I'm not ready to make a motion about formally changing how we do that yet. I know we've been talking about in-house and I want to do a little more research and a little more thinking before we talk about that. So, no, right now I'm done. Anybody else? >> Right. Okay, we're moving along. Are we all doing okay? >> Yeah. >> Okay, we're going to take a five minute break. >> Thank you all again for coming out. I really appreciate it. Okay. >> Yes, we do. >> I know. I know. >> All right. We're moving along. >> Thank you. >> We're um on item number four,formational. Um this is the midyear local or the LCAP update. Ina Kee, >> does this mic work? >> Use this. >> It does. >> So, every February, uh, Tim and I generally come back here together to the board to give you the midyear local control accountability plan update.
>> Thank you so much. >> Stephanie Sakamoto. >> Tiffany Yajima in support. Kelly Kyle Kelly also in support. Johnny May Perry in support. Joy Baruga Barua in support. Any other members wishing to testify on this measure hearing? None. Okay. Members questions. Uh I have a question for DOE. So according to the testimony, you say that starting with the freshman in this class of 2030, why public schools must successfully complete a financial literacy education opportunity of prior to graduation. What is opportunity means versus must take classes or >> Yeah. So, um, what we're looking at is different opportunities for students and we're looking at some flexibility for schools and students. So, an opportunity might be a standalone elective course that some schools are already doing. Another option might be um looking into embedding it into existing courses because the courses have standards and we now have our uh financial literacy standards.
Uh, it is the midyear update and has to be approved by boards by February 28th of each school year. So, uh, Tim, can you turn just flick to the, uh, next page, please? So, a little bit of background. Uh, we do have the requirements given to us by the state that each governing board needs to see this snapshot of where we're at with our midyear LCAP view. Basically, uh, you'll see some data in this presentation that you've seen before. Tim's going to uh go through it in a much more condensed version, but you'll also see the expenditures that that go with each of the goals and where we are currently midyear in those goals.
that is really the baseline that goes throughout these different options. That's what they have to meet the standards. And um another option might be a self-paced course um that students can take through out the year or um possibly another option might be um a self-paced summer course. And we're open to other options as well. >> Okay. Um so I mean it's good that there's options but why I guess looking at efficiency and looking at what is in the best interest why is DOE putting all kinds of options which requires all kinds of recordkeeping and so forth instead of just embedding it into the curriculum and everybody has to take it. you know, having a standalone elective course, what does that cost or what, you know, what more work has to go in for an elective course and what if not enough students signed up for it.
If you have any questions at the end, we're happy to uh to answer them. Tim, go ahead. >> There we go. Is am I good now? >> Just use your big boy voice. I'll use my big my teacher voice. Um I'm going to I'm going to share some um data with you today. Nothing new. Everything we went over um a couple weeks ago um in much more detail. We're simply required to report to the board along with the financials um by the state. But so I am going to kind of kind of run through that fast.
So, you guys just bring on more more issues. So, I think the intent for us that over the years that we've pushed for um financial literacy course that they didn't want it substituting for, you know, another course and as a graduation requirement, but that it it be embedded into the curriculum. So I I have issues with the self-paced learning options and other kinds of options that you folks are throwing out there. Students get confused as to what what they have to take. >> And I think um part of what what you mentioned some schools are able to provide a separate elective course is that when you offer a separate elective course then you need a teacher and you need enough students be able to um have that course available. um some schools may choose to embed um the program through their advisory over four years.
But as always, if you have any questions, want more details, um you know where to find me. So, um, so starting off, um, with an update on goal one, which is academic achievement in Chico Unified. We talked a couple weeks ago about the, um, the academic scores that we're very, very proud of. Um, and I want to call attention to, um, to our students with disabilities and socioeconomically disadvantaged students there. Um, when we talk about expenditures, this is by far our our goal that we spend the most on. Um, you can see we budgeted over $35 million to um to address our academic needs. Uh, the actual expenditures that you see below, roughly half of the budgeted expenditures are what we have paid out through January 31st. And so for goal one, we're right on target for for our our budgeted expenditures. For goal two, um this is social emotional well-being and education for for our kids.
>> But that's why I'm saying why wouldn't the DOE just make one standard? Why have given all these different options and these different choices that cost the department even more resources? >> Senator, if I may, um so the U office of curriculum instructional design did um we did approve standards. So that's think of it that's the floor for the department of financial literacy. Um some schools are already engaged in financial literacy uh curriculum whether it's embedded or they're offering also standalone courses. So the opportunities and the options that Terry has shared was that to honor what some schools have already done and they're implementing as long as they're meeting those standards. And so uh whether it some might be standalone, some might be during the summertime, again it goes back to all of our students by uh the time that this is implemented will have met those financial literacy standards that are n I believe they're nationally recognized and have been vetted by our um by our uh financial literacy partners.
Um as I mentioned a couple weeks ago, again, we did go up a little bit in chronic absenteeism. Um you can see the the goal two expenditures there and you can see less money here. Um a little over 4 million budgeted and we're at about um 2,350 or 2 million 350,000 um through the end of January. So we are on target um to hit our budget marks. Um goal three is behavioral um supports for our students. Uh we measure this with suspension data. Um and again we went up a little bit in 0.2 percentage points in suspension rate. Um our budget expenditures you can see right there. Um I'm having a hard time reading from that far. um uh almost $4 million and we're at almost two million um so far through the end of January. So, we are on target with that. Goal four um is related to schools that have the um equity multiplier um that have met E equity multiplier requirements.
>> Uh yes, they're in line with the national jumpstart standards and um we just updated it with a stakeholder group um in May last year to update it. So it is fairly rigorous. it um addresses all the areas that are in the bill like earning income, spending, uh savings, investing and all those areas. >> But again, I'm trying to streamline these courses to streamline what the students have to take and so I don't know am I alone in this but >> yeah, >> thank you guys so much. Um, so financial literacy as an option, I think, um, and this was just shared with me from a constituent who works at Taco Bell in our community that when students come to get food and they're given the total, they just give a large bill >> and they're not necessarily, you know, quickly calculating, you know, the cost and so on and so forth.
um they have each of those sites up there um has very very specific goals that actually hit um academic, social, emotional, and behavioral goals. But this is a catchall for those schools. Um, and you can see there that $828,000 was um, budgeted and we are at 370,000. So, we're a little bit below where we um, so you notice that says in progress and not on target. Um, we are a little bit below budget right now. The primary reason for that is the variety of of funding sources that come into our alternative ed campuses, including community schools money, um CSI money, um title one. So, um there's a lot of and they've been doing wonderful things there. Um it's just a lot of money to spend. I will add to that that uh Andrew Maul, who's the administrator over on that campus, uh is actively always looking to creatively spend those pots of money down, including this one.
But I think that it's important to have the financial literacy as a part of the curriculum. Uh because what you may be feeling might be adding more work to you actually might come down to us needing to ensure we have statutory accountability and legislative oversight uh to ensure that this is this is not an option. This is a this is a basic life skill that when these kids graduate they can basically do quick math in their head. And so, um, I think that this piece of legislation is going to be important to have those discussions that this might be a real need for the community, for the kids that are graduating. >> And we agree. Um, and although we look at the secondary schools and high schools in particular to meet this requirement, uh, the financial literacy, it's embedded throughout our, um, our grades. Like for example in second grade that's when they start learning more about um money.
>> And that is that is the midyear update. Um I provided links to the presentation from a couple weeks ago if anybody wants to review more detailed data as well as the California dashboard. But I'm also available anytime for for questions. >> Yeah, that that data will be coming soon.
Um they do you know they learn how to count um money and start um how do you give change and um we have others um like social studies they might have like a mini society type of units where different folks um or different students um come up with their own ideas to uh see how they could generate income. in the high school, it might be um a mock family situation. They have to pick a career and their income and their expenses. In fact, we're at Wip Pahu High School um where the Pro City Wahoo um um it was their PD day for the whole complex and we actually had some high school students giving a presentation and they're actually showing a game. um a board chair was there also and really and you have like unexpected things that happen so you have to from your pot oh I have to pay for 200 >> sorry just because I know we're short on time but but I think the element of um >> Senator I think at the end of the day for the department and the plan that we have in place now um when we look at the standards by by the time students graduate from high school they would have met that floor of those financial literacy standards that have been vetted by industry and and national standard.
>> Does the board have any questions? >> Any public comment? A quick question. Um, is there any information that the public has regarding uh the budgeted I forget if you could go back a couple Oh, I can go back a couple. >> All right. So you can see here on the slide I was wondering if there's anything um that the bud that shows the budgeted expenditures and the actual expenditures like what where the money is actually being spent. >> Sure. There are a couple places uh it is in the LCAP from last year and it's also in the school plan. They typically every school site does a school plan that actually will be up for uh looking into next year's at the May meeting and then LCAP for the next year of course comes in June. So um those big ideas of what they had looked at they're in there for sure but then there's still a gap of money because as Tim mentioned there are all these pot pots of money so um their site council approves things as they add along the way.
So the the process and the plan that we have in place now providing options to different schools at the end students will all meet that standard >> as an option though right everyone will meet those standards but different options how to get there >> how to get there so but this bill this bill actually calls for it to be embedded period >> yes and and that's why we provide comments that while we we agree that financial literacy is definitely important for all of our students the way we go about doing that >> understand yes thank you >> currently the legislature has for years pushed for this literacy in this form which has come to pass by one of the legislators and year after year to be embedded into the your curriculum. >> Yeah. And in your testimony you say and I quote, "We do not think this bill is necessary." >> Thank you.
>> Yeah, great great question. Thank you. Is was there a particular school you were wanting to look at? Like could could we give you more direction or >> Well, follow up with with my principal at the school that my son goes to. I'm happy to do that. I guess I was just wondering where to start, but obviously I'm here so I'd ask a question. >> Yeah. Well, we're we're happy to point you in the right direction. Okay. >> Any other public comment? Okay. So this is information um only and so we don't need to take action this evening. Thank you very much. So um we're actually um for 9B which is business services. Um this is regarding the lease back agreement. Um. Uh oh. >> You okay? So, we're actually just going to um skip this item tonight. We're gathering some more information. So, um we'll this you'll see this again on the March 11th agenda, correct?
>> Okay. Yeah. And the reason for that, Senator, is because we do have the process in place. By the time the students graduate, they'll have mental standards. >> Sure. So, if this bill passes, then we still have by the time they graduate, they're going to have literacy, financial literacy, and those standards will be met um through it being embedded into the curriculum. >> Well, in different that's one of the options. Yes. But no, if this bill passes and then I I do believe that we would have to shift what we're doing, right? >> And all of whatever we do for financial literacy, we have to go through professional development for teachers, identify the classes or the courses that it's being embedded into and ensuring that those high schools have the teachers that are able to teach those courses to be able to offer that course that has the standards embedded for all of the students to meet it.
Okay. >> 9B1. Yes. So now postpone yeah till March 11th. All right. So now um discussion action um we are going to be talking about a bid approval district restroom projects package B um presented by Maria Campos. >> Um is it good night or good evening? Okay, as as mentioned tonight, we are requesting approval for a bid package B, which includes improvements at Chico Junior High School, Hooker Oak Elementary, and Marsh Junior High School restroom improvements as part of the facility's master plan. $14.3 million has been allocated districtwide to modernize restrooms. These upgrades are focused on providing clean, functional restrooms for all students. Previously at the January 20 or January 20254 meetings, the board approved a list of projects and sites where work would be completed. Staff um facility staff issued a notice to biders on January 1st, 2026 and received bids on February 10th.
>> Well, it's a course that's embedded. So, it's not necessarily a special course, but my understanding is and like you said, you're already embedded at the elementary level and middle school level, whatever, but it's going to be embedded in the high school and they're going to meet all those requirements at the end. >> Right. Right. And we need to determine though what course they would be embedded into. >> Excuse me. not really. >> So, so because you folks are already implementing this, if we codify it into law, it shouldn't be that much of a difference because you guys are already have a streamlined process, right? >> It would change though that um all schools there, >> right, would need to meet that's that's what we want versus providing schools the opport the options to offer to get to an end point where all students will be meeting those standards.