001Um, but it's kind of a one-stop document that we could end up putting on our website to share some of our highlights. Um, I want to thank Kawaii for her efforts in putting it together. What it looks like is is her work. We've, you know, got the con pretty much the content to her, but then she had to put it together in something that's easy to read, user friendly. Um, and so this is kind of our our pro final product for now. I will just highlight some of the a little bit for each. Um some not so much because maybe they were just recently reports. Um but attendance that's definitely an accomplishment for us. Um we were uh identified by from the improvement network for attendance as bright spots because four of our schools were
002identified for making significant improvement and decreasing the chronic absentee absenteeism rates and they only recognized 48 schools out of the whole state. And so and four of those schools were ours. So we had Yeah, we had a few different Yeah, we had a few different meetings. princip and I um and they even presented some of our findings and some of what we shared that we've done the last couple of years with some of their stakeholder meetings and that so they they were pretty impressed that four of our five elementary schools made the list. So that's very impressive. I know. Yeah, it is. We were excited about that. And then I think you know we've reported our last year's dashboard um which we'll have a new dashboard coming up here pretty soon but on the dashboard
003we declined almost 12% for chronic absenteeism and then curriculum adoption. I'm not going to go over that too much. You know what we've gone through the last couple of years but that's definitely a highlight that the board adopted a new program that we'll implement next year. Um measure H that's of course a highlight that's new this year. We've had our first oversight committee and um we are starting to talk about and and share that one of the first projects will be expanding the administration building in Valley Oaks and then testing. I will share a few things. This is some highlights for our spring data and the spring data will be shared with you tomorrow at our board meeting. Um it's in the LCAP as well though. But some of our highlights highlights for the ELPAC,
004that's the English language profic proficiency exam that our students that are ELS take. Um, grades 2, five, seven, and eight. They all showed growth in the number of EL students that met that proficiency level of four. That's the level you have to meet to be eligible to reclassify as not an English learner. So, we saw growth in those grade levels. And then kinder 2 4 7 and 8 we saw a decrease in the number of students at the lowest level of a level one. And then also um looking at our DR DR um again we'll go over this a little bit more tomorrow night. We highlighted some of the schools and some of the grade levels that met that 10% growth. We had um Greer first grade and Lake Canyon second and third, Morango Ranch
005second grade and River Oak second grade that met those targets of 10%. And the DRA is just given K through K through three. And then we saw most growth by grade two across the district. And then if you combine MAP for the spring, um first and second grade combined those two, those are the only two grade levels that took MAP in the spring, we saw growth in math for River Oaks and Lake Canyon, they met the 5% target. And then for the reading goal, River Oaks, Lake Canyon, and Greer, we met that 5% target. And the electric bus grants, we've talked about that. We received over a million dollars in grants for electric buses. Um turnover on the other side for VAPA. Now we're kind of looking at programs. Um we've done a lot with
006VAPA this last year and you've had some board reports and even a video last month that was very um well put together by our coordinator. A is new this year and the um establishment of an FFA chapter. We highlighted some of the accomplishments and some of what the students have been doing this year from an raising animals to um crops, fruit trees, dual language immersion and the music production. Those are um well dual language immersion is not new, but we are expanding that every year. Next year we'll be up to second grade. Uh we had a nice board report last month. Both principles of the DOI program u Mr. Nelson and Mrs. Marquez attended and gave us a report. And then we also had a report last month, the music production class um that is
007new at McCaffrey and we heard from three young ladies that shared with their shared us shared with us their music production. And then expanded learning is not new, but we continue to um increase services and programs each year. what we're offering in our afterchool and summer programs and our numbers continue to expand and we continue to have weight lists to get into the after school programs. Those are just some highle highlights of some accomplishments and some new things that have been going on here. Thank you for doing the continue. We'll continue to continue to do that and we'll think about as we go throughout the year think about different things that we can we can add. The one thing I was really impressed by that you mentioned on there um was the FFA. My gosh,
008like they would be great to come to me. I have never been to an FFA event, but like the thing that they did at the beginning where they're talking about George Washington and I mean it was just I was so impressed. Yes. Yeah. I was just like, "Wow, I know we have that as a pending report item and I'm sure they would love to come in the fall to share what they're doing." Yeah. So with that we can move on to next would be a summary of some of the feedback you'll notice the broader community feedback was received from our educational partners via an online survey to all staff and all parents. The survey asked for feedback via six prompts. What is the key to supporting academic growth? What is the key to supporting staff
009growth and motivation? What is the key to improving school uh safety at school? What is the key to improving student engagement? What is the key to improving parent participation? And then additional feedback. Um we opted for more open-ended types of responses so we can um so that individuals could give us their ideas versus selecting what we um thought that they might um want. We had uh 58 respondents and the following that is in your board packets are summaries in each category kind of themes that kept coming up. There was a lot of repeat comments but this information is kind of consolidated into into themes for each area. So in terms of what is key to supporting academic growth, um we saw quite a few promps or responses with mental health, emotional well-being. Um definitely parent
010involvement, communication, strong relationships, student and teacher relationships. um high expectations, smaller class sizes for in for individual attention, hands-on play-based engaging instruction, um exposure to enrichment, arts, music, science, targeted academic help, curriculum, curriculum aligned with learning needs and um access to tier 2 supports. So these would be more intervention types of services and supports. Well, what is key to supporting staff growth and motivation? Saw strong leadership and consistent accountability from uh quite a few responses around professional development and really having um some conversations with who we are providing professional development to and having their input to what is being provided. um recognition and appreciation for staff effort and relevant PD led by successful peer practitioners. So essentially having our own teacher leaders providing some of that PD versus going outside, empathy and patience for behavioral
011challenges, districtwide consistency and expect expectations and policies um input from staff and key decisions and opportunities to collaborate across PLC's and grade levels. Access to supplies, budgets, wheelchair resources. What is what is key to improving safety at school? Maintaining and enforcing current safety protocols and practices. Fostering strong relationships and communication with students. Increasing supervision in key areas. Um promoting a culture where students report issues without stigma. Addressing unsafe behavior early before escalating. Um discipline aligned with fairness not necessarily punitive. clear and consistently enforced expectations, rules, activity engagement of families in supporting school safety, and uh more safety drills and tools. I did like the fact that they did shout out our new management system catapult that we're using as we um implement trails for safety. What is key to improving student engagement? Flexibility with deadlines
012and lesson piecing support from home that enforces the value of education, teacher training and student engagement strategies, real world learning, field trips, guest speakers, career integration, student voice and choice. Um providing that context for students and how they're learning today connects to the future. hands-on learning, safe classroom environments, recognizing different learning styles, again that positive relationship between the student and teacher, enrichment activities and projectbased learning and extracurricular. How can we improve parent participation? Multiple accessible communication options, choice, flexibility, and how and when parents engage. Start of the year surveys to understand family interests, workshops, resources with how-to advice for parents. um increased use of digital tools, better classroom volunteer assistance and invitations, continued Zoom options for meetings and virtual participation, regular events with parentfriendly scheduling, support for non-English speaking families, and teacher initiated calls and
013invites and consistent feedback. Any terms of additional ideas of feedback? Um, smoother academic transitions from elementary to middle school, continued mental health support, counselor, small group interventions, MTSS integration, behavioral supports, acknowledgements, and teacher contributions. Um, consider consider the controlled phone use policies for middle school students. Provide band and music programs consistently. community events or events. So these are just snapshots of the themes that were coming out surveys and and this was um the last uh push out for feedback we had in providing gathering feedback at all of our care. I said there was 58 individuals that responded. That's definitely higher than we had last year. Yeah. Where does this go next? Does it get shared with the teacher so they can look at this and kind of pick like I think that would be great
014to, you know, engage parents early on to try to give volunteers in my class. So it it kind of it helps to um as we're develop or updating the LCAP. So if there are areas of parent participation then we would bring this back to the administrators who would then bring it back to their teachers to share hey parents are wanting can I be considered this for communication that for communication. So yeah questions or comments on the feedback. I thought it was really good. I read through all them and as I was reading I'm like, "Yep, yep, makes sense. Makes sense." I got a lot of dead on. Yeah. And a lot of the um definitely the communication we can talk to administrators who then talk to the teachers, but the other ideas that come up
015and feedback is really an an accountability for us in terms of okay, if we're putting actions together, are they necessarily what our community is asking? positive feedback on the parent view from that because having used some of the other school apps that seems to be good seems to be actually I remember reading a comment specific but they really don't have anything else to either very helpful I just want to look at something. Right. Right. Right. And we've been um the accessibility for parents through parent view. We've been adding adding additional components to it as well. This year we added the attendance piece. Just out of curiosity, is there any way to see how many parents use it? We can I mean I'm just if not please don't make yourself. No, actually I know we had
016put it into the LCAP last time, but we could run that data pretty easily. It just kind of ties in with parents checking up on their kids. Yeah. Yeah. No, we have we can run in the digital world kind of follow their kids academics that way. We had a question on the forehand growth um parental involvement, communication and accountability. Can you tell me a little bit more just about what was said especially on the accountability part? Um what question is that? So one question number two is the second the second communication accountability. Let's see. Um follow through in terms of um if if uh schools are asking or teachers are asking parents to follow through on whether it could be um counseling services or intervention services. Um I what it really boils down to is
017that relationship between the parent and the the teacher in terms of if there are things that are being communicated about what this the student needs that there is some follow through on the parent side as well and I'm kind of pulling that from multiple different responses. Yeah. I think it could be a little bit also sometimes you you know you hear from teachers sometimes. Yeah, I figured part of that was teacher that they feel that to increase academic achievement and student motivation that there could be some more support from parents, right? You'll hear that from teachers sometimes. Yeah. Like getting parents to volunteer in the classroom. Is that what you're referring to? Well, even even just at home, you know, making sure that they're checking backpacks, they're reading the communication going home, they're checking homework,
018um parent view, checking parent view. Um probably the read the nightly reading maybe probably that's really instrumental. Yeah. So 58 and I know you said it was more than last year but that like as far as So did it go out to all families or did and so do we know why the others are not responding? Is it just they don't understand they're not making the connection to this is going to affect decisions that affect my child's everyday life? Do they are they too busy? Are they too like do you have a sense for the people that didn't respond why they might not have responded? I don't know. Um, and this 58 actually encompasses first we sent it out to staff and then we sent it out to so it's all the everybody can be
019even lower. Yeah. So it doesn't necessarily uh call out which families but just reading the comments I can tell whether that's a parent or a staff member. So, so I don't know if there's anything, you know, like marketing wise for next year to kind of help them connect those dots to what's in it for them. You know, don't you think a lot of it is parents don't want to take a survey? That's, you know, depending. I think that's anybody. Yeah. People in general don't want to take surveys and they usually take them if they're really happy or really sad. So, you're getting both both sides, the happy and the sad, and you're missing the middle, you know. Yes. there's some way to get that middle. But I guess if the middle's happy, then you know
020there's nothing to do. It's hard. We we struggle getting parents take surveys like how schools surveys um the parent responses were extremely low until we put in ice cream reward. I think what you find a lot of times with parent participation with um you know parents coming to events at schools and things like that if kids are performing or if kids want their parents to come if they're encouraging their parents to do something the parents are more likely to do it. So once kids thought they were going to get a prize an ice cream treat then they told their parents they got home and said hey did you take that survey I want my class to win. You know, then all of a sudden we saw a huge spike in parent participation. So the kids
021were on their parents for the parents. I don't know. I'm just kidding. Incentives when the kids are motivated. Yes. Then the parents are more likely to participate. Is there any way like at a school event like I want to say open house or picnic on the grounds. Is there any way to have parents do it in there or encourage them survey? If you want to take five minutes and do the survey, you get an auto. I know. I think part of it is the just the language because I do remember the text that came in with take the LCAP survey. But if you know I am who I am and I know what that is but a lot of people don't have the context to go oh this is directly tied to so like everything
022about the district and so I think maybe a little bit more explanation of what it is wouldn't help and just and the direct results you need like a catchy slogan I mean unfortunately you have to sell it need an Instagram post and like make your school Yeah. Take survey. Right. Right. Because Yeah. Unless you're involved in the world, you kind of like elap doesn't really bring it. But make your school better. Yeah. Make your school better. Yeah. That's Yeah. Be all you can be kind of like catchy little school slogan though. Yeah. It's hard though. It's hard to translate that to And I'm guilty as well. Well, you're working, you're trying to get to your school event and you know. Yeah. No, that's that's some good feedback. We can work on messaging and we have
023open houses in the spring. Yeah. So, I like that idea. Maybe let's make our what did you like about this year? Let's take the survey and you can say and what do you think we need to improve on? Yeah, maybe if the parents are it's just broken down on what are you happy with and what are you not happy with? They'll Yeah, just take a survey or even just ask the questions that are in the survey, right? Like at a at a table or I know you do a lot of community events like back what is it called? Um national night out there different markets and maybe those are some opportunities to kind of reinforce it as well and anything else. It's hard because you can't solicit the feedback year round. I mean I mean
024survey you can I mean in for I mean you can get feedback at the beginning of the year and get feedback at the end of the year. I mean I don't think it necessarily for the LCAP I don't think they restrict us to a but it's typically the these goals and actions are in place for the next school year. So it's kind of like at the towards the end of the school year. Um but I mean we could start sooner. uh trying to get some feedback as as well. I think those spring events like picnics and open houses and use just that springtime parents seem to be geared up for that year fun and they're in a good mood more likely to participate. Yeah, the QR code seems to help. I mean, do you, you
025know, maybe we hand out flyer, little flyers with a QR code at open houses, you know, something like that. I don't know. Just kind of one love that. Yeah, I know that helped in a couple of the school sites to get their um parent cow schools um healthy kids survey. They their parent club helped and handed out flyers with the QR code to their survey in the carline when they were when parents were picking their kids up. Oh wow. So that school thought pretty good participation for cow schools. Those are things that we can continue to try to you know we can do that for LCAP too. not call [Applause] good feedback on the budget. I will be reviewing the OCF budget overview for parents. I know the LCAP has many numbers in 150 something
026pages. So uh I know this is recent like they made this probably like three or four years ago remember seeing it it has evolved so it's gotten better. Um so it this provides summary of our projections for next year inside the LCAP and what our actual goals how much we're estimating projecting for the next year. It also provides a little summary of what happened this year at the end. So, um I'll start with uh on page one on the orange or yellowish looking it says total revenue for the 2526 school year in the bottom. Um uh it's 55 million um $55 million overall. And then if we moved up to the second category, total budget expenditures 60 million. It is more than what we're receiving in revenue. to keep in mind we do have carryover
027funds that are budgeted inside the um our adopted budget that I will be presenting next. But um let's dive into the LCAP budget on its own. From the $60 million, $37 million is budgeted in our LCAP goal one, goal two, and each of those actions. Inside the 37 million, there's $7 million budgeted for high need students. Um, so it's not in addition, it's all inside the same plan. Um, and then, um, let me go over the graphs on the next page. That way it's easier to review. So on page four, if you look at total budget expenditures in the green, $60 million as I mentioned, and inside that there's $37 million in the outcap. The the high needs um the high needs amount, the 7.4 4 that we budgeted originally for 2425. It's for students
028that are are foster youth English learners and lowinccome and this is what they refer to inside the LCAP the supplemental concentration. So we receive additional funds for this this group and we have to use at least 15% inside the LCAP designated for uh the high need students. uh inside the LCAP actions there is salaries classified salaries teacher salaries psychologists behavior um IAS teachers inside the our action plans so if you look at our actual expenditures there's uh we actually spent 7.9 million instead of the 7.4 so there's a $500 difference we did give a raise this year so in that raise it was close to $1.8 8 million and some of these salaries were embedded inside the LCAP, meaning that there was going to be an overspent in the categories, not necessarily in the overall
029budget because uh when we presented an second interim and um when I provide the information um for the AB1200 for raises, I account overall. I don't account for the outcome. So, I need to make sure there's fiscal stability as the overall district. So even though it shows 500,000 overspent in this category, I didn't account for that in our multi-year projection. Um it it just means also here indicates that we are spending accordingly to what we project and for our high need students as well within the LCAP plan. Try to size but um any questions in that? Okay. So the LCAP so the LCAP as Lis shared it's really is a kind of a team effort and it's a plan of what we are implementing and um with the funds that we're receiving. So the funds
030are from the LCFF funding formula. There's a a base grant and then there's add-ons based on um the amount of unduplicated students. So these students are English learner, low income, and foster youth. We get supplemental grants for the percent of students that meet that criteria. And then if we have um a uh a higher percentage of these unduperated students, then we get concentration grants. So those are additional funds that we receive. So we have base supplemental and then concentration. So as a uh contingency on these funds, we also have to show progress or performances based on state indicators. And these are the standardized measures that a state track that are used to track student progress and performance. And this would be our academic achievement, our English learner progress, our graduation rate, you know, not graduation
031rates for high school, our suspension rates, and then our chronic absenteeism. So those are the state indicators that we have to show data on. And then also there's local indicators that we do have to provide the state data on. And these are things such as parent family engagement, school climate, access to a board broad course of study, then basic services. So these indicators are what are required to be in the plan in terms of what are our goals, our actions towards those areas. And so I'm going to kind of walk you through this document. So first page is really general information, demographic information, um mission and vision statements. Last year we updated our two LCAP goals, so they continue to be applicable. We have two broad goals. Goal one is around academic focus and then
032go two is around the whole uh child social emotions. Um, as a part of the annual update, we do have to reflect on our performance over the course of the year. So, page seven and eight highlights all of the state performance indicators, our local uh assessments, our um, this covers our ESPback data, our DRRA data. All of this data was shared before at all of the different board meetings as the data became available. So that is pages nine 10 and what I've done is gone into a little bit more detail around kind of did our cohorts make progress did our grade levels make progress and did we or did not meet the goals based on what we had set. And these are really narratives of all the ventures that we actually share out. On page
03311 12 we have our public schools survey data. We have ourism data suspension data. And then um on page 13 we have um kind of practices that we put into place to support the positive outcomes. So this comes from feedback that we've received. So every trimester after we've completed an assessment cycle and we've seen the results, our administrators do some reflection on the progress and kind of try to identify what are some positive uh strategies that we have in place that are uh are are um reasons for some of this growth. And so I've outlined the practices that support the positive outcome. So what was feedback that was provided? Um and then also some challenges. So you know there were some areas that we didn't grow in. What are some things that our sites are
034seeing as potential barriers or challenges as well. Um in addition uh for this LCAP this annual review we did have to keep in some of our data from last year. So each time the LCAP is reviewed there are certain requirements that still have to be met in terms of what data gets put into it. And one of the requirements was that if we had any red indicators in 2023 then that data needed to remain in here. And this was actually in the last LCAP as well. So that's why you'll see on page 14 all of our red indicators for 2023 that were identified and a lot of our um metrics and our actions were tied to these red indicators that were part of the 2023 data release. Okay. And then we were required to put
035the statement in there that we do not have any unexpended learning what's the learning recovery LERG funds right in terms of the technical assistance and we have shared this at a previous meeting the district was identified for differentiated assistance for our long-term English learners in the areas of academics and suspension. and I have outlined the process um that our teams are going through to address that um discrepancies for those uh that student work and we're working with the Sacramento County Office of Education um developing a plan to address the academic discrepancies and the suspension rates as well. It has to be documented in here as well. And we've talked a little bit about um kind of the surveys, but um what you'll see on page 17 and 18 um there are required uh committees and
036um partners that we do have to elicit feedback from and they're all listed here. As I mentioned, we share our district advisory committee, a district English language learner committee, a special education parent advisory committee. We meet monthly with our administrative team and share um our data sets and LCAP goals. We meet with the board meetings monthly. We share our data. We did ask for feedback from our Sela director. We emailed our bargaining groups. I met with our students and then the last kind of all call was that parent survey. So a very comprehensive approach in getting as much feedback as possible and then we take it all and try to kind of consolidate it and like what are some common themes that we're seeing and so that's listed at the bottom there. So on page
03720 uh we start with goal one and this is as mentioned the around academics and this is a broad goal and as I mentioned earlier um all of our LCAP has to align to the priorities and there's checks and balances in terms of which priority areas each goal is aligned to and so you will see the priorities addressed there a reason of why we developed this goal and this was this goal was developed last year so the reasoning doesn't necessarily change because we haven't changed the goal. And then how are we going to measure this goal? Um we on page uh 21 are all of our metrics and as I shared at the last meeting uh there are some adjustments to some of the metrics. So some of the areas that we're going to be
038measuring and so I was just going to uh do a quick re refresh on on those items. So 1.1 we did add some additional language to that metric. Um and what we added was once a cohort uh reached that 80% proficiency, we wanted that group to maintain that 80% proficiency. Um the 1.2 two is map math data and since we are transitioning to a new uh curriculum we'll be we will be discontinuing the map math assessments and then 1.3 is our new IR math assessments and right now we don't have any data because we'll be um getting baseline data in the fall so that some adjustments there so these are all of our metrics For gold one, we have our dashboard data, ELA, math, we have our English learner progress data, we have the reclassification
039rate, uh access for professional development, we have our um our uh CK uh academic readiness data and I have shared all of this information specifically in terms of kind of what the the data what the outcomes were. parent survey data, science, the science test data that was new this year, the new engine. And then as a part of this review for each of these goals, we have to look at um the actions and then provide some explanation of whether those actions were implemented, if there were any challenges or any um u difficulties that the district may have been able to implement the ch the action items. So that is your goal analysis reflection there on the page uh 35 and 36. And each action item has to have a statement in terms of was it
040implemented, were there any challenges or just kind of an update in terms of that progress. So all of your action items are there and then um there is a section here that addresses if you had planned to spend this amount of money on this these action items but then ended up spending this much what is the reasoning for that discrepancy and then um if there were any action items that you felt were ineffective or effective. So we have to do an analysis of whether um we want to continue these action items. So that has to be explained and then if there are any changes either to the goal to the metrics or the action items those have to be called out as well and so it all has to align so that anybody reading it
041can can identify why things are different from year to year. So that is um explained at the bottom of page 38. Um so there was as I mentioned we updated the metric for 1.1 with the adding the proficiency. Um the other item that we did change was um in action 1.1 we we had it's called we've kind of broadly termed it the alternative educational options and here we had the BFLA it's a bright future learning academy and the alternative program at McAffrey and so we did make an edit to that action item um whereas we are not going with the alternative center anymore at Macery, but I moved to a campus monitor to support behavior and supervision and safety. So, that was an adjustment. Um, a metric 1.12, this is our academic data for our
042prek population. Um, and what we were doing for many years for our preschool and TK data was providing data for every single skill set. And so we would have 10 different skills that each child was being assessed on and we would provide data for every single it just became too much. And our three year olds aren't going to be taking standardized assessments like the district of assessments anymore. maybe using more developmental progression. So, it would be harder to report that. So, we're going to be making some adjustments on how we report the the prek that's right here. And then we did add two new action items because of being in differentiated assistance. We did have to call out specifically how we were going to address the needs of English learners separate from our long-term English
043learners. So that is action item 21 and action item 22. Next uh goal number two and goal two is around social emotional development. And here we look at our daily attendance data, our productism, our suspension rate, our expulsion rates survey. as well as all the metrics that go to goal number two. And again, we you know, we look at every action item and then provide an explanation or update on how it has implemented. Um and then if there were any differences with planned expenditures versus much spent and then if we were going to make any changes. Um we did make a couple of changes when there were based on the um number of students that could meet a student group. If they meet a threshold then when they are assessed they generate a score. So
044this year 2024, we did have additional student groups that weren't necessarily um a significant uh population last year. So those groups are now added, but they weren't in the um in the reporting for last year. So that to add that um we did add a new metric around um addressing staff reporting on the CL school surveys that report strongly disagree areas really kind of making that a priority is why we talked about that at the last board meeting. Um, and then because of the differentiated assistance for our long-term English learners, we did make sure that they were added to action 2.6. So page 56 is all of our action items related to goal number two. So as Alle Hunter had mentioned u we do get additional funding for students that are considered that are identified
045duplicated. So there's a foster use English learners and low income. And then we have to show how are we using these funds to support them and then why is there a need and that is identified in page 58 through 64. And in each of these areas, um, there's a, um, we identify why it's need if it's targeted to a specific tool versus an action and funding that is being supported at the fair. And then some actions are very specific to certain groups. Those are called limited actions. So we do have two limited actions and these are targeted specific to our English learners and it's around providing English language development and then our long-term English learners. These are um strategies to continue to make progress to course. So those are very targeted to that population. Any
046additional then because we do receive additional concentration funings there are resources that we provide. We provide the bilingual instructional aids office and outreach assisted social workers and additional teachers to reduce class sizes. So again, where are we allocating the additional funding that the idea is identify the action items that it is targeted to I think that is the narrative portion of it. Next is our budget. Yes. Yeah. Before we move into the budget, any questions on comments here. Can you just describe who gets this besides the district? The district shares it with their teams and then does it go to the county or how does it Yeah. So the county office they you know they have to approve it as well and so um we've been working very closely with them to make sure that
047all of the indicators are in the in the LCAP and then once they approve it then they will notify us and board approval RNI. Then it goes to the county and they have different departments that review different components of your LCAP. They have an E coordinator that will look at your EL metrics, your actions, your goals. They have a financial budget analyst, a director of fiscal that will look at your budget. Um they have a curriculum instructional specialist, Becky Sullivan. She'll look at her and they'll meet with you. They take about a month or two to review. Usually what mid Jul no end of July, beginning of August, end of July they will schedule a meeting with us and it's all of their team. Usually five or six and us and we jump on usually
048it's a Zoom and then um they give us feedback. Sometimes there's a few things that they want us to change and usually it's very minor and they give you about a week or two to make the changes. We resubmit and then we get the official letter from the important county superintendent that our LCAP was approved. That normally doesn't come until probably I'd say September that we get the official notification. We've been working with them for a couple of months like probably starting January, February. Well, there might be things that are just technical edits, but if there's things that we didn't include that are required, then we would have to retake it back. So, yeah. Yeah. So, they they kind of given us the the red the green light for all of the the required components
049of the outcome. Yeah. Any anything major, we'd have to bring it back to the board. I'm just curious, does the state give you a template or something to follow? Here's the template. This is it. Yeah. Instructions. They give you instructions and then there is a sample template. They have a lot of school districts work through a company called doc tracking. And so they create the template based on what is required. It's pretty standardized. And the last 20 pages or so of this document are the instructions. Wow. And the requirements. And then the the blue part which is now where you see the the reason they created the parents overview was because of all the financial pieces of it. They just said this wasn't working for a parent back. So they created what we call the
050b like parents overview um budget overview and it was parents me this is not this is not working so that template now super it's I enter everything in here and then it does the other forms okay so it's a standard template it's not like this is more digestible for the lay person to understand this yeah the county person would understand that okay yeah it's a state compliance document I mean This is really not user friendly to to parents. I mean, what parent is going to pull this up and read a hundred some page doc? They're not going to understand most of what's in here unless you're in education. So, you have to really break it down and chunk it to parents throughout the year. Um, and for the board, too. This is I mean, yeah,
051this is a lot to to take in. And so, that's why we we cover a lot throughout the year. just an accountability system of the the state right now. I'm just thankful this is mostly not new information. You guys make it easy to digest in bites as you're saying. So that's helpful. move on to the budget. So, this is the public hearing for the uh budget adoption for 256 school year. Um I'm so used to projecting in this. So, this is a time of uh year we present uh our projections of what we build I we start we start building budget together around April and start developing what positions, salary, benefits. we dive deep into that because that's about 80 83% of our budget in that case. Um as soon as we get more information
052in May with the May revise then we we have more solid information in our budget development. So um we're presenting our best estimate projections of what's out there available. Things may change. July 17th is school services um final review of the approved budget um which indicates that there's major changes of what was provided and may revised and what it looks like in the outyear and well in the upcoming school year. Um normally we will not make um major uh if it's a major change we would do what is called a 45day revise and um if it's minimal normally we just wait till first in term in December to present that but we will keep you informed as major financial changes are projected because of executive orders as they come. Um we do anticipate some changes
053and I'll go over in that go over that in the our budget assumptions slide. So if we go over the budget assumption um the cost uh living adjustment which is what we refer to as the cola is projected at 2.3. It is a a decrease of what our original projection was in second interim. Um it's not as slow as we thought but it is a decrease to our projections. Um the statutory benefits are stirs and purse which is our retirement assistance for our employees. Stirs continues to be the same at 19.10 10 and we for the first time in what six seven years PERS had a very slight decrease of 0.24 24 um hasn't happened since I've been here. So probably eight years since school finance. So that's great. Um though the cost of other
054things are increasing increasing so I mean we'll take anything that we get. Um enrollment projections is steady uh 3,452 based on our CalPAT certification numbers. Um it's it's increasing. The good thing is now we're not declining. That's the so far so good. So hopefully we'll see our August numbers with um hopefully TK enrollment and um that in that increase in that age will hopefully provide us more enrollment. I hope to see numbers up. As long as it's up, we're good. Um the average daily attendance which I'll reflect in the graph in some of the slides did increase about 41.88 um average daily attendance. So we are projecting the same from current year to the next year. um because we uh we project very conservatively because we don't want to over project. We don't want to
055get we don't want to over project. This is one of the things that it's very cons we have to be conservative because if we over project then we see more revenue than we have then it looks like we have the money but we have to return it. So we we don't want to be in that spot. Our unduplicated people percentage is about the same 63.28% 28% that's our um our supplementalum concentration our our high need student population that we've mentioned both Jet and I and um our LC5 revenue um is about $42 million um that's our majority of our funding which I'll reflect in the graph later and in our multi-year projections we do include reductions in the up um in this current fiscal year and the one um 2627 to maintain that 9% reserve
056and I'll go more um over in the budget itself. The book does go over that in the narrative. I go more into detail. This is more of a summary, but I'll if you have questions at the end, I'll I'll have I'll give you guys that opportunity. I do want to note during our May revise um the who was present I think in that there were they did note that title funding is going to be affected. We don't know how how much or who which one we do receive in um title between all our title money we receive about 800,000 for the ones that we think it's going to get impacted title 2 three we have two title 3es and title 4 it's about I have about 244,000 of that migrant is is 82,000 so we
057do see a total of probably 326,000 that may get affected we don't even know if title one is going to get some decrease But we have a lot of salaries in there. We have about um uh 83 staff members right now in it partially funded um or fully funded out of these title monies. Our budget includes these monies because it doesn't we project based on what we got as long as as long as they haven't provided us the actual numbers. I can't take away. Yeah, we hope we'll usually title um title funding um allocations are provided late fall and maybe by first entry will have a picture whether there's reductions or whether there's no money. In those cases, we will have to make decisions once we get closer and once we have more information on
058what happens next. If that does happen and they remove some of the title money, we'll have to make additional reductions to our budget for the next fiscal year. um and see what comes next. So, this is based on the information available. So, things can change um as new as new changes or policies come into play. I'll just add on that. We have a lot of classified staff are paying the funds and the CSEA or classified union has already reached out to us requesting um spreadsheets of you know how many employees, which employees um are paid out of federal funding. Does the district have a plan and federal funding is going to be reduced to keep these employees and things like that which we don't have a plan right now. We would we would definitely be
059looking at some reductions in staff at least the federal funding being proactive and reaching out right now. Um the next slide are cost of living um adjustment. Um as I mentioned the 2520 school 2526 school year it has um a 2.30. The 2627 is 3.02 and 2728 is 3.42. It's not big difference for the outy years. It's very within the range. It didn't go up drastically or down but it's it's within the range of the projections. Um uh what I do want to note the purpose of cola is to offset inflationary inflationary cost not to provide dollar for dollar as spending power any cola increase is automat automatically observed with step and column movements and ongoing increase before it can support any new spending. So when they whenever they see a cola, it's not exactly
060two per 2% of their salary per se. It's it's a 2% of the average daily attendance and then you have your operation cost. You have your other obligation, statutory benefits that get eaten at first and that 2.3 could be only 0.56 at the end. It depends. So I that's what um getting used to what COLA really means. It just takes time to understand that piece of it. um our unrestricted reserve levels um for the 256 school year. We did present present a projection previously when we did those uh uh we did approval for salary increase. So it's about what we projected um at 11.14 for the next school year for the 26 27 school year about 9.8%. Um that's why we have to do reductions for that 9.8% 8% because the 27 28 school year
061the third year out we're looking at exactly 9% which includes the reductions I already have planned uh we already have planned for inside the multi-year reduction. Again this is May revised things change and then in September um at the end of the year we usually have some follow-up balances based on um what didn't get spent in one area or in the other area. So this could look a little different. It can be less reduction than we anticipate, but we have to provide the overall picture of what we think based on the information district enrollment and funding ADA. So, um I want to note on 2425 school years in the middle. I know the arrows up there. There were some formatting issues. It should have been at the bottom. What I want to note is for
062the 2425 school year, we were funded at 3,00 um 3,197. For the next fiscal year, our projections funding is based on our increase in ADAS at 3,238, which is about 40 students. It is some increase, not a huge amount, but it helps us whenever there's a positive number, it continues to help the district. So, as I mentioned, as long as we're not decreasing um in enrollment, we're on a good spot. And as long as our attendance continues the way it has been um thanks to your initiatives, but and everybody, we're on a good path so far. We're we're heading to the right direction. Um revenue um um our revenue um our total projected revenue is we mentioned in the LCAP and um is at $55 billion. 76% of our revenue is the LCF funding. The
063rest of our revenue um is from state local federal revenues. BBC federal funds 3.5%. So it's not majority but it is a portion u a larger port portion of our budget. Our expenditures um my whole expenditures is $60 million with $49 million being um for salary and benefits. That's about 83% of our district's budget is salaries and benefits. The rest of it is for our operational cost. our next step. So, oh, July 22nd. I correct I said July 18th. So, July 22nd I'll be um we'll we'll have it open here. Um I'll wants to come in. I'll we'll zoom in the school finance conference with school services. We'll review the final approved information and welcome um um that way you could see if there is any major changes and they'll let us know. Then um
064from July to August, we will begin closing our our books for 2425 school year and see what falls out during that time. And then September, we'll be presenting on audited actuals to you guys for prior year, our final numbers or final um changes. And I'll have a we'll create a multi-year projections to see with the fallout where we does it mean less reductions or where we're at in that time. If there is more information for federal funding, we will provide that at that time. Um and then September and October we start completing our year- end audit and then move back to routine and October November for first and first intro start working on the budget. Any questions? I just wanted to highlight a couple things for you. I know the board already knows this through
065updates or through discussions, but if you go a few pages past the the PowerPoint, you get to um a page called multi-year budget assumptions. And I just want to highlight what we have reduced for the 2526 school year. And basically, it's due to vacancies, some vacancies that we have chosen not to fill based on based on budget. Um, let's see. We've reduced one assistant principal. We've reduced two teachers on special assignment. We posted for two this year. We had one teacher that applied all year for months. We put the posting out there. Um, the teacher that took that TOSA position, Stina Shakarelli, she has decided to take a vacancy at Macaffrey. Um, she won't be a TOSA next year. She will be um an ELA, English language arts teacher next year. she's getting the supplement
066to the credential this summer that she needs. And so that became a vacancy and um just based on budget and based on district need um we added a principal on special assignment um to support our administrative needs and the turnover of the new staff and also the fact that we had no teachers apply to be a no one out there with the interest. So that was reduction. one counselor, we had a counselor that resigned. Um, she she went out, she's on a a doc, she's on a doctoral program and she got hired at EOP through a doctoral program. So, we're not going to fill that position. And then we've talked about the alternative education teacher and then this budget assumption says one general education teacher, but that was just based on student enrollment. That has
067changed. um TK numbers have gone up since this and so we've hired another TK teacher. So as of right now we are a wash for general education teachers and special education teachers. We have the same number um as we have this school year for next school year. If TK continues to go up, we're watching it very closely. We could have to hire another TK teacher this year, but we're okay right now with the eight. We had seven this year. Now we're going to have eight for next year. On the TK, do we have a sense of how many of those are English learners that might need additional support? But we do we we know based on the language survey that they well we we don't know they don't take the initial LPAC in TK but
068we do know one of the um requirements one of the questions for the registration is if there's another language spoken in the home but they don't get identified as an English learner until kindergarten officially by the state but informally they might be working with them to kind of get them yes yeah and teachers get a pretty good. They say so pretty good sense after about the first month of school um which ones probably are going to end up qualifying initially for an EL when they take that initial ELPAC test when they become a kindergartener. Yeah. So I just wanted to highlight those are the the reductions that are identified speech reductions and just based right now and again this is just a snapshot this number will definitely change but right now what is projected um
069for 2627 would be about 435,000 in reductions to maintain that 9% reserve. But a lot will change between now and 26 27 budget. But that's what we have to project out now. Question. We also want to note that we're going to start displaying our student art as the cover. That gives us an opportunity to share it. Put it out there. I thought it was like this would be perfect, too. So probably we'll probably I'll ask Alicia to survey the sites and see if they have art piece they want to display. I I saw the one on Callway's truck. That was very sweet. Yes, we put that in our newsletter, too. But yeah, um student was chosen and their artwork is driving around sixyear-old or something. Yeah. just circle back to the path one. Sorry. So,
070I just wanted to um because we do receive federal funds. So, these are supplemental funds like title one, two, three, and four. We do have to write a federal addendum to the LCAP. So, we brought that to the board last year. So, it was adopted last year. It doesn't require it to be adopted um annually, just that we are required to review it to make sure it's still applicable and it's needed to let you know that that is still applicable. Questions or comments? I know it's a lot of information. Um tomorrow night at the regular board meeting, we will not go into this detail, right? We will reference that this was reviewed or been open for public comment um at last night's meeting and then we'll just call for an action. I was um looking
071at the budget for like the state level and like the LEO seems kind of dissimilar to um the May revice. The legislature there's a little bit of differences with regards to what they would like versus what was in the May revise. So we'll have to go through all that renegotiations. But as far as the education piece, it seems like that piece is kind of carried. Yeah, that that piece is not super impacted, but some of the other programs and whether that trickles into the education, but I think it's more higher education is where potentially there's that. Let's hope it's not. I know they mentioned the title funding and migrant funding, but it's just we'll see if the impact hopefully by July they'll have some idea whether it's a percentage of it that we need to
072prepare and start planning together. Yeah. Yeah. And I I'm hoping if there are reductions, maybe there'll be some kind of weighted scale. You know, maybe if your district is a certain um level of UP unduplicated that maybe you won't take as a reduction if reductions are needed. Um some of that may it may not be pretty though. It it may not be. Yeah. We just we don't know. Well, ultimately hopefully the the goal is that overall there's less it's more streamlined and less wasted. That's the overall picture. Yeah, we did get um the other federal funding that was on hold for our um outdoor education um BLM. We did re receive the funds officially in the account like June. What is it? June I think some part sometime in June. Um, so now that the
073we know the funds are there, I even asked if we could get the next year's funds in the account in case they get frozen. So, and they said no question. They're like, "No." They're like, "You can't have it yet." And I'm like, "Okay, didn't hurt to ask." So, we have next year's funds. That's good. Use the full amount. Yeah. No, good. Yeah. Um, so now we we're okay for the year. So, we'll see if they'll we'll have to play by ear every year now with those funds. We we didn't know they could just pull pull a flag during the year like that. That's how we do a lot of the environmental program activities and all the field trips of the kids just lab. So good to know. I mean those kind of programs really keep
074I feel like they keep the students engaged and wanting to come to school. It's the feedback they get kind of experiences outside the classroom. Yeah. The kids will tell you that. Yeah. They want more hands-on. They want to go outside more. They they don't want to use their Chromebook as much. Kids will tell you that. Right. They they do. I remember my kids saying that they did not want to use their They were tired of it. Yeah. Thank you for your feedback and took some video and thank you for all of your work on this team effort. Do we have any pending agenda items? Not any more than what would I'm sure that will be on tomorrow's agenda. Yeah. All right. Anything additional I would just like to say, Miss Harper, that we have no
075request for public comment tonight. Thank you. Okay, I think that we will adjourn. Thank you very much. [Music] Tomorrow we're starting close session at 6:15.