And if we really want people to get in the know and connected with what we're doing, we're going to have to do the work ourselves is what I'm saying. I mean, they I don't know how many people go back and watch the videos after the fact. I guess I could go check it out on our YouTube channel, but it ain't very many. Um, and so if we're just keeping it real, doing that I don't think actually accomplishes what you're trying to accomplish because I think we we have to find more creative ways to to reach our community because we're not necessarily doing it right now if I were to be completely honest. >> And Dr. um Pombo, did you have something to say? >> I was going to say um what I'm hearing you speak and it just made some connections for me too is like the last uh progress monitoring report we did, we talked a lot about learning walks, which two of our guardrails has learning walks in there.
I think we could do a good job of like connecting those like this is part of our guardrails. We're reporting on this goal, but we were showing you the data for the learning walks for that goal and how it was tied to the goal. So, those are just some things that we can think about. And then what President Curio said meeting with um Mr. Carvajal, I know uh Superintendent Man meets when I meet with them too. everything that he's doing, we're saying, can you align it to the goals or the guardrails like community council, the Native American knights, um our SEI knights, we're trying to make sure we are tying that, interweaving it with everything so we could be more um explicit in tying that when we're doing the progress monitoring reports. >> That's kind of what I was getting at is just being a little bit more >> I didn't think of that till you were you both were saying that like, oh, we could make that more clear.
>> Okay. Um, there's a possible action on it. Before we do that, is there any other comments or wonderings on this? Okay, I'm going to make a motion. I move the governing board keep the guard rails as is in agendas until that's just it. >> Hold on. Sorry. My what I wanted addressed was just so we're aware moving forward. Is it your intention to still and and it's not something we can vote on. Nobody can force you to do anything, but just so I'm aware and prepared. Are you still going to be asking to take this off consent at each meeting? >> Um, not at each meeting, but I'll commit to reviewing those presentations before, but if I come into a meeting with more questions, I'll be pulling. >> Okay. >> And I will be do a better job at communicating with you too, um, Miss Marquez, and helping um, strategize those those questions and even with Dr.
Romos if if it's some coach support that we can get. Um okay. So I move the governing board approve our guard rails in agenda and consent agenda as a consent agenda item as is. >> Wait, do we have to take any action? >> Oh, sorry. Okay. I just didn't know why we were voting. All right, >> I'm going to second it. >> Okay, Miss er um seconded. All those in favor? I >> I >> Miss Marquez. >> Nay. >> And Mr. Jones? >> Nay. >> Okay. So, we have three yays to nays. Motion passes. >> All right. And that brings us >> lunch. >> Yeah. To our lunch break. >> Yes. Lunch is here. >> I hope our food. >> Okay. Awesome. Um, so one quick question to how many how long do we want to recess for? We got 30 minutes, 20 minutes, 15 minutes.
>> How without questions, how long do you anticipate your presentation to be Vanessa? >> And there's a correct answer. >> Roughly. >> So, uh, we discussed a twohour presentation and I was struggling. >> Oh. >> Um, so I I feel like I can do two or less. >> Got with questions could be >> put I have activities in there. It depends on how long we take on the activities and there'll be opportunities for you to have breakout so it's about a 2-hour presentation >> and it isn't just >> spreadsheets. I love that. Thank you so much for doing that too. I appreciate that. So we will go into a 30 minute lunch break. That means that we would have to be back ready and prepared at 12:30. Do we all agree? >> Yes. >> Awesome. See you guys at 12:30. Thank you >> friends. I'm going to excuse myself.
You're so cute. >> A God, I love it. >> All right, good afternoon everybody. Thank you so much. We are going to proceed with our meeting. Lunch is over and we have our last agenda item for today which is the presentation on our budget our budget projections. And with that I will go ahead and turn it over to Miss Shapiro.
Uh >> thank you board members and uh President Curio. We are going to um Oh, there we go. Get it all set up and one second. Continuing our theme of pictures. >> I love that. >> Oh, it didn't do it. I was like, it'll just do it. It didn't do it. Okay, hang on. >> And I had sent you guys her presentation, but she did an update, so I'm going to send another one. >> Okay, thank you. I got some assistance from my team on how to properly put together learning targets and success criteria. Uh because I feel like if we're going to hold our kids to those standards, we should hold ourselves to those standards. It is a work in progress for me. Obviously, uh I'm on the budget side of the house, but um it it is like everything that we do a one lens focus on our student outcomes.
Uh so I do believe that those things should be brought into all of the budget side >> and I appreciate that because I don't know that I've seen many budget presentations with that type of information in it. So kaduce to you and the team for setting that example. All right, I need the presenter view full screen. Is there a slideshow? >> Yes. Okay. >> Yay. All right. So, today our learning targets and success criteria. I just want to go over that. Um, we're going to be evaluating the district's budget development framework. Um, and the board is pretty used to me coming to the board with our budget update. And it's a dig it's a deep dive into that budget update to kind of show how each of those numbers that come on that um that little square sheet that I bring with the what's coming in and what's going out.
It's us going and digging into that of how those numbers are created and where they come from. So, um it also navigates some of those impacts that we have on enrollment shifts that we're seeing in our district and then how that uh staffing uh affects the budget. So at the end uh what I hope we can take away from this is that I can explain how historical trends and fund or the board members can explain how historical trends and fund balance reserves dictate current spending limits. Uh the board can analyze the specific ways declining enrollment triggers uh staffing adjustments within the budget and how the board can access and utilize the shared budget dashboard materials to answer stakeholder questions. Um Hilda is sending you a link. the link is to the actual documents that I'll be referring to in the presentation so that you can pull those up and look at them and follow along, but also to have access uh as a board to dig into those uh areas and just kind of um if you have any wonderings or questions.
So, a big piece of what pushes our budget obviously is our student counts. Um we do a significant amount of work on our en enrollment uh tracking our history uh but uh so we can have trend analysis. Trend analysis is a um large portion of budget planning and pro projection. Um and so we do this by a variety of ways. I'm going to go ahead and take us into some of these areas. Uh let's see if I can do it from here. Okay. Nope. I gotta go put that on that screen. And that didn't work. And neither did that. >> Rosel, how do I switch between presentation and the items I want to show? >> And do I have to do it every time? So if you Let's just drag. Do you do you want all of these tabs or just the one? >> Uh, it can be all of them.
>> Just drag that over. >> Oh, I can just drag. >> Yeah. Over. >> But then how do I Oh, good. And my mouse is over there. Fantastic. I can't see it, but wonderful. All right, let's see. Is that I need my other glasses. Okay. So, I just wanted to kind of give you an example of some of the um district work that goes into tracking enrollment and how we historically track it. You can see that um I believe this says there we go 10th day enrollment. So, for the first 10 days of school, we track enrollment daily uh to try to keep an eye on trends. uh we're not really making any kind of big decisions during those first 10 days because we know that we're waiting for kids to to show up. Uh and we have 10 days for that to happen. If those students who have rolled over um since from the previous year into this year don't show up in the 10 days, on the 11th day, we're required to legally uh uh withdraw them from school.
So uh 10day uh enrollment is very important. But then also um 40th day is one of our big measures. It was very critical in prior year funding. Um, still very critical in current year funding. And we're going to get into some of the effects on the budget between the changes when we used to be funded based on our numbers for prior year versus how we're funded now under uh current year funding for student enrollment. Um, so then the the 40th day is another number that we look at for trend analysis. How is the district trending? You can see that the district is trending down. Uh so there's a bar graph right there. Um pretty much shows you what has happened in the district over the last um 10 years. Uh it's pretty significant. Then uh 100 day is a really important number because those are the days that we get credit for in funding.
And as we've discussed before, this is enrollment. It is a different set of data versus um average daily membership ADM but they are they do correlate. So when you see a drop in enrollment you will typically see a drop a corresponding drop in ADM which is your funding. So this is one of the the ways that the district um keeps an eye and then that's our last day of school. So you can kind of see some of the trends uh and and where by last day of school you can see something that that typically happens is that we will get a bump after 100 day uh and that's when students come back into our district and uh unfortunately at that point you don't get additional resources for those students. So keeping that in mind is that we only get funded for the first 100 days.
any students that come after the first 100 days, um there is no additional funding for those students. And there's a variety of reasons why students would come to us after 100 day. Um perhaps they no longer are eligible to be in a private school. Uh sometimes that happens. Uh charters and privates have very high requirements. If the students aren't meeting those requirements, they they don't get to continue. They'll come back to public schools. That's a really politically nice way for you to say that. >> Okay, we got the money and now we don't need you. >> So, um, anyways, I need to look at that a little closer. >> Okay. >> So, also, >> so we so last year we looked we're we looked at like a basically a 7%ish drop in enrollment. Mhm. >> Has that been Well, and it I mean it's going down obviously, but it's not going down at like a steep curve is what I'm seeing.
>> Um >> like it could be there's some districts that have some worse things going on. >> I will say that this is the biggest cliff that uh Kraton hasn't uh experienced in the last 10 years. And I have some data that's uh shows that specifically versus, you know, looking at um those one point in time measurements. talking about from one year to the next >> from one year to the next. Um, but we do budget with averages. So, uh, it's very insightful to point out that our decline is steady. It's a steady decline. It doesn't have sharp peaks. >> Yeah. >> And lows. Um, and which makes average budgeting uh typically more effective and successful because we are uh taking like a snapshot of I typically use five years. what's the average decline over five years? And those are some of the ways that we project out uh future decline.
Um and it's, you know, it's as effective as it is. Uh so we'll discuss a little more of that as we get into it. And then I just want to show that um uh Russell's team really digs into the student data. We don't just track how many kids are enrolled in our in our schools. We have to do very effective tracking to ensure that we have the supports necessary. And I know this is very tiny, but that's why we gave you access to these documents. Um, obviously we keep track of all of our different populations, our special needs, our preschools, free and reduced, uh, lots of different demographic data uh, that we also are required to report out on. So Russell's team uh, are the ones that put this together and they do this historically and has been uh, one of the things that I find in budget planning is Historic data is king.
When you can see past trends, it helps you to predict the future better. Um, and especially in our district, uh, understanding our district's culture versus other districts cultures helps us to be more effective in our, um, selections and choices as we project things into the future. >> Um, just a regular like a wondering that I'm having as we're processing this information. And I think what I personally um would like to see as well and then I can leave it up to the board members um to they agree. For example, if we know we're in declining enrollment, right? And our goal, one of our goals is on third grade proficiency early literacy, right? I think the things that I would like to see is given the information that we are a declining enrollment district, what portion of our MO is maybe going into those interventions and if declining enrollment is an issue are we prioritizing any of those interventions in case we got next let's say next year we get hit with a bigger percent and we're in this budget constraint.
What does that look like when it comes to the money that we're supporting certain interventions? I guess the way that I try to tie these budget reports to is what are we safeguarding and what what are we also with our dollars saying this is non-negotiable whether we drop in more enrollment or we lose 20% here. Right? I think those are the connections I'm trying to look at as well as and I don't know if it's coming forth or not but that's just the stuff that I'm thinking about. >> Yes. Um definitely keep those wonderings. We will have opportunities um as we go through the presentation to uh put that information especially into a format if it isn't answered today uh I have the ability to gather information and get answers back to the board at a later date. Um so another area uh that we utilize in planning um keep in mind there are many layers when it comes to budget planning and budget development.
Um, it's a two-way conversation as we discuss needs with our school sites, but also our departments. We have a budget uh calendar that allows us to kind of um track when our needs need to be uh brought forward. So, um such as capital items. Capital items have a long lead time. We have those discussions earlier than the maintenance and operations. um pretty much that maintenance and operations are those ongoing expenses that we know that we have year-to-year. Some are affected by declining enrollment and some are fixed costs. So, uh an example of a fixed cost is our payroll coordinator. Um we have one payroll coordinator. She processes payroll and make sure that everybody in the district is paid. Uh it doesn't matter how far our declining enrollment goes down. We do need someone to process our payroll. Now, maybe it looks different. Maybe it's uh um I I would I don't know.
I can't imagine messing with payroll. Uh it is such a critical area. So, that to me is a an example of a fixed cost. We need someone to pay our teachers. Um and declining enrollment. If I had an office of payroll staff, we would look at declines in that payroll operational department as it related to uh enrollment decline. But we have one person in that office. Can't decrease that. And do you want to explain that a little better? >> Well, I I just kind of want to make an important point because I know um somebody shared last Tuesday that there's been over 4,000 bills put forward by the legislature. If you look at those bills, a lot of them contain um no additional funds, but a lot of additional reporting requirements. Yes. >> So, so one of the things that creates the problem, like people always say, well, if your students are declining, why aren't you cutting all these heads at the district office, the problem is we still have to fulfill all of those requirements for everything we have to report.