Simply put, the RJM is a space where students and staff alike want to be. And that is a direct result of the work an assistant Mary Flood who's also retiring this year has done to make the library a welcoming and active place and has also served as a longtime adviser to both the Rampage student newspaper and Spilled Inc. the student literary magazine. Both of these successful publications are not only high quality but are truly studentdriven and knows the role of advisor is to just do that advise. The students are the one leading and doing the work and an is masterful in guiding them along the way. Mrs. Anne must speak both the library and the student organization she advised stronger than she found them. We thank her for her 18ish years of service and wishing her nothing but the best in retirement for Cher Public Schools.
>> Um, so that's from last year's OKAP. >> Okay, I think I understand the question. Last year's Let me um this requires a little backing up. Yeah, >> the the this um the money that is considered supplemental in concentration is the component in the calculator generated by those students that are in those three those unduplicated students who are in the three categories of foster youth, English learners or socio economically disadvantaged. So we could get kind of a minimum number and actually our number last year was more like 41 but our LCAP included expenditures up to 46 million. So we were essentially in because some of the goals were um uh so we were expending above the base we were expending in those areas more than the supplemental and concentration grant um dollars required strictly. And so we were getting like 41 or something million dollars last year.
Yeah, if interpret the data, how can you trust that they can lead us to the Future outcome? Yeah, if interpret the data, how can you trust that they can lead us to the Future outcome? Yeah, if the board looks at the data and trust that they can lead us to the Future outcome? Yeah, if the board looks at the data and trust that they can lead us to the Future outcome? Yeah, if the board looks at the data and think, okay, it seems like this the Future outcome? Yeah, if the board looks at the data and think, okay, it seems like this the Future outcome? Yeah, if the board looks at the data and think, okay, it seems like this reasonably means X. The the board looks at the data and think, okay, it seems like this reasonably means X. The the board looks at the data and think, okay, it seems like this reasonably means X.
>> So in the past we've done a sort of large event kind of a gala. Um I feel like co not as many people are are wanting to you know attend big events. So that's that's one piece. I mean we still like to do that just more for you know people's you know awareness of what we're doing. Um a big sort of two big things that we do is we do it's called operation celebration or operation graduation where we have delivered balloons to the seniors um and they and an individual card to the seniors. So people will buy a balloon and a card. Um this year we started operation graduation where we're doing signs for the uh fifth graders and the eighth graders and that has been this year was our biggest fundraiser between the two. >> Those are great. Those are awesome. It's been really fun and it was sort of a a brainchild.
Thank you, Mr. Hanland. I feel like we have no teachers left at Cheshure High School now. This explains why the hiring season's been so active. But anyway, um, thank you again, Mr. Hanlin. Congratulations to all of our Cheshire High School teachers who are retiring tonight. Uh, please welcome from Highland School Principal, Mr. Scott Chef. the Jodie Monos. Come on up. Congratulations. So today we celebrate Jodie Monloss, an extraordinary educator whose 35 years of service have last left a lasting impact on the lives of countless children, families, and colleagues. For the past 25 years at Highland Elementary School, Jod has dedicated herself to teaching first and second grade students with unwavering passion, patience, and care. Her love of reading and commitment to literacy have helped hundreds of children make the important transition from learning to read to reading to learn. Through her exper expertise and belief that every child's potential, she has given generations of students the skills and confidence they need to succeed.
So that's a different number that is in last year's BOP, but we are we had expenditures in the total of 46 because we were spending more than we were getting in those categories simply because some of those things the community had said please make sure and designate those as over base and a lot of that was pair educator positions last year. I don't know if you remember that 2.8 8 and 2.9 grew in expenditure quite a bit >> because we had designated them as um above base programs and so we were spending more than we were um we have to show expenditures of 41 last year but we instead spent more like 46 in that was our plan this year our number actually went up in our supplemental and concentration. So you compare those two numbers 41 moved to 44 but this year in our planned expenditures we're pretty close to balanced.
The superintendents is consistently think, okay, it seems like this reasonably means X. The superintendents is consistently think, okay, it seems like this reasonably means X. The superintendents is consistently saying, no, no, it really means reasonably means X. The superintendents is consistently saying, no, no, it really means reasonably means X. The superintendents is consistently saying, no, no, it really means why it really means why. And superintendents is consistently saying, no, no, it really means why it really means why. And superintendents is consistently saying, no, no, it really means why it really means why. And then, later on, none of the saying, no, no, it really means why it really means why. And then, later on, none of the saying, no, no, it really means why it really means why. And then, later on, none of the evidence supports. It really why it really means why. And then, later on, none of the evidence supports.
You know, the the celebration was a while ago, but this year was sort of a brainchild between two of our members and they you know, it's just taken off and it's fun to go around town and and see all the different like you know, Willard and Throw and Alcott and the middle school. So, it's that's it's lovely. And then we do a raffle for it was a conquered ed fund uh parking spot and and who as a junior or a senior they know how that's a hot commodity. >> So that's a big one. So that and then um you know we've got other we're talking about doing an annual appeal. Um and as I said we do this event so and then sponsors have also been a big piece too but that's also sort of been trending downwards. So we're we're always open to new new and >> ideas.
Jod's influence extended far beyond the students she taught. As a long a lifelong learner, she continuously saw opportunities to grow as an educator and share her knowledge with others. Over the years, she mentored numerous student teachers, generously passing on her wisdom and love of teaching to the next generation of educators. Her commitment to the whole child is reflected in her work through the RU Yale Ruler program and Breathe for Change, helping create supportive learning environments where students feel valued, understood, and empowered to thrive. What has made Jodie truly special is her belief in the power of relationships. She builds strong connections with students, families, and staff, fostering trust, partnerships, and a sense of belonging year after year. As she begins a well-deserved retirement, we celebrate not only her kindness, dedication, and compassion. Jodie, thank you for your 35 incredible years of service and for the extraordinary difference you've made.
So we're our planned expenditures pretty closely match that 44 because our goal is to spend really close to just that um amount. We can't spend less. So again every expenditure is a guess based on just you know so many different factors. >> Um but last year our expenditures exceeded the 41 we were given. >> Does that make sense? >> Um yes. So I and I understand I mean things are best you know projection and kind of looking at things and how things pan out. So thank you for that. >> So but that just to make sure we're clear we're not getting less. There's no reduction in SNC revenue. >> Thank you. Um and I noticed a shift of spending of the ELOP um from LCFF to categorical funds. Um and on page 49. Um and so I was curious um why are we projecting to spend 20 million $21 million less for high need students in 2526 that would be this school year.
It really why it really means why. And then, later on, none of the evidence supports. It really means why, that's a real, big then, later on, none of the evidence supports. It really means why, that's a real, big then, later on, none of the evidence supports. It really means why, that's a real, big red flag for the board is, evidence supports. It really means why, that's a real, big red flag for the board is, evidence supports. It really means why, that's a real, big red flag for the board is, like, something isn't connect. means why, that's a real, big red flag for the board is, like, something isn't connect. means why, that's a real, big red flag for the board is, like, something isn't connect. Some dots aren't connecting. Um, red flag for the board is, like, something isn't connect. Some dots aren't connecting. Um, red flag for the board is, like, something isn't connect.
Do do you do look backs on your grants and and see just like at a high level like efficacy like how they were worded were they successful and does that guide you know your future like granting >> a bit we we try to get as much feedback as we can from the from the teachers um and and make sure that it the money was used and and program was forward and then you know if it's successful ful. We try to make sure they're uh talking to their principles and and Lori to to sort of pick that up as a ongoing thing if if if it's appropriate. >> Um >> but we did talk about that as an opportunity as a board that that's something that kind of feedback loop is something that we could improve. Um I did get a we did get an email from um a thorough uh the librarian at thorough about the thorough family book club and the impact that that has made for the thorough school.
Congratulations and best wishes wishes for a joyful retirement. Congratulations. Thank you, Scott. And last, but certainly not least, please welcome principal of Norton School, Miss Jodie Rhoden. I thought I wasn't going to be here this evening, so Mrs. Carluchi is with me, but I would not miss our celebration of Mrs. Franhauser. Come on up, Fran. Tonight we celebrate Franhauser and her remarkable 32 years at Norton Elementary School. To begin with the new building, Fran has been my personal historical committee throughout the planning and preparation for the new building. Whenever there's a question, its traditions or the people have helped shaped it, Fran has always had the answer and a really good story to go along with it. Fran has supported Norton School in a number of capacities, including her current fifth grade position, but just a couple years ago, she was teaching vertical whiteboards to the board members one Thursday evening as well.
Why was there projection to spend $21 million less than what what we were thinking? Oh, where is that number coming from? >> Um, so $21 million less would have been on the front page, I think. No, it's on page three. >> Back to the bot. >> So, here. So last year it was this. Last year it was this which was a total of about 21. So you're asking a a question about the the from comparison of the budget overview for parents from 2526 to the proposed 2627. Um, why are we projecting to spend $21 million less for high need students and 25 26 >> in the increased or improved services category? Okay. >> Yeah. And feel free to, you know, take that and >> yeah, I'm going to have to pull those documents and understand um just exactly what was contained in in the in last year's u bop, but I think um yeah, let can you give me some time to >> Yes, absolutely.
Some dots aren't connecting. Um, and so it is kind of a gut check for the board, and what, what does the kind of a gut check for the board, and what, what does the kind of a gut check for the board, and what, what does the superintendent And that in that should inform, you know, kind of the board's And that in that should inform, you know, kind of the board's And that in that should inform, you know, kind of the board's thinking around What is the And that in that should inform, you know, kind of the board's thinking around What is the And that in that should inform, you know, kind of the board's thinking around What is the effectiveness and suitability of you know, kind of the board's thinking around What is the effectiveness and suitability of you know, kind of the board's thinking around What is the effectiveness and suitability of the superintendent?
Um so we really appreciate when they come back to us and acknowledge you know what we were able to enable for them. But I do think that feedback loop is one we can improve and and we do let them know in their grant that like if it's a sort of pilot that this is what we're we're you know funding the pilot. But hopefully it will be such a huge success and it will be sort of taken but we can't continue to fund each year. Um you know we can't do it next year. >> It it's really hard because like what does success look like in grants? Is it like you know you know it's hard to measure. >> Yes. >> Well and I think that like the goal is always new and innovative programming and so some of the things like from >> way long ago um the engineering certificate came out of the ed fund.
She has also worked very hard creating our future leaders as the adviser to student council. A couple years ago, she referred to herself by this term and then became what has she's been affectionately refer refers to as old and decrepit. Anyone who knows Fran knows that description couldn't be farther from the truth. I've watched her dance around a gym, crawl through the star lab, host a fashion show at Nature's Classroom, and approach every challenge with the same enthusiasm and energy she brings to everything she does. If you know Fran, you know she enjoys sitting on her patio watching her hummingbird family stop by for a visit. You know she loves to travel, loves to garden, loves her husband Jerry and her sons Thomas and Jonathan and her dad in Arizona. But perhaps she loves the family she has built here at Norton school just as much as she does her Hower Clan.
Absolutely. >> But but I think a good portion of that is going to be that um the manner in which that was calculated last year. So give me some time. >> Okay. Absolutely. Um and then on page six, I notice chronic absenteeism. Um the the progress has stalled. Um looks like approximately 30% of students remain chronically absent. I saw your planned intervention was an expanded team of registered nurses outreach intervention providers and incentives. And my question is how will nurses improve attendance? >> Um and and it really isn't expanded anymore and so I should remove that word. Um now we're going to shoulder that burden with fewer folks. And what they've been able to do mostly is home visits. And so they're um checking to find out um when students re when parents say my kid can't come to school because they're sick. So it's really helpful to be able to go to the house and say is it asthma?
One of the thinking around What is the effectiveness and suitability of the superintendent? One of the thinking around What is the effectiveness and suitability of the superintendent? One of the other things that was said is effectiveness and suitability of the superintendent? One of the other things that was said is effectiveness and suitability of the superintendent? One of the other things that was said is you mentioned that it also the superintendent? One of the other things that was said is you mentioned that it also the superintendent? One of the other things that was said is you mentioned that it also provides, you know, additional other things that was said is you mentioned that it also provides, you know, additional other things that was said is you mentioned that it also provides, you know, additional context. One thing that the you mentioned that it also provides, you know, additional context.
Rivers and revolution started at the ed fund. I just steam steam lab over here at Ripley. So there were really larger scale projects and then I did see the weather balloon at the high school and that was an ed originally it was an ed fund grant that they brought back again and that's just such a cool project where you can track where the balloon is going. They lost the balloon that year but the ed fund um might have bought it but then they found it and it was like where's the balloon and it was all over Facebook like who's see the balloon. It's really I mean we really are grateful for your partnership and for the dollars that come back to the district for things that we could not fund within the school budget. So we really appreciate that and wish you best of luck in your fundraising too.