like, >> right. >> Is there a possibility of them, you know, drop dropping some cloth against the walls and and seeing if it makes any difference? And, you know, I >> suppose you can. >> I mean, just to break it up to see if it's >> Amy said she's got or Katie said, sorry, I don't know why I said Katie said she's got all kinds of blankets at home in the living room. She just hold a bunch of like staple duct tape them to the wall. >> Yeah. Yeah. As long as you command strip them, it's fine. But no, I mean, yeah, and that's that is I mean, obviously, right, they run all their testing, but it's based off a whole lot of things they're inputting in their modeling, right? But it's >> Yeah, it's not like you can say that thing will do exactly what we think it will.
Um so um I know what it's like to be in the classroom. Um in the past 10 years I've mostly been working at acting Boxboro Regional High School as a classroom Spanish teacher. While there, I've um worked with the department to um really update our curriculum to move away from textbook based curriculum and into um proficiency um and authentic resourcebased materials which allow the students to interact with um things that are written in Spanish or in in the target language but also intended for native speakers but brought to them at a level where they can find it accessible. and working on training with them and what do they want to communicate? How can we communicate without the focus on the nuts and bolts, right? They want we want them to drive the communication car without worrying about all the pieces that go into it. Um and that's been a very um a challenging experience, a very rewarding experience.
Uh but I think we're in that process of having getting that input to be able to come back. >> Okay. Thank you. Mrs. Ferris is next. All set. Mrs. Ferris. >> I don't know if it's much of a comment or anything, but >> I mean I just know that >> into the mic please. Mrs. Ferris, >> I just know that what uh Brendan had said. >> Turn it on. Okay. All right. Well, Brendon had said it and it's something that I've always lived by is that anything that you, you know, you go to all these trainings and all these new things come up and there, you know, all this failsafe stuff, but it's only as good as the leadership that drives it. And I mean for me I need to know how emphatic is this staff with with I is this leadership with the staff all staff in keeping doors closed all the time.
This is not the new number. This is last year's. Our per pupil expenditure was 23,946. The state average is 24 24,720. The district stands in the 15 percentile of our DUI B and per pup people expenditure 23946 just above the DUI average. But we need to remind you that Canton is the one of the smallest districts in in our our DUI. The next generation of accountability index of 81.9 positions ourself if you recall ninth within the DUR and 32nd within the state. The next chart you could see into the left we fall in the high range of where we are for our per pupil expenditure versus accountability. So I want to put it in simple terms for the amount of money that we spend on our kids. performed really really well. So where does that leave us? On December 9, if you recall, I forecasted on December 9 a 6.62 and that is down from what we projected at a tri board meeting of close to a 9% of going from 26 to 27.
uh this report which uh you received um is uh the report that is year two of a three-year plan. Um and this is just our update in terms of midyear data. Um you will see in this report that we are tracking 51 specific metrics uh across all of our goals uh in order to determine if we're meeting the needs of of our students. Today's presentation is going to give you a very high level overview of our midyear progress. Uh you can take a more comprehensive look at our data uh by looking at this midyear written report uh that is attached to today's board agenda item um and will also be available on the district website for the public to uh review. Um for a more indepth look at this information that's being reported tonight, uh we will have uh an upcoming board study session in April where we're really going to have an opportunity to analyze goal by goal, look at the different metrics um with the help of our ed services directors and um we'll be able to dive deeper into this document that that is attached to today's board agenda item.
Usually school buses in the US get replaced at 9 and a half to 11 years. Before the previous bond, they were 25 years old. We're getting back up there again. Some of we are running four buses daily that are from 2005 2006 cuz not enough buses were purchased in 2018 to replace the whole fleet. Um usual lifespans about 130 to 140,000 miles. Um, like I said, safety changes, stuff like that, and we're already having to replace engines and stuff at tune of $70,000. Next slide. So, your 14 passenger micro buses, we've been using a lot of them for trips because we have been short on trips that require CDLs. I know Dustin and Colton have driven a bunch of them. They're about $125,000 a piece. uh your rear engine buses with air conditioning, which is our trip ones. They have full storage. They're about $275,000 a piece.
>> Correct. So since we're kind of coming to an end of this finance related question, the override >> I asked when I was at that workshop in Flagstaff or they asked and there was only two districts that raised their hand said is that not common or just the crowd that I was with. The thing about overrides is, you know, a lot of districts have a history of not being able to pass them. So, they no longer can spend the money to go out for when I was up north, uh, Snowflake Unified, they hadn't passed an override in over 20 years. So, they weren't even they hadn't even tried. So what do you think the percent 10% >> maybe 20 25%. I think what you're seeing more easily pass or bond issues over over >> yes you can you can physically touch you know new computers new technology new buses.
So, we'll leverage our team. There was a meeting we were in a few weeks ago. I looked at Mr. Burchcher said we need to leverage our team. We need to get a few people out to this site. There was a specific grade level, specific questions that had come up um based on some things from last year, but immediately we're addressing it. So, um that's the the strength that comes of that process. So, I don't anticipate that we will ever see a full campus slide or or drop without it being um addressed really early on in the process each year. So, >> thank you. And then and then we do have a few different models um at each at each level, but specifically at elementary school, are we seeing are we able to separate out our our campuses that are I don't know what the where we have mixed are we able to separate that out and are we seeing differences there?
The fact that we go through and we really assess and I really think that this um helps the community really know that we do our due diligence and we're pretty proactive on seeing where the anomalies and we have very experienced people who are looking for these things. So I appreciate that. Thanks for your time. Go ahead, Miss No, I was going to ask you else. Go ahead, >> Mr. Just one thing, Mr. Jumper. Thank you um for being here and and thank you, Miss Charman, for your comments as well and to Miss Rush, Miss Rush Camp, and and the superintendent for taking time and also posting these documents. There's almost 200 pages that if people are interested that are posted on here in item 7.1 that people can look at if they need any more information or have more questions as well. So, but thank you for taking time to be here this evening.
>> We don't we don't know but we know we know when the state finals are. We just don't know who's going We know that date. We just don't know who's going to go. >> Sure. Depending on how far this >> No, we know we know we know the date the state is going to participate that event. We just don't know who's going to be there. Right. >> That's it. >> So, and and I don't know, Mr. Brown, when the state publishes their calendar for those events. >> They do it four years in advance. >> Yeah. It's already okay. I did not and I was not aware of that. >> And it can it can be just a snapshot to say at least maybe bring it to the board to say, "Hey, yeah, some kids are going to be impacted." >> So, >> and there's nothing you can do.
You know what I mean? So, >> I tal I reached out to Michael Griffy. >> Yeah. >> Because, you know, he does all the pads for >> everything. And he has the company that he buys his stuff from also does sound. >> Oh, okay. >> Foam. >> Yeah. Yeah. And I don't even know, you're the one who gave said that someone had mentioned him. >> I don't even remember who mentioned. >> I don't know who mentioned it. I thought maybe Travis knew, but he didn't. So anyway, I went ahead and called him. And he can do it very reasonably with like an a thin and put it in the ceiling, but it's not going to be pretty. It's going to be it would be black because he said white turns yellow. Oh, >> so black would only be the option. >> Gray turn, >> but it would be reasonable.
Um and just to see the change in mindset from both the teacher and the student. It gives it gives more students opportunities to um to show growth and to show their mastery of language in other ways. We're not focused on the multiple so much as what can you do with the language? What do you want to say? And we're also bringing in experiences from other cultures, other perspectives and trying to just widen the way the students see the world. and they get so excited. They love hearing stories. Just recently, I was able to share just just to talk about the past tense, a trip that I took to Kadabis, right? And part of that was Jialter and seeing the monkeys and then being excited to be hearing about the monkeys. So, the idea of getting the students engaged and being excited about learning um some of my other experiences related to um teaching in my department, I've been a part of various hiring committees.
I mean, that that prevents an awful lot, number one, and and I'm not sure that that that's that happens all the time. So, I mean, all this this it's great. I mean, I'm I'm all with you and I I I want this to happen, but you know, something as simple as keeping the doors locked all day is extremely important >> and it's a very basic thing. >> Yeah. No. And I think our our staff in procedures are to go around at various times and checking to make sure doors doors aren't propped in that. Um we're trying to be a single entry point or exit point with that communication uh to make sure we know who's in our building. >> Okay. And what um I know other schools have these fobs. I don't know if that's useful or not. >> Yeah, it could be. I think it's one of the things when we look at kind of taking all this information and we have different vendors in >> um that you know they have access to this technology when you're going to doors and whether you use an ID uh to get to gain access in and having people have them um on that it's all things I think we're considering uh is if if it makes our school better I think >> John would absolutely support support that so >> Mr.
It was roughly about a 9%. So I came to you on December 9 with a 6.62 projected budget. So this is what everybody's been waiting for. This slide on page 15. Where's the superintendent of schools on February 10th? I got two numbers and I need to explain them. I am at 5.92 operational. From fiscal year 26 to fiscal year 27, there's an operational increase of 5.92. Let me explain what goes into that number. Salaries are 3.15%. Health and benefits is about a little over a percent. So if you take the categories of salaries, health, insurance, transportation, and electricity, right out of the gate, I'm 4.37 just with those things. Then when you add in special education, out of district transportation, tuition, bridges revenue, and you offset the bridges revenue with preschool revenue, which we'll talk about in a little bit, that's another increase of 0.20.
Um, we will be able to look at year-to-year trends um uh over the past three years uh as well as looking at our uh three-year metrics to see how much progress we've made uh in year two. Um we'll be able to look at specific subgroup data when we do the study session uh to help us reflect on that progress and determine what are some potential revisions that might we might um put into action for the 2627 um LCAP cycle. Okay. So looking specifically at goal one, goal one centers around academic growth and achievement for all our students. uh based on progress towards the California state standards. This is central to our LCAP. Uh we want to emphasize academic success for all our students. Uh and we're committed to narrowing achievement gaps uh by leveraging datadriven decision making uh providing targeted interventions and also building a culture of collaboration uh amongst our staff and amongst our students.
We did upgrade those to have uh automatic chains on them as well, so snowy and icy conditions. Same with your rear engine buses. Without air conditioning, you're about $255,000 a piece. Um yeah, I don't think I have another slide, do I? Oh, I do have one more. So, what I would recommend is replace two buses a year. Don't buy them all at one time. Don't go and spend all of your money buying them all. Buy them over the length of the bond. Take a 2-year period and then start the process again buying one and a half buses every year. You will rotate your whole fleet every 20 years before they really start costing big money. You'll never have to bond again for school buses. >> That's all I got. >> That was quick. and to the point and I know Nathan has to >> I know we're four minutes away from the board meeting another study >> we're good >> yeah this will just take a moment here uh basically I'm we're in the same boat as everything else as far as the district goes our teacher laptops 10 years old wireless displays projectors those are eight years old access point servers over 10 years old a piece um this year we also cut the tech department about a third as well so we have uh aging equipment that requires more manual labor but less people to uh actually um handle those hardware issues as well.
>> Anybody else? Yes, ma'am. >> We're going to be looking at the uh recommendations and how you can correct some of these areas. Will we talk about that again study session? >> Yes. And we can we'll do them and then we can have another study session with the planning action plan. Okay. >> So that you can see it also. So, Greg, just thinking about receiving the money for the um the free port grant for $75,000. Okay. So, that money is going to free up capital expenses for us because we journal entry, all of our instructional, our tech, our programs, our Chromebooks, all that. So, that's going to save us $75,000. >> Yeah. So that money if we do not spend it that is going to help us with our carrying forward in capital. >> Yes. >> Right. But if we need >> but you also got to remember though then we've got you know $30,000 that we have to spend for new computers >> because we need to redo a whole break.
>> Um we do see some differences. Um, but a lot of times is like the Canyon Rim or the Spectrum where we've got part traditional, part conventional, those are both school choice options, you know, so it's not always fair to do apples to apples because they're not necessarily. So, but yes, we do have that data. Um, we do question the schools on their data and what's your plan moving forward. >> And and then I guess the ones that aren't split like uh and so we have some that are accelerated as well. Are we able to sep and we're able to separate like the accelerated class versus >> our new data and research. So what are we two three years in on data and research? We have more data than I've ever dreamed of. You know, I can disagregate by subgroup, we can disagregate by teacher, we can disagregate by almost anything.
Do we have any more questions or comments for Mr. Jumper? >> I do have a couple questions. Um, just for the benefit of the board and the public, can you briefly explain the difference between a clean audit and a full statutory or operational compliance? >> Uh, yes, thank you for the question. So when I was uh referring to a clean audit opinion uh that was in reference to our opinion on the financial statements which is unmodified which is the technical term uh but clean uh is solely in reference to the uh district's audited financial statements meaning we we've provided reasonable assurance they're free of material misstatement. So that notion of clean is only a relation to the audit and the financial statements. Uh your other uh reference is probably more in relation to the USFR compliance questionnaire. Um and so that's to meet statutory requirements and uh within the questions there are uh specific uh items noted uh but those uh we're making no opinion or providing no opinion on that.
>> They do it four or five years in advance and you may not be able to do it for every sport. >> Yes. Uh but because there's there may be some sports where like I don't know we might go down in baseball might but I think what the way we've been doing it in the middle of the week >> helps a lot because they don't typically start the state series in the middle of the week like a Wednesday the weekend >> right it's generally more weekend so like >> it would be like if they had it on the Friday or Saturday. Yes. >> More so we know on a Tuesday or Wednesday. We already know the graduation date, right? For the highest forget that that's on its calendar, right? That to be determined. >> We we usually work we work well, we do not usually, we always work with Mr.