Let's next invite up Mike Luji. We are pleased to acknowledge a career of Chester High School math teacher Mike Luji. Mike was hired for what he will readily tell you was his dream job in October of 1988 by John Dodig. He has spent the last 37.9, not to be confused with 38, years at Cheshire High School in that same dream job. If you haven't met Mike yet, you will quickly learn that he's energetic, humorous, and full of personality. High school math can be tricky. Mike's colleagues will sometimes tell you that he's a little unconventional in his teaching. When you listen a little further, though, you realize that he has ways of explaining math to students that help make it click for them where they have not made s where m it may have not made sense before. In that way, Mike's teaching reaches students who might otherwise not think of themselves as math people, quote unquote, who previously had not found success in classes.
So they're going to be able to continue what they're doing for another year and spend the carryover. And they do also have a council they've brought on board using equity and multiplier funds at Yakaloma. And uh Phoenix Academy and Yakaloma both also participate in the student champions program which you know about. The county has already given feedback. I was able to give a rough draft of the um LCAP to them on May 1st. Uh one of the first districts to do that. I chose the earliest date and that was because our community had done such a good job of giving me good direction at during those LCAP meetings. It's just fantastic. I got feedback right away on May 8th. Every suggested change or modification was either argued or made. Sometimes I don't agree. Um and I think it needs to stay the way it is.
Why do why do we need the superintendents interpretation were, where we are, where we're going. Why do why do we need the superintendents interpretation of what the data means? I was gonna say he provides more context. There's some context. I was gonna say he provides more context. There's some context. I was gonna say he provides more context. There's some context. This is certainly, uh, benefits I was gonna say he provides more context. There's some context. This is certainly, uh, benefits I was gonna say he provides more context. There's some context. This is certainly, uh, benefits beneficial to have have context. There's some context. This is certainly, uh, benefits beneficial to have have context. There's some context. This is certainly, uh, benefits beneficial to have have context, can also. Provide. This is certainly, uh, benefits beneficial to have have context, can also. Provide. This is certainly, uh, benefits beneficial to have have context, can also.
try to support the entire school system as as best we can. Um some of a couple of the highlights are um we uh we funded a sooth five pilot program that helps uh that will help the kids uh students at CMS while they're um doing research online and guiding them to uh good sources of of uh of news and and information. Um and uh it's a a good one. There's a a AAC classroom support where we're helping um the the severely disabled kids uh communicate with uh other teachers and kids uh in and uh supplying them with technology that that will help them do that. Um there's a we're bringing in a sports psychologist for student athletes. Um, you know, the mental health I think is a a huge uh issue. Uh, >> and nutrition, sorry. Yeah. And nutritionist. Um, and then we're we're uh, you know, helping support the the CI CIP gym equipment.
Mike is very invested in the school community and knows the value of connection. He has served, and correct me if I'm wrong in this, as class adviser for six classes. Yeah, five or six classes, seeing them through each four years. In that role, he helps students organize many of the high school experiences that create memories like homecoming, picnics, proms, and more. Among the faculty, he's also part of a group that helps find ways for us to connect outside of the classroom and regular department-based happenings. In retiring from full-time teaching, I'm sure he will enjoy some more time on the Cape and make a small fortune on the side hustle of selling eggs. Um, however, Mike intends to stay close to teaching on a part-time basis and we are confident uh his students will gain from his years of experience in the classroom. Congratulations, MIKE. >> Thank you for your service.
often um willing to make an adjustment to something very minor and make an you know she's looking for the right kinds of edits that make this a do a a a document that's compliant with the law. Those have all been made prior to posting for public hearing. Certainly there will be other minor errors, but I'm hoping that I get I'll be in dialogue with her at some point after submission um which is on the next steps. Um it's put to you for adoption on June 11th. If adopted, I'll send it to them within I have five school days to or five days to send it. And then we begin the dialogue back and forth. And last year, I think I was in Oregon with Miss Tucker when we got the word that it was approved. Last year, I sure hope it's in that same window of time in July where we get approval because that allows us then really get earnestly implementing.
Provide. Clarity to? Where should we be beneficial to have have context, can also. Provide. Clarity to? Where should we be beneficial to have have context, can also. Provide. Clarity to? Where should we be at this point in time? So, in context, can also. Provide. Clarity to? Where should we be at this point in time? So, in context, can also. Provide. Clarity to? Where should we be at this point in time? So, in other words, like sometimes, Clarity to? Where should we be at this point in time? So, in other words, like sometimes, Clarity to? Where should we be at this point in time? So, in other words, like sometimes, you look at a linear at this point in time? So, in other words, like sometimes, you look at a linear at this point in time? So, in other words, like sometimes, you look at a linear progression, and you think, oh, other words, like sometimes, you look at a linear progression, and you think, oh, other words, like sometimes, you look at a linear progression, and you think, oh, we need to accomplish a hundred you look at a linear progression, and you think, oh, we need to accomplish a hundred you look at a linear progression, and you think, oh, we need to accomplish a hundred if we that means that the first progression, and you think, oh, we need to accomplish a hundred if we that means that the first progression, and you think, oh, we need to accomplish a hundred if we that means that the first end of the first quarter we need we need to accomplish a hundred if we that means that the first end of the first quarter we need we need to accomplish a hundred if we that means that the first end of the first quarter we need to be at 25 end of the second if we that means that the first end of the first quarter we need to be at 25 end of the second if we that means that the first end of the first quarter we need to be at 25 end of the second quarter 50, but learning's end of the first quarter we need to be at 25 end of the second quarter 50, but learning's end of the first quarter we need to be at 25 end of the second quarter 50, but learning's Jagged.
Um, so they can get exercise when it's tough to get outside when when the weather's bad. So getting them active and immunicating is great. So um, just a couple of highlights. I'll keep it brief.
Let's bring up next Mr. Jim Pilch. Tonight we celebrate the career of high school Spanish teacher, Cheshire High School Spanish teacher, Mr. Jim Pilch. Jim was hired in January of 2000 on a long-term subbasis and was hired on a permanent basis in July of 2001. If you are at CHS before the sun risers, you'll likely find Jim there, too. As one of the first to arrive in the morning, he makes sure that he is prepared each day for the students who enter his room. Acquiring a second or additional language is not an easy feat. Getting started in that journey can be particularly challenging. During much of Jim's time at CHS, he has taught the introductory Spanish one and Spanish 2 classes. Like an instrumental music teacher helping students work through those first squeaky notes on a clarinet, so too has Jim helped countless students work through the early stages of learning to read, write, speak, and listen in another language.
And so that's kind of the basics of this LCAP. Next year will be quite different because it's a complete new three-year cycle. So, it won't be as easy to just update the goals. We really will have quite a potentially large change depending on the community um process and and their input. So, I'll pause there for questions unless you want to wait until the hearing for that and that's fine too. >> Thank you. Um, I just wanted to say that is absolutely fantastic that we don't have any schools in the continued school improvement program, CSI. The school that I'm at, we kind of have three schools in one. And we've always had at least one of our schools in it for the entire time I've been there. And I know we were in it at Silverado also. >> Yeah. >> Um, during COVID because we met over Zoom with the people.
It's not linear, so sometimes you know there's information about, like, what is sometimes you know there's information about, like, what is sometimes you know there's information about, like, what is a normal projected trajectory? sometimes you know there's information about, like, what is a normal projected trajectory? sometimes you know there's information about, like, what is a normal projected trajectory? And so, oh wow, if we're at 13, information about, like, what is a normal projected trajectory? And so, oh wow, if we're at 13, information about, like, what is a normal projected trajectory? And so, oh wow, if we're at 13, you might think this is really a normal projected trajectory? And so, oh wow, if we're at 13, you might think this is really a normal projected trajectory? And so, oh wow, if we're at 13, you might think this is really low, But in, according to past And so, oh wow, if we're at 13, you might think this is really low, But in, according to past And so, oh wow, if we're at 13, you might think this is really low, But in, according to past data.
I know you have a long agenda, but We just wanted to um say thank you for all of your hard work and and dedication and and uh you know we're trying to do our little part but >> yes thank you very much >> and and my apologies I should have introduced everyone Greg Lagald Liz Kan Julia Elliott Linda Ferrari all members of the conquered fund board >> that's been around since 1993 so thank you for all the work you do >> thank you >> yes thank you indeed Anyone have any questions at all? >> I was going to say yes, we will do a photo. We also will vote to accept um >> Did you forget to vote to accept money? >> Um we will do that as well.
It's unsurprising then that his colleagues have consistently used one word described Jim as a teacher, patient. That patience has been essential to help meet the needs of a wide range of students in his classes. from students who reluctantly enroll to meet a graduation requirement to those who go on to pursue the language at the highest levels and use it in their lives and careers. Jim has also leveraged his patience to coach a sport that requires a ton of it, golf. He has served as assistant girls golf coach with 249 wins under his belt and has included some Saint champions during his tenure. While Jim may not have every detail of retirement mapped out mapped out yet, I'd be willing to bet he'll take advantage of some early tea times on the course. Jim, we thank you for what you have contributed to CHS and the Cheshire public schools over your 26 years of service and wish you the best in your next steps.
Oh, >> that's the only reason I remember that. But >> yeah, so that's fantastic. We do not over here. >> Thank you and your team for doing such a phenomenal job on the LCAP. It's kept me company um for many nights, so I feel very close to it. Thank you for all your hard work. >> Thank you. >> Okay. Um, I do have some questions and I know I checked in with you prior to the meeting. So, as I come um and ask these questions, if there's anything that you need more time on, feel free to let me know. I know we're revisiting this next week. >> Um, so I'll go ahead and start. Like, you know, Trusty Tucker, I've it's been it's been my friend. It's close to 200 pages document. So, it's nice and it's thorough and I can tell it's you put in a lot of work.
If we're at 13 in the you might think this is really low, But in, according to past data. If we're at 13 in the you might think this is really low, But in, according to past data. If we're at 13 in the force first quarter, then that low, But in, according to past data. If we're at 13 in the force first quarter, then that low, But in, according to past data. If we're at 13 in the force first quarter, then that means we're on track to be at. data. If we're at 13 in the force first quarter, then that means we're on track to be at. data. If we're at 13 in the force first quarter, then that means we're on track to be at. 97 and the fourth quarter or force first quarter, then that means we're on track to be at. 97 and the fourth quarter or force first quarter, then that means we're on track to be at.
But did anyone have any questions, any comments? >> I just want to thank them because I I do meet with them along the way and I got to see all the grants and um it's a lot of work and really hard decision making um to vet who to fund and who not to. So, we always try to as a district at least pass along to the principles the ideas and see what we can do to keep those percolating and make sure that everyone feels like they're really valued in the in the uh applications that they put in. But the combined fundraising efforts and then the vetting of the applications is an enormous amount of time and we're always grateful for all that CF does for us. They do so much on a constant level and they're there if we pick up the phone on a dime because something unexpected happened and that's been the case for all the years.
In case you're wondering what that conversation was about, Miss Cullen and Mr. Pilch were classmates at one moment in time. And last but not least this evening, we'd like to invite up Mrs. and wellspeak. >> Okay. >> It is our privilege to honor the service and contributions of Cheshire High School library media specialist and former English teacher, Mrs. Anne Wellspeak. and was hired as an English teacher in 2008 and transitioned to a current role as library media specialist in 2016. We might have lent her to AMD for a year somewhere in there, but I'm glad we were smart enough to get her back. If a hallmark of effective library media center is that it is considered the academic and community hub hub of a school, then an has done a tremendous job in her tenure at the helm of the RJM library. I affectionately refer to the RJM as Grand Central as it always is a buzz with students and classes studying, researching, asking questions, getting Chromebooks repaired, collaborating with classmates, using the wide variety of print and other resources in the library, or finding a quiet space to think.
So, thank you for all of that. um my questions that I had um on page one and I'm just referring to the document itself. Um it looks like we're anticipating about a million dollar drop in LCFF uh revenue for enrollment of high need students. So our foster youth English learner and low-inccome students um and a one approximately 1.8 million drop in budgeted expenditures. Um, and I was just curious why why is there a drop in revenue? Are we is that because of what you mentioned with Yakaloma that some aren't qualifying or some students were losing or >> No. Um, we don't I don't think we have a drop in revenue. What we might I'm not I might need a little clarification. Can you Can you I I don't have it by page in front of me. Okay. What's that? Now it's this. >> Where' this number come from?
97 and the fourth quarter or whatever that might be. And, means we're on track to be at. 97 and the fourth quarter or whatever that might be. And, means we're on track to be at. 97 and the fourth quarter or whatever that might be. And, and also, just to add to that, 97 and the fourth quarter or whatever that might be. And, and also, just to add to that, 97 and the fourth quarter or whatever that might be. And, and also, just to add to that, if the superintendent can't whatever that might be. And, and also, just to add to that, if the superintendent can't whatever that might be. And, and also, just to add to that, if the superintendent can't interpret the data, how can you and also, just to add to that, if the superintendent can't interpret the data, how can you and also, just to add to that, if the superintendent can't interpret the data, how can you trust that they can lead us to if the superintendent can't interpret the data, how can you trust that they can lead us to if the superintendent can't interpret the data, how can you trust that they can lead us to the Future outcome?
So just a really important part of the school life around >> this year was especially challenging because as as Greg said we had so many amazing grants but we had to really like >> go back and be like okay was this innovative you know so we had to really sort of think about it because you want to say yes to everything >> and it's hard to and then we had to we you know over like three different meetings had to be you know all right let's go back to that and see >> and as as Greg also said you know fundraising has been um slowing down so we need to sort of think about more innovative ways bringing in money. So we can do that. But >> what are the primary means of fundraising? >> What are the primary means of fundraising at the moment?