet internet access through uh to all the students in you know in um their their districts and so i i would really like to look into that because there are um technology grants that can um uh aid with this so to bridge that gap of technology and one of the things that this um goal you know um for example let's take 17.4 right um the you know bilingual students and the low-income and uh foster students so you know technology such as tablets laptops projectors chromebooks um one of the things that is not you know i i don't see is internet i mean they cannot use these laptops chromebooks and tablets unless they have internet and so looking into that direction of being able to for example if someone goes to a university right um you are able to go ahead and access the internet through your student code and um you know through these universities and so since i just heard about another um district that did this um i would like to to bring that on and see if that could be one of our goals to be able to provide internet for all of our students okay thank you other comments yeah i'd like to um get an update um maybe i have to know from you actually um where we are in terms of putting in a mandarin dual immersion program i mean this is two years running now that well for two years we've asked the board has made it a priority and it hasn't happened so i mean obviously the pandemic hit that's understandable so um we're i'd like to know where we are with that for the upcoming school year so the last time uh we uh were looking into this uh which was last year um we put out uh and uh mr roguille please fill in the gaps if i get this incorrect but we put out um we flew the positions to look for teachers who were qualified to teach the mandarin program and had a difficult time uh trying to locate applicants i think if i'm not mistaken mr rongio we had a total of three and i think of the three two i didn't have the qualifications is that correct uh so i know we hit a roadblock in terms of uh staffing yes that's correct uh yes and we um still interacted with them i still interviewed them i think it was actually the friday before um march 13th so like to march 6 is when we interviewed um them and um and so uh yeah there was no there were i think one of them was actually in san francisco and the other ones were again very far away um and like uh mr ortega said that they also were missing some of their uh credential um needed to to teach and be fully compliant i think sometimes go ahead no go ahead no i was gonna say i think in addition to uh to staffing um i think uh trying to gain clarity on um gain clarity in terms of is this a mandarin dual immersion is this a mandarin enrichment is this a mandarin accompanied to a program like the primary years program where there's a language component to that um i think it's also important to have that conversation um because in my head a dual immersion program uh we can always start start slow and start small and start small but when we have when we have uh engaged um districts that we know about that have a dual immersion mandarin program it's by title it's by title um to say that they have a dual immersion program i i don't say that i i don't i don't feel that if it's the definition of what what that uh particularly is so i think trying to get uh clarity on on you know what what would be our our best foot forward with the interest and uh with the with the staffing so rather than taking up the time here i would like to like to request that we put this on the next agenda so we can talk about it because i think there are quite a few dual immersion programs they may not be 90 10 programs but they're quite a few 50 50 programs in the area that are successful that we have students in our district going to because they can't have a program in our district so i think the board was very clear last year that we wanted a dual immersion program but i'm happy to have that conversation again this year are you asking for this to be agendized in a future yes yes please i would like that to be agenda okay okay great um so we have a two board members i also agree with um my colleagues i think this is a conversation that um yes i do remember that uh the interviews were going i do know for a fact uh two two families from a studio that did want the dual immersion program did go to a different district because of this but they're willing to come back um if we put this forward so let's have a conversation about this thank you okay before we do any more transition i do want to respond to the question that dr bo had about action 13 in goal 4 and wondering what that targeted language assessment and support for families is and and what this does is in addition to elpac measuring language acquisition and development in all domains uh through formative assessments we use other uh means to do that other measures assessments that we give our students we support families of immigrants and emerging bilingual families we connect them with resources at the district and at sites and through our allah center our language center so that's some of the things that uh that are carried out within the context of 13.4 thank you dr brian i think on that i might i definitely understand it when you explain it but if i were only reading this i wouldn't have an understanding of what specifically the actions were okay thank you any other comments around goal 4 actions and services let's transition to goal 5 and our final goal beginning at um bottom of 24 you can see the goals written out for you and then all of the actions and services scrolling down to page 28 there are seven and then a place at the end of goal 5 qci where you can begin to enter things uh as you're reviewing and i'll give us a final four minutes to individually review and comment and then open it up to dialogue so a little less than two minutes remain on our individual time hmm so uh okay just to address a couple of the the questions uh before we begin open dialogue i i see ms arianes is talking about the 7.5 and the proposal to look at language arts classes perhaps 12th grade as a way for us to implement uh curriculum and culturally relevant pedagogy and and those kinds of things and so that that would be something that we would design as we fine tune this action and service and work with our our diversity equity inclusion groups and things like that um dr beau asked about diverse initia initiatives around recruiting diverse staff and so that's not something i can speak to um that uh i am going to let mr ronchio address if if he has a moment to do that dr brian can you repeat that i didn't get cut out for me oh i'm sorry dr bo um asked the question do we have any initiatives around recruiting diverse staff specific initiatives um no we we do target our local universities we have partnerships with our local universities for student ed programs and we have started to look at how we could expand our recruitment for our classified positions by not focus so much on a form of kind of advertising different positions and flying positions on their joint and building partnerships with community colleges um but uh specifically uh targeting specific uh minority groups um we have not specifically done that okay thank you mr ankio um at a not the next board meeting but at a at a upcoming board meeting i'd like to see if we can talk about that a little bit is ariana would that be okay with you are you asking for this to be an our next and our future uh board meeting as an agenda item yes okay let's go ahead and can i just get a clarification on that just to make sure i i i'm addressing exactly what it is so what i'm hearing is at a future board meeting uh an agenda item just to have a conversation around initiatives that recruit diverse staff yeah is that what i'm hearing of the board having a conversation around this yes okay i have a question on 6.5 regarding the the books that are in the library and how are students because of the pandemic knowing that we have these books now on our campus and parents and um are they able to go to the library to pick them up or is there is there a process already out because they're already in the library at this time correct um some folks are gonna continue we continue to desire to grow our libraries and to really examine um those diverse authors and groups uh that maybe we're we're missing a literature or other written works on um so yes we've been working on this and we can want as as we place this in our lcap we want to continue to grow that and focus in on on diverse and culturally relevant library materials during the pandemic some i know the public library um does do some sort of drop off and pick up and then and i'm not sure what our school sites do and i'll ask dr mitchell to weigh in when i'm done because she may have more information but we also have purchased electronic libraries and students will have access to ebooks that they can read on their chromebooks or other devices and check out books electronically which is really useful right now when when students can't necessarily walk into our libraries or even walk into our public library to check out books so but the question still is um how do are the students knowing about that during their a certain class time um is there a flyer going out and i mean even parents because you know parents may want to know what we have and um what their students are reading yeah yeah i can weigh in a little bit on that one that's a an excellent question um one of the things that we've done is our um we uh work with fallit who is our uh the company that we work with that uh hosts our library server and so all of our school libraries have a online digital um like a library catalog so the kids can go in there and then they can search for books and they can search for whether the book is physically a book in the library or whether it's an ebook so we just actually um last week we just had uh training with um with all of our principals and our resource teachers because we're going to be um switching over to a new program and so um they uh they've gave it they've given us some different videos to uh to watch so we can learn how we can upgrade uh the way in which uh students are able to um to check out books online but anyway um we have several of our um library staff that have already created some videos um so they're learning how to do that and putting it on their website so for example um center middle school um the our librarian just put just created a really neat video and put it on the website to actually show kids and walk them through um how to go on this kind of new site where they can go in the library catalog and check it out so we have other sites that are following suit as well and uh we also have a really great partnership with the city uh librarians as well who work with our library staff so thank you for that question yeah that that's great because you know it's a new way for all of us you know so i'm glad that we do have we do offer that thank you any other comments or dialogue around goal five actions and services okay right i will uh transition us then back to our slideshow and first and foremost thank you so much for the the time the feedback the dialogue that you had this evening as we began this all cup process as we're building fine-tuning refining uh for our 2021 2021 2024 lcap you can see on this slide some of our next steps really include now doing the same process with our pack plus they will be taken through the same deep dive into these proposals and gathering their input and feedback and and looking at the results of our our surveys looking at what our lcap student advisory committee will be saying continuing to update the board on our process having our public hearing and our approval and finally in june really looking forward to submitting our final lcap to the los angeles county office of education um just wanna again thank you for oops your time and effort uh this evening for your insights and thoughtfulness and comments that help us be better and do better i'd leave you with this quote from maddie stepanek a young man who was an author at a very young age but lost his life i think about age 13 but really had some profound things to say and i thought this this quote really in my mind summed up how we focused and how we do things in azusa and that idea of unity teamwork and collaboration and how wonderful things can come out of of that and so i'm excited to continue to work on this and appreciate your efforts this evening thank you so much dr jennifer bryant for this great presentation so um and thank you for all the comments and feedback from our board members at this time uh does anyone have any more comments or suggestions or anything else that they would like to share an board seeing that there's none it is 8 41 and i'm going to adjourn our study session for today you guys all have a great night and we'll see you guys soon good night
this red line represents claims and the green line represents the contributions into the reserve fund so during this period of time leading into 2016 we saw claims were exceeding contributions and that's because we had a healthy reserve back then we didn't fund our contributions in line with claims the reserve fund started to drop like it is now and we had to make an adjustment in 2016 and because we did that we increased the contributions and the claims even though they were going up they didn't go up as fast as our contributions increased so the difference between this green line and red line represents growth in the reserve fund whereas when your red line exceeds your green line means that your reserve fund is going to drop okay so that's history 2013 to 2017. so now we're going to look at 2017 through 2021. so as we moved here into 20 you know 17 we still had claims uh we had claims that were lower than contributions and then we started to pull back on the contributions and our claims have started to exceed our contributions so this period of time represents decrease in the reserve fund there's a general statement i'm going to take you into a little bit more detail because there's you know the the stop-loss uh reimbursements does play a role in our reserve fund balance okay but i i think everybody gets the idea i'm sure because it's not the first time you've seen this type of information and then here's the net result so during this period of time 2011 our uh reserve fund balance peaked we pulled back on the contributions had some rough claim years you could see that our reserve actually dropped as low as 000 around january of 2015 and then we started to increase the contributions claims leveled out and you could see we had a nice run up here and we peaked in 2018 with about four million dollars in the reserve fund and then we started to pull down our contributions and the trust fund was starting to drop gradually and then you know as we hit this year it really started to drop off so this takes us to the 970 000 we where we are at the end of december so if we look a little bit closer at the moving parts i'm almost done here so we'll pause for questions in just a couple minutes so this is really the the picture that i just want you to see so you understand that you know there are other moving parts here that we take into account as as we as we budget and as we actually run our plan so this is just a snapshot this is one year 2013 here we were making monthly contributions on average of about 554 000 that's what was budgeted our claims were higher than contributions 000 a month was the average so the annual net between contributions and claims was a minus one million seventy one thousand five seventy eight but before you get to the ending reserve balance for that year of 2 million 178 you have to add back 344 000 in stop loss reimbursements plus we get prescription rebates at this time we were with anthem of a hundred eight thousand and then there's some interest and miscellaneous adjustments of fifty seven hundred so that's how we ended with a reserve balance of 2.1 million so even though the net difference between the contributions and claims was a million 71 thousand the reserve fund balance that year came down about half of that 564 000.
okay so if you get the idea there i'm gonna bring in all the succeeding years okay including year-to-date 20 21 i know there's a lot of numbers here so i'm just going to try and focus on this first column so the red arrow means we reduced the contributions and i want you to look at those red arrows and align it with what's happening with the net of claims and contributions so as we brought the contributions down our claims then come down so these two years we had a net minus you know in favor of claims so the reserve fund balance dropped 564 000 in 1213 a million 550 in 1314 and then you could see here we started to fund up through our budget the contributions because we needed to because the reserve was running low and you could see in those two years we went from 539 a month to 644 a month in contributions claims actually dropped from the prior year and so that year our fund balance grew by 121 thousand and then in the following year we increased the budget again a little over 100 000 per month claims didn't go up on a monthly average very much so that year all in the reserve balance grew by 1.5 million and then you could see here we started to shave off the contributions from 754 000 a month down to 748 down to 728 down to 700 000.
last year 1920 we were as low as 699 000 512 a month in contributions and then we did agree to increase it for the current budget year but you could see we had four years of decreasing contributions and even though we did okay these two years the fund balance actually grew and i'm gonna talk about why in a minute but then in these two years our claims started exceeding contributions by quite a bit and this year is a really tough year so you could see that you know we've we've lost quite a bit of um a reserve balance really over the last two and a half fiscal years so what happened in in these two years i'm going to focus now on our stop-loss for a minute so in these two years 1617 and 1920 our reserve bounds really was bullied a lot because a lot of our monthly claims were high cost claims over that 175 thousand so we got 910 000 back in stop-loss reimbursements in 1617 and 828 595 in 1920 so you know in this particular year the reserve balance actually increased a million and here even though the net of contributions versus claims was a minus one million nine the reserve balance only dropped 921 000 because you got this boost from receiving stop-loss reimbursements for your high claims um so that that's good but there is an impact to pay having to do with your stop loss right so if you just remember these two years 1617 and 1920 i've highlighted them here so this is and this is 1920.
the green line represents the premiums we paid the red line represents the reimbursements we received so you know the loss ratio there for every dollar that we paid in premium we got a dollar back in reimbursement you can't sustain that for too long without your premiums increasing right like i'm sure everybody realizes that same thing in 1920 and in fact if you look at the history here in you know these four years we were with symetra which was carrying out and then starting in 1617 we were with ct prime and you'll see that you know it fluctuates the best year we had from our perspective was this one where we received almost a million dollars in reimbursement and paid less than 600 000 in premium and the best year the insurance company had was this one where we paid let's call it 450 000 in premiums and they had claims that were below two hundred thousand so the you know these percentages represent essentially the loss ratios for the insurance company you know unfortunately these four years are not very strong in our favor with the insurance company we are fortunate though that we're with ct prime which is the stop-loss captive insurance company that's formed by connecticut boards of ed and municipalities i still serve you know on the board and i'm president of ct prime so our premium increases during the ct prime years were actually pretty modest considering that our reimbursements were so high and then i'm going to strip out the actual reimbursements here and just show you this that you know these are the premiums that we've paid starting back in 2012 13 with symetra and then with ct prime so clearly the stop-loss premiums have increased but it's justifiable because you have been having stop-loss reimbursements that exceed your premiums and two out of the last four years so i'm going to bring you and kind of end this section with this which i i think is important just to put a little perspective around history you guys all still with me okay last slide on this section um so yeah this is this is a bit of deja vu and you know this is what you're looking at here is in the benefits section of the budget book on page 10 and i i wanted to highlight this history for you because i think it kind of speaks to where we are which is is not that unusual historically but it it does happen in what seems to be a cycle so this is 20 the year 2001 through 2003 for you see that here that you know we had only modest increases to the medical benefits budget and then we got hit with a large claim year and we had to fund up the contributions so you know in 0.304 this budget line item had to go up 23 percent and because we raised the contributions we went through one two three four five years of really you know moderate growth at best in this budget line again reserves tend to build up when you increase your contributions and then you get another bad claim year and that happened in 2009-10 this is the year before i got here but you could see it was a 26 and a half percent budget increase then we went through one two three four years where in a couple of those years you actually decreased the overall budget um and then 14 15 rolls around and i do remember this particular you know budget year two years in a row where we needed a nineteen percent increase followed by a seven percent increase and then we went through one two three four years where we actually decreased the budget last year we increased it by 7.7 percent and here we are on 21 22 and we you know we're basically winding down our reserve fund which we hope would be gradual but you get a bad you know in this case claim uh not year but half year and we're looking at having to increase the medical benefits budget line by 21.5 so that really is um medical benefits and i don't know you may have some questions so i i think maybe i'll stop now uh i'll kick it off yeah i'd be in this time um all right so going back to the um i'm looking at the slide so the closer look at moving parts where you go where you're looking at the the stop-loss reimbursement so all this year we were waiting to see how much stop-loss was going to come in and so when you're budgeting for this for the new uh ask of uh 1.8 million um you're showing a stop loss of 35 000.