have changed. >> We have fewer people. >> Do you know fewer people in >> in positions? We have fewer employees. >> Okay. Do do could you get those numbers to me? >> No, I can't. >> Not right now. Not on spot, but >> could somebody get those to me? >> As of what day? Yeah. >> Um >> that's a I think that's a followup. Trustee Longshore. If that's further information, perhaps you could email that request to the superintendent's office. >> And I will ask that just as they did, what day do you want us to run it? Because a day changes in this district as to how many employees we have because they do resign. They do hire get hired. Um you hired a new manager today, you'll be hiring. So all of that does play out and that's why whenever we provide you data regarding employees, the numbers, the costs, we always put what day this was run so that later you don't say or anybody else say that um we weren't factual with the data.
But because it's not the um, which is valuable information for members to have. But because it's not the um, which is valuable information for members to have. But because it's not the information that's going to tell information for members to have. But because it's not the information that's going to tell information for members to have. But because it's not the information that's going to tell you anything about. uh, whether have. But because it's not the information that's going to tell you anything about. uh, whether have. But because it's not the information that's going to tell you anything about. uh, whether students of actually learned or information that's going to tell you anything about. uh, whether students of actually learned or information that's going to tell you anything about. uh, whether students of actually learned or not, we'd say those are type of you anything about.
Um, so you know the world language teacher, the art teacher, the English teacher who has a student in their class who is struggling, you know what a lot of schools do, what some parents do, you know, is they race right past that classroom teacher and they're talking about assessment, you know, special education assessment, whereas good tier one slows all of that down. And you mentioned the word scaffolding. So I think it's in an area that the classroom teacher recognizes, you know, this project that I've been assigning now for 12 years doesn't really have much choice in it. And I don't know how many of the students really connect to it or have a sense of identity with it. So I wonder if there's a choice board that I can offer that gets this project off of technology and then gets you know calls back you know the the you know 1982 and you know doing a diarama you know and I think there's so much research out there and so much data out there that suggests that no matter the path that a student takes if they take something that sparks sparks their curiosity and their interest and that they can connect to and that's when they're going to feel success.
It's based on what day we run it and it will change. >> Thank you. I will follow up with an email. I appreciate it. >> On to number 11. Why are we projecting to spend approximately three million more in books and supplies in the 2526 school year than last? Why are we projecting to spend an additional 3 million for the 2627 school year? There are a lot of variables that go into that. So that is not a question I have a response prepared for at this time, but I will prepare a response and provide that. Number 12. Why do we keep underp projecting spending and services and other operating expenditures and capital outlay? I would just like to remind the board that the budgeting process requires estimating costs based on past trends, current conditions, and possible future conditions. This category, the 5000s, contains many subcategories of expenditures, some of which are dependent on outside agencies we rely on for services for our students.
uh, whether students of actually learned or not, we'd say those are type of you anything about. uh, whether students of actually learned or not, we'd say those are type of questions. Ask before the students of actually learned or not, we'd say those are type of questions. Ask before the students of actually learned or not, we'd say those are type of questions. Ask before the meeting so that at the meeting, not, we'd say those are type of questions. Ask before the meeting so that at the meeting, not, we'd say those are type of questions. Ask before the meeting so that at the meeting, the accountability for the questions. Ask before the meeting so that at the meeting, the accountability for the questions. Ask before the meeting so that at the meeting, the accountability for the administration is focused on meeting so that at the meeting, the accountability for the administration is focused on meeting so that at the meeting, the accountability for the administration is focused on what is actual evidence of the accountability for the administration is focused on what is actual evidence of the accountability for the administration is focused on what is actual evidence of growth for children.
Um so I think it's a matter of really making sure that the teachers just know that those are different ways that students can be successful. Um and again having the teachers model for each other. >> You're welcome. to follow on that. Um, looking back at our subgroup um numbers for the math, um, is there anything that we can that we need from us in terms of better supports? for instance, uh uh sort of breaking out some of the specific math support from uh assistant to math or anything like that. >> I you know Lori's going to laugh because >> you guys are killing me with the what do you need >> and I sit here wonder what I'm going to hear in a minute. >> Thanks for taking that text. Don't give me any more trouble. >> Um, no. The reason why she's going to laugh is because I I find a way every year to share, you know, I think in this question, you know, we made a pretty significant shift in our master schedule.
This category also contains utility costs which can vary widely between years due to local environmental conditions and changing utility rates. Number 13. Why are we not including 7211 transfers of pass through revenues to district or charter schools in the 2627 budget? Specifically, the pass through revenues that we receive as a result of being the fiscal agent for the CTE incentive grant program have historically not been included in the proposed budget. As we do not typically receive the grant award notification until the fall, the actual revenues and corresponding expenditures will be budgeted upon receipt of the GAN. The grant award notification number 14. Why are we projecting approximately 4 million loss of revenue in the cafeteria special revenue fund and approximate $2 million increase in expenditures? Um, without understanding what years we were looking at here, I'd just like to point the board to the 2025 estimated actuals program revenues is expected to be about 7.88 million, while the 2627 proposed budget revenues is approximately 7.71 million.
those are administration is focused on what is actual evidence of growth for children. those are administration is focused on what is actual evidence of growth for children. those are the type of questions asked what is actual evidence of growth for children. those are the type of questions asked what is actual evidence of growth for children. those are the type of questions asked before the meeting, so that at growth for children. those are the type of questions asked before the meeting, so that at growth for children. those are the type of questions asked before the meeting, so that at the meeting the accountability the type of questions asked before the meeting, so that at the meeting the accountability the type of questions asked before the meeting, so that at the meeting the accountability for the administration is before the meeting, so that at the meeting the accountability for the administration is before the meeting, so that at the meeting the accountability for the administration is focused on what is actual the meeting the accountability for the administration is focused on what is actual the meeting the accountability for the administration is focused on what is actual evidence of growth for children, for the administration is focused on what is actual evidence of growth for children, for the administration is focused on what is actual evidence of growth for children, and so all three All three focused on what is actual evidence of growth for children, and so all three All three focused on what is actual evidence of growth for children, and so all three All three types of questions are evidence of growth for children, and so all three All three types of questions are evidence of growth for children, and so all three All three types of questions are important.
um now maybe six years ago where all of the core teachers are enrichment teachers and interventionalists. Um, and I can't stress enough how significant that is at the secondary level because at the secondary level, the content gets harder and your special educators that again, schools and parents rush kids who are struggling too often to special educators who, wait for it, have only a special education license. So when you have a master schedule that offers your core teachers the opportunity to be in front of groups that you're looking to really grow that data. Even students who are doing well, we are responsible for growing their data as well. Um and those teachers hold that license in the area that they need to grow in. then that right there is the recipe. You know, that's the secret sauce. Um, and quite frankly, students want to reconnect with that teacher and see them in a different way for a second time in that school day.
a reduction of 170,000. The 2526 estimated actuals program expenditures is 11.27 million while the 2627 proposed budget program expenditures is 10.26 million, a reduction of 1.01 million. And I'd also like to remind the board that in the special reserve fund for the cafeteria program fund 13, she is limited to the amount of money she can hold in her ending fund balance. And I say she and her, that's the director of the nutrition services program. Uh this last year, she put together a spending plan that was approved by the CDE in order to spend down that fund balance to what's considered um statutoily acceptable levels. >> Yes, thank you. So I apologize for that vagueness in my question. Um, basically when I'm looking at any uh projected increase or decrease in cost, I'm actually comparing it to what we spent last year. Um, so that would be the unodudited actuals and the unodudited side of the unodudited actuals.
All three types of and so all three All three types of questions are important. All three types of and so all three All three types of questions are important. All three types of questions are valid for board types of questions are important. All three types of questions are valid for board types of questions are important. All three types of questions are valid for board members to ask. That's not the important. All three types of questions are valid for board members to ask. That's not the important. All three types of questions are valid for board members to ask. That's not the distinction. It's not like board questions are valid for board members to ask. That's not the distinction. It's not like board questions are valid for board members to ask. That's not the distinction. It's not like board members should ask this what members to ask.
And that is what our master schedule is offering. So instead of a master schedule where the bell rings and a student who is struggling and was rushed to special education and they go to a special education class, the bell rings and all of our students are going to an enrichment block. We just call it simply enrichment. But you know about a quarter of them are going to an intervention class that they still call enrichment. and it is with their teacher that they've seen second period and it's all of a sudden sixth period and that relationship is often getting stronger. Um it's almost like having a real instructionally focused um afterchool program built into your school day. Um, and if you know anything about extracurricular or after school, if your teachers and educators are leading it, the kids see you in a different light and that connection, that sense of belonging that I have an adult in this school just grows so mightily.
Um, because those are the numbers that I know that are concrete as far as spending goes. I don't know if you want me to follow this up with an email now that we have that clarification or No, I appreciate that clarification. I I can research that and provide a response. >> Thank you. I appreciate your time, Mr. Schloomberg and um the clarity in all of this. Do any of the other trustees have questions? Are there any public comments regarding the 2026 2027 proposed Apple Valley Unified School District operating budget? Hearing no further public comment, I now close the public hearing for the 2026 2027 proposed Apple Valley Unified School District operating budget at 4:15 p.m. Number three will conduct a public hearing regarding the adoption of resolution number 2526-22 of the governing board of the Apple Valley Unified School District to authorize approving a fee justification study and subsequently increasing the level one statutory school facility fees imposed on residential and commercial industrial construction pursuant to education code section 17620 and government code section 65995.
That's not the distinction. It's not like board members should ask this what members to ask. That's not the distinction. It's not like board members should ask this what they shouldn't ask that, but distinction. It's not like board members should ask this what they shouldn't ask that, but distinction. It's not like board members should ask this what they shouldn't ask that, but only one of these types of questions actually helps understand the core types of questions actually helps understand the core types of questions actually helps understand the core accountability question, which types of questions actually helps understand the core accountability question, which types of questions actually helps understand the core accountability question, which is, are we seeing Improvement helps understand the core accountability question, which is, are we seeing Improvement helps understand the core accountability question, which is, are we seeing Improvement and that would be your strategic accountability question, which is, are we seeing Improvement and that would be your strategic accountability question, which is, are we seeing Improvement and that would be your strategic questions?
So, I think it's just a continuation of supporting that master schedule um, and supporting the three teams that >> it took us years in the budget to build that years. this this committee these positions have really done that work over time. >> Yeah. You know, Lori and I came into a two building model where all three grades had just two teams. Um and there was slightly more students then. So think about that paradox. Um we have found a way to take two team or three grades that just had two teams. We brought three teams to each grade and that offered up that opportunity for that enrichment intervention block which I will dare say if you look at the special education numbers and the cost of special education at the middle school um and even five years from now all of that should be lowered because of this important work.
I now open the public hearing at 4:16 p.m. regarding the adoption of resolution number 2526-22 of the governing board of the Apple Valley Unified School District to authorize approving a fee justification study and subsequently increasing the level one statutory school facility fees imposed on residential and commercial industrial construction pursuant to education code section 17620 and government code section 65. 5995. >> Mr. Schulmer, >> thank you. I appreciate that. The attached to the board item, you'll see the resolution provided by our consultant key analytics along with the draft report of the school facilities fee justification report. Um where this originates from is in January of each even calendar year, the state allocation board uh establishes new um developers fees or school facility fees. Um uh historically Apple Valley has done a school justific a school facility fee justification report adopted that and aligned our developer fees with the level one fees established by the state allocation board.
technical questions is, are we seeing Improvement and that would be your strategic questions? technical questions is, are we seeing Improvement and that would be your strategic questions? technical questions to Tactical questions, just and that would be your strategic questions? technical questions to Tactical questions, just and that would be your strategic questions? technical questions to Tactical questions, just don't get you there. And so, yeah, thank you for going first. And for offering, And so, yeah, thank you for going first. And for offering, And so, yeah, thank you for going first. And for offering, you know, some? Clarity around. And so, yeah, thank you for going first. And for offering, you know, some? Clarity around. And so, yeah, thank you for going first. And for offering, you know, some? Clarity around. Here's what is tactical when we going first. And for offering, you know, some? Clarity around.
>> Thank you. >> Um >> I need to ask him one more. >> I want to make sure we get on to elementary because we've been waiting. So final question Drew. >> Sure. Yeah. Final question. Um, I found myself saying amen and hallelujah to most of what you put on here and I want to double click on one thing which I love and also I want to ensure that um, it's having the intended outcome which is grading for equity and I love that you encourage students to retake up to an 85. I think uh, productive struggle is one of the most meaningful ways to help someone make leaps and bound gains in school. Uh the question I have for you is do we track who is taking advantage of this and when because it is often times the students with the least helpseeking behavior that uh are left behind by by measures like these which are intended to create equity but sometimes can inadvertently cause inequity where the high achieving students with the parents that are going to uh poke and prod them but maybe the students that don't have the same resources at home uh are not necessarily taking full advantage.
And in reviewing this report uh key analytics through their analysis has determined that we do qualify to adjust our level one developer fees to that level established by the state allocation board. And if the board adopts this resolution, those new fees would take effect in 60 days. >> Anybody reach out to you um somebody that is build builders or anything? Was there any type of or is this across the board? All districts are doing this at this time of year. >> This is very typical at this time of year for school districts. Again, the state allocation board takes action each January um of even calendar years. So, it's it's an every other year thing. Um I do know there um there are other districts that charge higher. Uh they charge level two or level three depending on their unique situation in terms of their facilities.
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