Um, and we'll have the retreat later in the summer when we could get everybody there. um to the to the point of the personnel committee meeting, I wanted to send out um the evaluation rubric, but also at least a quick overview of the year, uh quick reflection for you. So, I'll work on getting that out by Sunday. Um and then we would ask you to to share those uh you know notes uh conversation when you come to the personnel committee meeting or the whole uh and then we'll talk about goals for the future. >> Okay. >> Uh and then we'll have a retreat like I said later in the summer early fall. >> So we're not fully married to the 29th yet. >> We are on is a personnel committee meeting of the whole. Do we have a time? >> 6 PM. It's the most people have already accepted it.
So, I I appreciate all your hard work and that goes to you, Cindy. I know you work really hard on this. Thank you. >> Any other questions on the slide deck?
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>> Oh, go ahead. The dual enrollment real quick. I love that you're committing to that and I wonder if there's any movement toward early college as well. typically is one of the best catalysts for low-income students to launch into college and complete uh not only saving them money but also getting them far along the journey to a degree. I'm curious if there's any uh momentum or thinking toward that in the future. >> Yeah. So, this is definitely this is new for us starting next year. So for us, like we're really excited about this and I think we'll see, you know, we'll see how our students do with it, how much they take advantage of it. I mean, I think that I think they're going to really like it for many of those reasons. Um, so I think anything to kind of think about the benefits for our students post high school, right?
The calendar invite from the from the um >> from the hold this date for the retreat. >> Yep. And then we'll have our um fiscal meeting close yearly close out on the 30th at 7:30 a.m. >> Is Vin bringing donuts this time or? >> No, that's that's uh my job. >> Okay. Jeff's got he doesn't get all the glamorous jobs. >> Do we have do we have a location for the personal committee of the whole on the 20th? >> Yeah, that'll be at uh >> Hston board of ed offices. Yeah. >> Thank you. And then we have the promotions on Tuesday, June 9th of the elementary Chapman at 8:30, Dittle at 9:30, Norton at 11:45, and then Highland at 1:15. We move to Wednesday, June 10th. Dodd's promotion will be at 8:30 typically on the high school um grounds >> and then Humm at 1:30 and Cheshure High School closing it out that evening at 6 PM.
Hearing none, then I'm going to go ahead and just I'm going to click off the screen and allow me one second here to transition. Um received these questions um yesterday. Uh trustee Longshore submitted them to the superintendent's office. They were forwarded to me. Um had the opportunity to review them and draft some responses. Uh so the first question that was asked is related to the actually the first few questions that were asked related to the criteria and standards review summary which are in the back of the sax documents. Specifically the first question was it was question S3 and the question is does your district have large nonrecurring general fund expenditures that are funded with ongoing revenues? We answered yes to that. Now, this is I I know over the last year we've heard how we've had ongoing expenses with one-time money. This is the opposite of that.
And who would be the first to Oh, uh, what type of what the topic that you picked, um? And who would be the first to Oh, uh, what type of what the topic that you picked, um? And who would be the first to share? What was the technical topic that you picked, um? And who would be the first to share? What was the technical topic that you picked, um? And who would be the first to share? What was the technical question you came up with the who would be the first to share? What was the technical question you came up with the who would be the first to share? What was the technical question you came up with the tactical Okay. Who'll be the first to share? What's the topic that you Okay. Who'll be the first to share? What's the topic that you Okay.
Earning credits and all those things is certainly something that we're open to um exploring and thinking about and will continue to. Do you imagine it'll have an impact on college enrollment rates? And I I know we have a very high college enrollment rate. >> Yeah. >> But I don't know actually what our college completion rate is of for students who graduate from conquered and I don't know if that is knowable uh or easily knowable. >> Not easily. >> Um yeah, >> we've talked about that. That's something that we Yeah, we don't we don't have great data on that. M >> um we just did an exit survey for our seniors and asked for their email addresses or personal email addresses for you know when they leave so that we you know as we think about how to capture more data moving forward we can reach more students >> but doesn't desi track like 16 months after but they don't track beyond >> yeah you'd have to do I think the best proxy would be 36 months national student clearing house data which is not >> it's not crazy expensive it's like $3 a student to buy that data.
I don't know if everybody's got their uh gear already. I think Matt was the last one right? >> Okay, >> awesome. So, the location for the Humon graduation is that at St. Peters? >> St. Peters. Yeah. And then Wednesday, June 10th, again, last day of school for everybody. And that closes out the 2526 school year. I will take a motion to adjourn, Mr. White. Second, Miss Cullinin. All in favor adjournment. Thank you. Unanimous.
This is a one-time expense with ongoing money. So, um we do we have some textbook adoptions and it's some technology refresh which is assumed in the 2627 budget which are large expenditures which are one-time or non-recurring. So, we did answer yes to that question. The next question was S5 in the criterion and standards which is related to contributions. It's the identification of the district's projected contributions, transfers, and capital projects that may impact the general fund. Under S5A1B, transfers in general fund. If you recall, I mentioned that $200,000 transfer in from fund 14 into fund 01 because the board in the spring of 24 uncommitted those funds. So we're basically zeroing fund 14. That transfer did not happen in 2526. So uh this this is a transfer I'm going to read what I wrote here. This is a transfer from fund 14 to fundo1 that did not occur during the first prior year and is a change more than the standard.
Who'll be the first to share? What's the topic that you picked and what the technical, Okay. Who'll be the first to share? What's the topic that you picked and what the technical, Okay. Who'll be the first to share? What's the topic that you picked and what the technical, tactical, and strategic version? share? What's the topic that you picked and what the technical, tactical, and strategic version? English language Learners English language. So? guys introduce my percentage. So? So? Students that? Yeah, the technical question was, um, in Students that? Yeah, the technical question was, um, in Students that? Yeah, the technical question was, um, in regards to. Number of students Students that? Yeah, the technical question was, um, in regards to. Number of students Students that? Yeah, the technical question was, um, in regards to. Number of students who've moved up. Sorry, like, I technical question was, um, in regards to.
Yeah, >> but it's possible in theory. >> Yeah, I I I would posit I hypothesize that you would have an impact on it by the dual enrollment in early college uh initiative. >> Yeah. >> Okay. Maybe I'll keep asking. Um go for it. >> The the multi-tered support uh it spoke about 9th and 10th grade. Uh is is there a reason why it's starting 11 to and 12 or >> I think that we certainly are we focus a lot with our screeners and things with our um reading screeners and math screeners towards the younger grades and I think just building that foundation in in the ninth and tth grades has been um really beneficial to our students as they get to 11th and 12th grade. I think it's certainly we certainly provide students with the supports that they need. It's just we're not necessarily looking at the whole grade um at once.
Therefore is considered as not met even though it's in favor of the general fund. In the first subsequent year, this transfer will not exist as fund 14 will have a balance of zero. So that's another change more than the standard and therefore is considered as not met. Under S5A1C transfers out general fund. This is in specific reference to that RDA transfer I mentioned. We've been budgeting 1.8 million. We're budgeting 2 million. So the difference between 1.8 to two is more than the standard. So annual transfer of RDA revenue that is received in a restricted resource within the general fund fund 01 and transferred to fund 40 for special reserve for capital outlay. The adjustment was made to more accurately reflect the actual activity related to this transfer. Since the adjustment made from the first prior year to budget year is more than the standard, it is considered as not met.
Number of students who've moved up. Sorry, like, I technical question was, um, in regards to. Number of students who've moved up. Sorry, like, I wish I would have written Yeah, sorry, maybe we shouldn't have gone first. Um, I was Yeah, sorry, maybe we shouldn't have gone first. Um, I was Yeah, sorry, maybe we shouldn't have gone first. Um, I was showed a written written them Yeah, sorry, maybe we shouldn't have gone first. Um, I was showed a written written them Yeah, sorry, maybe we shouldn't have gone first. Um, I was showed a written written them down, but um. Maybe? Yeah, it had to do with, like the students moving up. I think Yeah, it had to do with, like the students moving up. I think Yeah, it had to do with, like the students moving up. I think the Tactical question was of, Yeah, it had to do with, like the students moving up.
>> And I think if we're doing a good job at ninth and tenth, right, we're sort of pulling back those services, >> right, >> as we can getting them ready for whatever looks next >> and increasing their independence. Yeah. >> Um in diversity and retention. >> Yes. Um, do you have numbers of what the attrition has looked like in recent years? Because it spoke about uh trying to um develop recommendations for increased retention. Is is that a problem or >> No, we've actually been doing a really nice job um hiring more diver more diverse faculty in a year with riffs. That's challenging. Um but I think that it's certainly on our mind every time we've made a hire and they've been incredible. We've made good steps forward. Thank you. I have a question. This is certainly not the sum total of all you're doing it, but sometimes the things that appear on the list are the most important, but it's the things that just miss.
The next question was S7A in regards to OPED, which are other post-employment benefits. How are these benefits funded if not pay as you go? Well, Apple Valley Unified School District has and plans to continue to fund OPED benefits on a pay as you go basis at this time. In A3 uh are uncapped health benefits meaning 100% employer paid provided to retired employees only how many to age 65 and or 70 currently uncapped retiree health and welfare benefits are available to unrepresented employees per the certificated management guidelines and classified management guidelines section 11 retirement program. We currently have zero retirees that have uncapped health and welfare benefits to age 65. And we currently have 15 retirees that have uncapped health and welfare benefits to age 70. Next question. Why are you projecting revenues to rise approximately 16 million from the 2425 UAS? Uh, I just want to make sure the board understands that revenues fluctuate between fiscal years as the state of California applies any colas or adjusts their revenue estimates.
I think the Tactical question was of, Yeah, it had to do with, like the students moving up. I think the Tactical question was of, like the teachers, that? Um. What kinds of it was more about the inputs that were employed What kinds of it was more about the inputs that were employed What kinds of it was more about the inputs that were employed from what I recall, your your What kinds of it was more about the inputs that were employed from what I recall, your your What kinds of it was more about the inputs that were employed from what I recall, your your tactical question was about what the inputs that were employed from what I recall, your your tactical question was about what the inputs that were employed from what I recall, your your tactical question was about what specific you know inputs were from what I recall, your your tactical question was about what specific you know inputs were from what I recall, your your tactical question was about what specific you know inputs were employed within the classrooms tactical question was about what specific you know inputs were employed within the classrooms tactical question was about what specific you know inputs were employed within the classrooms of the teachers who had the specific you know inputs were employed within the classrooms of the teachers who had the specific you know inputs were employed within the classrooms of the teachers who had the most?
I'm curious, is there one or two things that just miss being on here that you know, um, you know, not hit you? Um, for me it's I mean I think it's definitely shows up in the both the inclusive culture and the um second strand about well-being, but it's about like how do we ensure all students have a strong sense of connection and belonging. >> Yeah. >> Um to me that's super important. I don't know how you can like begin to learn well if you don't feel like that you show up to a school where people know who you are. Um, so I think that that's always our challenge to take a place where 1,200 kids and 200 to 250 staff show up every day and make it that kids like that it feels smaller and kids feel known and that they've found their space. >> Yeah.
We respond with adjustments to expected revenues based on those adjustments at the state level for both our ongoing and one-time or short-term revenues. And I would like to ask trustee Longshore for a little bit of clarification. You're referencing um revenues rising 16 million from the 2425 UAS. um what are you comparing that to? What's what's your second data point? And are you referencing um unrestricted revenues, restricted revenues, or combined revenues? And if you could give me that clarification, then that would allow staff to research and provide an accurate response. >> Yes, thank you. I appreciate that. So, um I have the number in front of me. I don't know if you have the corresponding documents, but I'm referencing the number $252,945,332.118. >> And you're getting that out of which document? >> From the unodudited actuals. Um, I believe it's on the budget side. >> Okay.
improvement or something employed within the classrooms of the teachers who had the most? improvement or something employed within the classrooms of the teachers who had the most? improvement or something like that, and then the of the teachers who had the most? improvement or something like that, and then the of the teachers who had the most? improvement or something like that, and then the Strategic question was something most? improvement or something like that, and then the Strategic question was something most? improvement or something like that, and then the Strategic question was something along the lines of, like, um, of the teachers who had seen the most lines of, like, um, of the teachers who had seen the most lines of, like, um, of the teachers who had seen the most Improvement of Sorry, I'm going back to how you broke it down. It had to do Sorry, I'm going back to how you broke it down.