Special meeting of the San Diego Unified Board of Education on March 10th, 2026.

001No reports out. Okay, thanks, Andrea. Okay, I'd like to welcome everyone here to Wilson Middle School and those watching via live stream and call the March 10th uh 2026 regular meeting of the Board of Education to order with all trustees uh present. Trustee Wynn, would you like to welcome us to your alma mater and lead us in the pledge? All right. >> Okay, please stand. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible with liberty and justice for all. >> Okay, we will now move to item B2 adoption of the agenda. Tonight's agenda includes the 2025-2026 second interim financial report and the 2026-2027 budget workshop. This item will be heard at the end of the meeting following non-agenda public

002comment. Can we get a motion on today's agenda? Move by Trustee Hazan, second by Trustee Whitehurst Payne. Uh Trustee Ordaz, Trustee Ordaz. Oh. Do we What are we doing here? Are we Roll call. Okay, Trustee Ordaz. >> Aye. >> Trustee Wynn. >> Aye. >> Trustee Hazan. Uh Vice President Pazos. >> Aye. >> Trustee Whitehurst Payne. >> Aye. >> Trustee Patterson. >> Aye. >> And I am an aye. Uh Ms. Soltes, can you please provide information for public speakers about today's meeting protocols? >> Yes, today's meeting of the Board of Education is a business meeting that is conducted in public and board members will not engage in dialogue with members of the audience. Board Bylaw 1025 sets the time limit for public comment on agenda items at 10 minutes per side pro and con or 20

003minutes total. Speakers will be able to provide testimony at the beginning of the appropriate agenda item or at the end end of the meeting before H2 or non-agenda comment. Please listen for your name to be called. Speakers are listed and called in the order received. When your name is called, please come to the podium to speak. If you are unable to we don't have any on the Zoom so I'll skip that part. Please follow along with the agenda so that you know when your item is coming up for discussion. Thank you. >> Thank you, Ms. Stolz. We do not have a student advisory board report tonight nor do we have any reportable actions from closed session. Uh Superintendent Bagula, item D2, administrative assignments. >> Yes, thank you, President Barrera. It is my privilege to welcome

004a leader that's currently in our system that is going to be the new principal of La Jolla Elementary School and that is Rebecca Vogel. So she will be now leading La Jolla Elementary School. So I'm really proud of her and I can't wait to see what she does. >> That's fantastic. And would you like to go forward with your information report? >> Yes, I will. I would like to begin by recognizing a number of our schools that recently received an important statewide designation. I'm actually wondering if board trustees got invited to the celebration so I'll make sure to take a look at that. But late last month the California Department of Education announced the schools awarded the Purple Star School designation which recognizes schools that demonstrate a strong commitment to supporting military connected students and

005their families. San Diego Unified is proud to serve many military families. I'm trying to get us to be the sole military school district here in San Diego, and the Purple Star School Designation Program highlights schools that have built thoughtful systems of support to help students navigate the unique transitions that often come with military life. These schools ensure that military connected students feel welcome, supported, and able to thrive academically and socially. So, I want to congratulate Hage Elementary School, Jonas Salk Elementary, Wang High Middle, and Tier Elementary, Chester Ten Elementary, Day Lord Elementary, Hancock Elementary, Miller Elementary, Cabrillo Elementary, John Muir Language Academy, Loma Portal Elementary, and Point Loma High School. So, thank you to all of the educators and staff at each of these schools for the care and dedication you show to our military

006families. Your work helps ensure that students feel a stronger sense of belonging in our schools even as their families serve our country. I also want to acknowledge our counseling and student support services staff for their leadership in supporting our military students and families, and the work they do every day to ensure these students feel a strong sense of that same belonging. So, thank you. Um I'm going to continue doing this commercial um as long as we have seats. Transitional kindergarten seats are still available. Eight days ago, we launched our expanded TK enrollment efforts, and so far we have nearly 2,500 students signed up. There are 12 days left to pre-enroll your child if they are 4 years old by September 1st, 2026, and about 2,700 seats remain available. Transitional kindergarten provides a full-day optional grade

007level of learning and serves as a bridge between preschool and kindergarten. TK follows the elementary school calendar and bell schedule while offering a play-based developmentally appropriate experience. So, please visit our website or any other school website and click the enroll button in the top um right-hand corner to enroll your child. Finally, I would like to share an update on an important effort that supports our students achievement goal number one, improving student wellness. In February, our nursing and wellness department launched an informational campaign asking families to opt in to the California Department of Health Care Services, this is the mouthful, Children and Youth Behavioral Health Initiative Fee Schedule, also known as CYBHI. So far, 7,685 families have opted in and we're grateful for their partnership. Through this program, school districts can receive reimbursement for eligible mental

008health and wellness services that students already receive at school. As you know, San Diego Unified provides school-based mental health and wellness supports at no cost to schools and this program helps ensure these services remain strong and sustainable for the future. Um families who choose to participate simply share their health insurance information with the district, but it is important that you know that there's no cost to families, no impact on insurance coverage benefits or premiums, and all information is confidential and protected under FERPA and HIPAA. Um this is a way to help continue, um I know we're going to have a budget workshop today, this is a way that helps continue to fund those mental health services that are really necessary for all of our kids. So we welcome and thank you for your partnership. Um

009we continue to encourage families to participate so that we can strengthen the wellness services available to students across our district and that concludes my Superintendent's Report. >> Yeah, thank you. Thank you, Superintendent. And the opt-in process is pretty straightforward. >> We try to make it as straightforward as possible. >> Yeah. >> Yes. Okay. >> Trustee Hazan did it. All right, awesome. Okay, we will now move to item F1. Uh can we get a motion related to this item, student discipline? Uh moved by Trustee Whitehurst Payne, seconded by Vice President Bozzo. Uh no speakers, I'm assuming. Any board questions or discussion? Uh if not in student trustees do not vote on this item. Trustee Patterson. >> Aye. >> Trustee Whitehurst Payne. >> Aye. >> Vice President Bazo. >> Aye. >> Trustee Hazan. And I am an

010aye. Okay. We will now move on to item H1. This is the conducting of a public hearing. So I'll do that. The public hearing is open. Uh this is a resolution about increase increasing school facilities fees. Is there a motion on this item? Uh moved by Trustee Hazan and seconded by Trustee Patterson. Uh any public speakers? Nope. Uh any board discussion? Yes, Trustee Hazan. >> Thank you. I have a few questions on this. Um I noticed when reading the report fees study, which is produced by by an outside firm, not by the district, it says that the district's projecting an increase in student enrollment um attributable to new development in future years, which we all hope is is true. Um and it says the projected growth will create a demand for new school facilities to

011be constructed in the district. Um And I'm wondering So it was a surprise to read that. Though of course, that is what we all hope. Um given the fact that the very next item we're hearing about enrollment declines. And so it's hard as a trustee um to reconcile these two things. And so I just ask that as reports like this are coming to the board, that they're thoroughly vetted um to make sure that both the board and public are getting accurate information and as it relates to what we anticipate as it relates uh specifically to enrollment. Uh So that's the first thing. Um, and then I'm wondering if Lee, if you can share, um, one thing that's important to me and I think, you know, to the board is as we look at the impact

012of housing unaffordability on district enrollment and the importance of supporting the development of housing within our boundaries so that families can afford to raise kids in San Diego and attend district schools. I'm wondering if you can speak to whether you think the increases the increase in fees to so $5.38 per square foot for residential and $0.87 per square foot for commercial development um, could impact the rate of local development because my goal, of course, is to ensure that there is more building um, and that it's as easy as possible to produce more housing for our families. And so I'm wondering if you can speak to whether you think this would have an impact and if we um, met with developers about this fee increase and if you have any concerns or anything we should be

013aware of. >> Th- Thank you, Trustee Hazen. Um, so the uh, the Wolpert study at Wolpert is an independent firm, as you mentioned, and the study is conducted in accordance with the SAB guidelines and state law. This study was commissioned in 2023. We do these studies once every 5 years for the purposes of establishing the um, school facilities fee structure. Um, they use, you know, SANDAG data that's from 2023 and the forecast went out to 2029. And I think at the time there were a lot of uh, upzoning, a lot of um, uh, in in various communities by the city of San Diego with with development plans. So that may speak to the difference um, in um, projections. Um, we aren't seeing the the the actual numbers coming in as fast as this study indicated,

014but obviously it's a few few years old. If you look at Mission Valley for example, they did a community plan update and forecast 27,500 units in Mission Valley uh in the coming years. Um we've you know, across our desk we've seen about 2,800 uh developer fee units coming through in that area. But that's there's a lot of you know, there's a lot of good reason for that. The market the interest rate market has has changed over the past couple years. The good news is when the developer fees are paid uh they get their they're only paid when when a developer comes forth with a permit. Uh to answer your question about um impacts uh in my personal opinion uh fees these fees don't deter they're they're minute they're very minor. The the interest rates and

015a lot of other factors are more influential uh on the development of housing and of course we need more housing in our area. And in in my mind the the quality higher quality school facilities like these you see here um that they provide actually make raising a family in San Diego more appealing. So there's you know, there's a give and take there but I don't I really don't see given the 4% increase a major impact on the rate of development. >> Thank you. >> Yeah. >> Yes, trustee Evans Pain. >> This is an an interesting discussion. I'm an ignorant person on this. When we do our housing um the bonds that we've done will they have to pay a fee for developing just like everybody else? >> That that's going to be up to the

016board. Um you you can decide to waive the fee if you like um or you can you can collect the fee and um um and utilize that those resources to benefit the schools that um where we need space or how they're impacted. >> I know if I talked to the finance department, they'll say collect them. That's an interesting thing that I had not thought about. And I always think about the fees, the facilities fees that we charge folks when they want to use our our buildings rather than to even to actually build it. There's a big fee there, so thanks for the clarification. >> Thank you. >> Any further board discussion? If not, Trustee Ordaz. Hi. >> Hi. >> Trustee Wynn. >> Hi. >> Trustee Hazen. >> Hi. >> Vice President Bazo. >> Hi. >>

017Trustee Whitehorse Payne. >> Hi. >> Trustee Peterson. >> Hi. >> And I am an I. Okay, we will now consider our Superintendent's consent agenda. Do any board members wish to pull any items? Items 1 through 9. No one to we have public speakers? No speakers. Okay, can we get a motion? Motion by Trustee Whitehorse Payne, second by Trustee Ordaz. Trustee Ordaz, please vote. >> Hi. >> Trustee Wynn. >> Hi. >> Trustee Peterson. >> Hi. >> Trustee Whitehorse Payne. >> Hi. >> Vice President Bazo. >> Hi. >> Trustee Hazen. >> Hi. >> And I am an I. All right, that was quick. So, we will now Oh, non-agenda public testimony. Yes, we have speakers. >> Yes, we have six speakers on non-agenda items, so each speaker will get 3 minutes. The first speaker is Laura Farrar.

018Susan will be near you with the timer, so you can hear when it when your time is up. >> Thank you. My name is Laura Farrar and I'm the STARS counselor at Mission Bay High School. I'm here to read a statement on behalf of Jesse Whitwer who's the STARS counselor at Wagon or excuse me, Wegeforth Elementary. Last month I took an evening away from my family and received 1 minute to speak. I've asked my colleague to share my full statement in my absence tonight. The parents of students I work with, our youngest students, are even more passionate and understandably find it hard to break away from their parenting responsibilities to come to a meeting like this. I passionately urge you to reconsider the excessing and or reduction in allocation of full-time STARS counselors at six

019of our schools without any plan for compensation of the support that will be lost. I assume the advocacy of Wegeforth's families and school staff was heard because without any change in our enrollment, our school counselor position was increased from 2 days per week to 4 days for next year. The School Site Council then enthusiastically voted to fund the remaining day to make our school counselor 5 days per week. I'm thrilled to say I will be in this position so I can support all students at Wegeforth. However, this support is something we will have to fight for year after year after year. Additionally, as far as I know, the other school sites with STARS counselors have not been so fortunate and are losing their STARS counselor without any plan of compensating for the lost support. This

020includes the middle and high school students, middle high schools that my students will attend. Board Trustee Hazen visited last month and saw some of our students co-regulating with staff and learning while in our Zen Den since they were not safe to be around peers. She commended us on our creative solutions to keep all students safe and as many as possible learning in their classrooms. Any loss in staff for STARS will make creative solutions like this impossible to implement. When our students are not ready to learn, the STARS counselor is is ensuring safety for those outside of class or stepping into the classroom when others have to respond to crises outside. We have specialized training, experience, and relationships that cannot simply be replaced by adding more onto the plates of other staff, many of whom are

021already overburdened and burnt out. Assuming the site school counselor will take over these responsibilities doesn't make sense without at least increasing their allocation for each school. The loss of STARS counselors will leave either our students with special needs in further crisis or it will decimate the comprehensive school counseling program for the rest of the school. Something has to give. As you commit to properly fund and staff special education, please don't understaff a program that already offers or operates with high efficiency for some of our most high-need students. If we do, I'm afraid the consequences for all of our students and budget could be drastically unfortunate. Thank you. >> Brian McMahon Brian McMahon Arlene Newbarth Jenna VZ >> Oh, the district has no safeguards in place to ensure families reporting child abuse have accurate info. They

022lead parents in circles, ignoring questions, evading official child abuse documentation, and this endangers student health. October 18th, 2024 was the date of my child's pediatrician appointment where we were officially informed the teacher broke the law and had to be reported to police for child abuse and neglect per penal code 273. I notified Golden Hills School properly, but Principal Julie Martinez failed to file the 8572 form per California 11166. I never received my bullying report summary as per AR 5131.2. That day I emailed Dr. Bagoola again to demand compliance. Here are excerpts, quote, "Warning, the district system for reporting illegal activity is preventing processing of the child abuse of complaint." End quote. Quote, "As of right now, the child abuser is in charge of if and when the meeting will ever happen with the victim's family."

023End quote. Quote, "Child abuse investigation is a very serious matter that cannot be left up to the abuser to decide on a timeline to move forward." End quote. Quote, "This process of if it is being conducted properly appears to endanger the child abuse victims by forcing abuser access to control student victims by delaying dismissing accountability." End quote. Quote, "My child does not want to go to school today. She doesn't feel safe even while her abuser has supervised access to her as this seemed to be the mitigation offered by admin this week." End quote. Quote, "This was a direct violation against my child's right to a safe and healthy learning environment. This was child endangerment. The health and wellness policy was supposed to protect my daughter from harm." End quote. Quote, "I had no idea we

024were handing our daughter to a known child abuser." End quote. "And what in my report forced my child into unhealthy conditions where criminals are not even allowed to experience under the Geneva Convention. My daughter did not just suffer an unhealthy and unsafe school environment. And what in my report physically and emotionally tortured my daughter. What was it wanted by admin was a public awareness that Ms. Ann Forrester agency incontinence on my daughter. Perception is not necessarily reality as we all know, which is why I'm asserting the need for transparency, communication, and compliance with the SDUSD's health and wellness policy and California state laws regarding child abusers and their access to children." End quote. Quote, "What document do you need to satisfy the district with my official complaint? I tried so hard to ask everybody for

025help when the principal was violating policy. Dr. Bagoola didn't help me. And I didn't know that the principal was making up extra steps to delay my reporting and frame me as a problem parent. When I told you about the unreported abuse, were you required to file an 8572?" 10/20/24, principal emails me to tell me there can be no audio documentation for our required meeting because the person who abused my child does not want that. 10/21/24, I emailed back, "I do not have unrecorded private meetings about forced fecal compaction in minors subjected to child abuse while inside a classroom, end quote. Force all district employees to be mandated reporters regardless of proximity to children to prevent the corrupt hiding of unreported child abuse crime at the district level. No exceptions for anybody because the school school

026district building is where we parents go for complaints when the child abuse is illegally dismissed at the school level. 11/5/24, I filed a restraining order against the teacher at the direction of the police for retaliation protection for my daughter for reporting the crime. Other parents warned me to witness this teacher retaliate against parents after child neglect reporting in previous years. It was denied because the judge said, and I quote, "The school should have handled that." Thank you. Brian McMahon >> All right, am I good? Cool. Good evening, everyone. Thank you for letting me speak and have the opportunity here today. I appreciate it. My name is Brian McMahon, and I'm an education specialist in the STARS program. In my role, I work directly with these students every day, and I see firsthand the level of

027academic, behavioral, and social and emotional support they require to succeed. Because of that experience, I would like to speak about the importance of maintaining the STARS counselor position. The STARS counselor plays an essential and highly specialized role in supporting the students in our program. STARS students often have more complex academic, behavioral, and social emotional needs. Many of them require consistent, individualized guidance to help them navigate emotional regulation, peer relationships, and the challenges that can arise as they work toward graduation. For many STARS students, school can feel overwhelming at times. When students become dysregulated or emotionally overwhelmed, the STARS counselor is able to step in immediately to provide the time, expertise, and support needed to help the students safely regulate and return to learning. This intervention is not only critical for the student, but it also

028helps maintain stability within the classroom and the broader school environment. Having a counselor who understands the unique needs of STARS students allows these situations to be handled in a thoughtful and productive way. Beyond crisis support, the STARS counselor also provides essential academic guidance. Many students in the program require individualized planning related to credit recovery, graduation requirements, alternative diploma pathways, and post-secondary opportunities. These are complex areas that require both a deep understanding of of district systems and a strong awareness of each student's individual circumstances and goals. The STARS counselor helps ensure that students have a clear and realistic pathway towards graduation and life beyond high school. In addition, the STARS counselor serves as a vital connection between or excuse me, as a vital connection point between students, families, and school staff. This role helps ensure that

029the academic progress and social-emotional well-being are addressed together rather than in isolation. If this position were removed, the level of specialized support available to STARS students would be significantly reduced. Many of the responsibilities currently handled by the counselor would inevitably shift to the to teachers and other staff who are already managing full workloads. Maintaining the STARS counselor position, again, is critical to preserving the stability, excuse me, responsiveness, and overall effectiveness of the STARS program and most importantly, ensuring that the students we serve continue to receive the support they need to succeed. Thank you for your time and consideration. >> Michelle Beaver. Michelle Beaver. >> Evening. I'm so grateful that I get to be here today. It seems like there's a theme going tonight. The students that I work with want to learn. What they sometimes

030struggle with is regulating their nervous systems in a busy school environment. My name is Michelle Beaver and I'm a speech language pathologist working with students in the STARS program. The STARS program serves students requiring special education services who are capable of grade learning grade level learning when the right supports are in place. Before joining San Diego Unified, I worked in similar classrooms in other districts. Comparatively, the STARS program is the most thoughtfully designed program that I've seen. It's actually rare to see a program where academic instruction, behavioral support, social emotional learning, and related services are this well coordinated. That level of coordination matters because many of these students experience significant anxiety, sensory overload, and difficulty regulating during the school day. In the classroom, students are often trying to communicate that they need help regulating. When

031this happens, the behavior breakdown that we see is not defiance. It is dysregulation. The STARS counselor helps students understand what they're feeling, how to work through those moments and return to learning. From my perspective as a speech therapist, the support is also essential for communication and social problem solving. I teach pragmatic language skills like perspective taking, reciprocity in con- conversation, and helping students repair misunderstandings when communication breaks down between peers. Students practice these skills regularly in lessons and in role play, but they truly develop when a skilled professional can support them in real time, helping them process the moment and repair the communication. In the STARS program, that support is currently provided by the counselors. The counselor helps create these moments. When the students are overwhelmed, the day can quickly shift from instruction to crisis

032management, making it much harder for all the students to access instruction and the services that are written into their IEPs. When students cannot regulate, learning stops. The counselor is a key person who helps learning start again. The current STARS framework has a record of helping these bright students build the regulation and communication skills they need to stay engaged in the school and continue progressing towards greater independence. I respectfully ask the board to reconsider eliminating these extremely vital counselor positions at our STARS campuses. Thank you for your time. >> Emily Aasen >> Good evening, board. My name is Emily Aasen. I want to speak about the district's budget process and the pattern we see every year of eliminating positions in the spring only to restore many of them just before school starts. When positions are cut

033before summer and then brought back later, it creates the appearance of a financial crisis that doesn't always reflect the district's actual needs. For teachers and staff, those announcements are not theoretical. They are layoff notices, transfer notices, and months of uncertainty. Many educators and staff understandably begin searching for work work elsewhere. Some leave the district entirely. Then, when positions are restored in August, students are or schools are scrambling to fill jobs that experienced staff once held. This cycle creates instability for students, damages staff morale, and undermines trust in the district's planning process. If positions are routinely restored before the school year begins, it raises an important question. Were those positions ever truly unnecessary? If they were essential to run our schools in August, they are essential in March as well. A better approach would be to

034focus on long-term planning rather than temporary reductions that are reversed every summer. Multi-year enrollment projections and more conservative budgeting could help avoid this annual cycle of layoffs and last-minute restorations. I also want to emphasize that enrollment trends should guide decisions about where adjustments are made. Many districts, including ours, are seeing declining enrollment declining enrollment in some schools. When this happens, it's reasonable to evaluate staffing and programs at those specific sites, but it doesn't make sense to cut programs at schools that are thriving, full, and attracting families to the district, including the Language Academy, which has seen an increase in enrollment year over year. This school is up nearly 10% in 4 years in enrollment. Spe- uh successful programs that are are part of what keeps families enrolled in public schools. When we weaken those programs

035in the name of spending cuts evenly, we risk solving the wrong problem and potentially accelerating enrollment loss. Instead, we should align resources where enrollment is declining while protecting programs that are working well and serving large numbers of students. Ultimately, what families and staff want most is stability. Students learn best when their schools have consistent teachers, consistent programs, and clear planning from district leadership. Annual cycles of layoffs followed by rehirement send the opposite message that our staffing decisions are reactive rather than strategic. So, I encourage the board to focus on transparent, long-term planning that aligns staffing with real enrollment trends, protects strong programs, and avoids unnecessary disruption for our educators, our staff, and our students. Our community deserves a budget process that builds trust and stability, not one that creates avoidable uncertainty year after year. Thank

036you for your time. >> That concludes non-agenda comment. >> Thank you to to our speakers tonight. We will now consider item H2, which is approval of the fiscal year 2025-2026 financial report in the matter of intent to declare positive certification at second interim and our 2026-2027 budget workshop. Superintendent Bargoola, please introduce staff. >> Yes. Uh thank you, Trustee Barrera. Uh tonight we bring forward the second interim financial report for your review and approval. This report reflects the district's current financial condition and provides updated projections for the current year and the next two fiscal years. Based on the work of our finance team, staff is recommending that the board approve a positive certification affirming that the district is able to meet its financial obligations for the current year and the two subsequent years. This report represents

037an important milestone in our annual budget cycle. It reflects months of careful analysis, forecasting, and collaboration across departments to ensure that our financial decisions remain aligned with our priorities for students and schools. As trustees know, our work to stabilize the budget has been ongoing. Over the past year, we've taken deliberate steps to address the structural deficit while protecting the classroom to the greatest extent possible. That work has required difficult decisions, thoughtful planning, and a strong commitment to transparency with our board, our labor partners, and our community. While tonight's certification confirms progress, it does not mark the end of this process. The district will continue refining projections as we move toward budget adoption in June, including incorporating updating information from the governor's May revision that may include adjustments to state revenue forecast. This evening's presentation will

038walk through the updated financial picture, our multi-year projections, and the next steps in the budget process. I want to thank our budget review team and the many staff members across the organization who contribute to this work. Maintaining a financially stable district requires discipline, collaboration, and a clear focus to student outcomes. I want to say thank you to the audience that's here. We appreciate your time this evening in showing up. Um so this will be the board presentation and then we're going to come to tables to have the discussion. So so thank you again for being here. With that, I'll invite Amy Shackelford, our chief financial officer, to walk us through the report. >> Thank you, Superintendent Bagwell. Tonight I will be providing an update to the district's 2025-26 financials, including revenues and expenditures, and the

039impact to our ending fund balances. Additionally, I'll be walking through the multi-year projection, which is required as part of the interim report, and then lastly reviewing our next steps and required certification of the district's financial condition as part of our second interim. Under Ed Code 42130, districts must certify their financial conditions twice a year to the County Office of Education for review and subsequent approval by the California Department of Education. The first interim report is presented and certified by the board in December, and the second interim is presented in March of each year. Tonight's second interim report reflects the district's current financial status based on actuals through January 31st, and then financial projections for 26-27 and 27-28. School districts must certify their ability to meet financial obligations for the current year and two out years.

040Staff is recommending that the district maintain a positive certification, which means the district is projected to meet its financial obligations over the three-year window. I always like to start with the total district budget. So this slide provides a summary of all of the district's funds that we manage on an annual basis. Across all funds, the district receives approximately 3.5 billion dollars in revenues annually. You can see from this summary that the district has 11 funds, of which fund is the largest of all of the funds and reflects the primary funding source for district operations. It is also where we focus much of our time given that is where the district's budget deficit resides. Reviewing the chart from left to right, you will note the beginning fund balances of each of our funds, the amount of

041new revenues projected to be received by each fund, and then the projected expenses by each fund, and then lastly, you will see the projected ending fund balance. The second interim report requires districts to provide a multi-year projection for the general fund, and additionally, if any of our other funds are showing a negative ending fund balance, we must present and develop a multi-year projection for that fund. Fortunately, you will see that we have positive ending fund balances in all of our other funds, so tonight we will just be focusing on the general fund. Drilling down further, you will note these are the total general fund revenues. So, we receive approximately 1.9 billion dollars, as you'll see referenced on the previous slide. The general fund is then broken down into unrestricted and restricted resources. On the left

042side, you will note the unrestricted sources of revenues that are received of approximately 1.3 billion dollars. The largest unrestricted source of funding for the district is the local control funding formula, commonly referred to LCFF. This reflects a total of 93% or 1.2 billion of our unrestricted revenues. LCFF is driven primarily by student enrollment, average daily attendance or ADA, and student demographics such as the percentage of English learners, homeless foster youth, and those students that qualify for free and reduced meals. On the right side, you will note the restricted resources of our revenues of approximately 578 million, which are limited to be used for specific programs and account for a smaller portion of the overall general fund budget. The majority of our restricted funds come from other state sources and include programs such as the expanded

043learning opportunities program or ELOP, special education, one-time block grants, Prop 28, and lottery funds. Because restricted funds have specific requirements, they often cannot be redirected to support general fund expenses. However, when possible, the district has utilized these funds to assist with unrestricted expenses just such as the most recently discretionary block grants. So, moving on to the general fund expenses, so similar to the revenue slide, you'll notice on the left side it reflects how the district spends its unrestricted revenues, of which you'll note that staffing reflects 92% of our unrestricted budget, including salaries and benefits. The remaining 8% is spent on non-personnel items such as materials and supplies, and contracted services such as software licenses, maintenance agreements, and utilities. You will also note that the total unrestricted expenses are totaling approximately $1 billion versus the 1.3

044billion of revenues reflected on the previous slide. This is due to the district having to transfer approximately 324 million of contributions to restricted programs such as special education and routine restricted maintenance. Restricted expenses now total over $950 million which which is the total of the 578 million of new revenues as mentioned on the previous slide and adding in contributions of over $300 million and then lastly spending down of some multi-year grants. So, next slide focuses on just the general fund unrestricted and the and currently reflects how we have changed from first interim report in December. So, looking at the chart from left to right, it provides financials from first interim second interim. Sorry. And then working from the top to the bottom, you will see that there has been no change in the beginning fund

045balance of 134 million. Revenues have increased by $6.8 million. This is primarily due to additional interest income earned from our cash balances that are held with the county treasury and additionally revenues have also increased by a one-time insurance settlement of $2.5 million from previous property claims. Contributions to other resources, you'll see have decreased by approximately $2 million and that is primarily due to the calculation or contribution that's required for routine restricted maintenance that is a 3% calculation of total general fund expenses. And then there additionally there is a small decrease in special education. So, expenditures remain about the same from first interim, just a slight increase of 245,000. So, overall, our projected ending fund balance has improved by 8.6 million dollars. However, it is important to note that 3.5 million of the surplus was already

046planned to help close the remaining gap for 26-27. The other 1.1 million reflects an increase to projected school site carryover balances that will roll over to the next year and not eligible to help close the budget gap for next year. These funds are primarily a result from sites being able to rent out facilities and they get to keep 50% of those revenues after they pay for the expenses required to rent those facilities. And so, these funds don't expire and instead will roll over year after year until they spend down their balances. So, this leaves a remaining balance of about 3.9 million dollars and this will be applied to the 26-27 budget gap. With the recent tentative agreement of SDEA, there were, however, some special educational concessions that will be effective for next year and this

047new surplus will be applied to help offset the increase to those concessions from that tentative agreement. And so, just as a repeat from the previous slide, this slide just provides a narrative summary of those variances from the prior slide. I just also wanted to note that last bullet again, that the additional 3.9 million dollars referenced on the previous slide is going to be helping those new concessions as part of our deficit solutions for next year. So, moving on to the multi-year projection, so this slide outlines the major assumptions that are utilized to build revenue projections over the 3-year period. You'll see the district is projecting to continue its decline in enrollment each year, which does impact the amount of our funded ADA or average daily attendance. And then our projections do show that continued enrollment

048decline over the 3-year window, which um as a reminder from the previous slide, we receive about 93% of our unrestricted revenues through the LCFF calculator or approximately 1.2 billion dollars. So, next, the state's projected 2026-27 COLA or cost-of-living adjustment is slightly lower than previously projected at first interim, and that was due to the January governor's proposed budget ending fund balance at second interim. And then you'll note the red arrow that um applies that $65 million to to the 2026-27 budget year, and you'll see certain red the zero dollars. That means that we have um projecting to balance our 2026-27 budget at this time. Then you'll see that the required set-asides again 2% uh the $3 million school site carryovers and the other required set-asides. This leaves a a remaining balance after these set-asides of zero

049dollars. So, that means that we are balanced to the minimum required reserves for 2026-27, and then moving into 2027-28, again based on uh projected revenues and expenditures at this time, there is a projected shortfall of 86.9 million. And so, if 86.9 million of budget deficits are identified, then you'll you'll see that that leaves an ending fund balance of 46.9 million. Again, noting that that is enough to cover our required set asides. And so, just to summarize, in order to maintain that fiscal stability, the district must identify 86 million of additional budget solutions to resolve the shortfall over the three-year reporting period. This mouse doesn't I think the clickers took a break. Next slide. Thank you. What's not in the second interim? So, there are still several important factors that are not yet finalized for this

050year, and so, they're not fully incorporated into our projections. The first one being our final attendance numbers that are used to calculate our LCFF revenues. It We will be We do not finalize our annual attendance for this year until April. It's called the P-2 report, and that is due to the state in April. Once we submit that report, we will then recalculate our LCFF revenues, and then we'll have that update in June when we present our estimated actuals and our proposed budgets at that time. In addition to the The state budget for 2026-2027 has not yet been adopted. There are several proposed funding items that remain uncertain as we go through the negotiations process at the state level, we'll get more and more information as as we move closer to May and to June. However,

051at this time, there is approximately 17 million dollars of potential block grant funding from the proposed student services professional development block grants, also referred to as Sped Bug. We received Sped Bug grant block grant this year of approximately seven 25 million dollars. They are proposing to increase that amount in 2026-27. That could be as high as 45 million. At this time, we have only reflected 17 million dollars as a way to balance our 2026-27 budget. And then lastly, the current multi-year projection does not include any across the board salary adjustments from the recent tentative agreement as they are still contingent on the outcome of the governor's current proposed 5.6 billion Prop 98 holdback. Next Thank you. So to conclude, staff is recommending that the board approve the second interim report for submission to the San

052Diego County Office of Ed as required by law. Looking ahead, we still have several key milestones that remain. The governor's May revision of the state budget will be released to approximately around May 10th. The state budget will be adopted by June 30th, which will provide additional clarity regarding education funding. And then the district will adopt its final budget and its local control accountability plan in June. And so based on our current projections, staff is recommending that the district maintain a positive certification of its financial conditions. Thank you, and I am happy to answer any questions from the board. That concludes my report. >> All right, thank you so much, Amy. And do we have a motion on staff recommendation? By Trustee Whitehurst Payne, we have a second second by Vice President Boaz. And any public

053speakers? >> Nope. >> Okay, trustees. Who has questions or comments? Yes, Trustee Hazan. >> I'll start with one that's top of mind because it's what you just spoke to. Um So you described um that we have um the preliminarily balanced budget for 2026-2027 reflects $17 million for the student services block grant. Um then you also said we're expecting about 50 million. So, how did we land on the 17 million? Um how did we use sort of what's happened historically? I think it's really important because we know in recent years we've received this block grant funding. Um often it is what allows us to balance our budget and sustain investments in in all the services that are really important for kids. So, can you speak to that 17 million number and where it came from since

054it isn't official yet? >> Um so, at this time we did take the conservative approach. Um we did not want to assume the full proposed amount in January because we know that final revenues are still out a few months. There's still also the um legislature in the house that still have to provide their budget proposals and then there'll be those negotiations that happen between now and June. So, we didn't want to overcommit in the event that between January and June they might have negotiate those funds to be received in different manners. So, we did um want to take a conservative approach. We didn't want to put in um something that we then may not have time to to uh recuperate or to change at the at the midnight hours. So, we did want to at

055least do something more conservative um so, that uh wave contingency would be less dramatic. >> Thank you. And assuming or if the you know, we end up with that close to 50 million dollars in the block grant, um can you speak at a high level to all of the things we won't have to cut or disinvest in? What are you know, sort of the major items? Um and I think it's important because we have so many folks here who are really committed to and interested in how this might affect their kids in schools. So high level and I think that's key for tonight is to review what the feedback that we received in December to and what we've been implementing over the last few months and to receive additional feedback from the board and from

056the community to to see are we on the right path what we prioritize and so the exercise tonight is to go through those key instructional areas to receive that feedback and so between now and June we would then take the feedback and then incorporate that accordingly as we get more information again may revise will be the next major milestone and then in June and so we may not have enough time to react in June. So what that does is it triggers the 45-day window so the governor the legislature has until June 15th statutorily to approve the budget and then the governor has to approve I believe it's within 12 days we just say June 30th for simplicity and so that's why we typically say that once we receive the state of the budget then on

057July 1st we would then begin our 45-day window where we would evaluate the impacts to our budget and then how would we incorporate those dollars into the budget and then we would come back in in August and that will be would present the 45-day budget at that time. Thank you. And then can you clarify and I've asked this question in past years and I think it's still important. Can you explain why it is you're recommending that we self-certify as positive given the fact that we're looking at an 87 million dollar deficit in 2027-28 and if you can describe any specific assumptions in that multi-year projection that give you confidence in recommending that we approve a positive certification despite as you mentioned maintaining very low reserves and are there any key variables that could shift our

058certification from positive to say qualified in the next 12 months as you look at what may or may not happen. >> Um so yes, I think the most important factor is how the state is performing with their revenues. And so right now we have very healthy revenues coming in at the state level. And so this is different from if we were say in the recession, we would not be as optimistic as we are now. And so currently, I think as of January revenue collections, they're about $6 billion above what they had included in their January proposed budget. So given where we are and the state is um as I mentioned earlier in the presentation, that is the majority of our funding. And so from a confidence level, that is takes into account a lot of

059when I say that in the three-year window, our three-year window is from 25-26 to 27-28. And so based on what we've seen from LAO and what we've seen from other third-party entities, there is a strong confidence level that the state would be continuing to performing at higher revenue collections. Now however, when we get to 28-29, that could be a different conversation. Obviously, when the we approve our budget in June, that's going to be the first time that we see 28-29 year. And so in December, that is when we do our first certification. So the conversation we would do that analysis in December. Do we feel confident that we would remain at positive or given what's going on at state, that would be a conversation at that time. So depending on what goes on with the

060state, if there's continuing to be projected high-level collections of revenues, that may be something that we look at remaining positive. If we're seeing that the state performance and let's uh throw in the the federal budget situation, if that erupts again cuz right now we we've been told that they have flat funding. So that's less of a concern that it was at first interim. And so, when we get to December, those are the types of factors that we do need to analyze to see if at that point we need to look at qualified. But, given the 3-year window that's in the certification, that's why we're saying that we're positive that we'll be able to achieve that savings by year three knowing what's going on with revenues at the state level. >> Thank you. Um can you

061speak to So, including this item is the SAX report, um which shows we've not met the ADA to enrollment criteria and standards and I'm trying to understand why we're reporting that our projected P2 ADA to enrollment ratio for the current and next two years aren't consistent with historic ratios. And I'm wondering what's changed, why why or what has shifted there. >> So, that criteria standard gets a little tricky. So, as you may recall, the state funds us on either the current, the prior, or a rolling three at average. So, we we use a conservative 1% decline in the out years. But, um looking at our history and this year, um we fall in and out of current year and three and the rolling three-year. And so, that ratio is taking into account our history, which

062we have been very fortunate to be funded at a higher rate than what um the trend has been. But, conservatively going forward, we're assuming a 1% decline. So, that's simply saying that we're not following we're not in alignment with the same declining um percentage because we fall in and out. And so, every interim we actually, when we do redo the calculator, when we get additional attendance information, we we're currently we're on the edge that we keep bouncing in and out of that. So, it's that question is always tricky to answer um because it will change every time we get more information on our attendance. But, going forward, we owe we have been conservative in using a 1% decline. Got it. Thank you. >> Are there any comments from the public or letters? >> Uh I

063I just want to again remind us all that this is a public entity, not like your private budget, it's not like a private corporation. We are unfortunately subject to what's going on in Sacramento and Washington, D.C. And our money's come from those sources right now, in addition to what's happening in the economy with taxpayers and the revenue coming in. So, some of the things that uh and staff members are talking about relate to the fact that if revenue falls down in the state, it's going to impact us in our budget. It's not that we're being uh fiscally um not managing money's properly uh necessarily so, because we are subject to what's happening in the society, what's happening in Sacramento right now, and we get money's, we don't get money's, we're promised money's, we go on

064that, and then they change it and say, "No, you're not going to get all of that money." So, some of this has nothing to do with what's happening in San Diego. It's what's happening in Sacramento, what's happening in in Washington, D.C. What staff and that's why we hire you guys to do it to keep up with all these rules and regulations and what's happening from day to day in Sacramento and D.C. um to tell us what we're doing with our uh, one plus billion dollar budget. Now, we have more control. Um, Lee would say we have more control with our building fund and that's about a billion and a half a year or whatever. We have more control because those are monies that the taxpayers here in San Diego City gave us to improve the

065schools so that we have a wonderful school like this and so on. We have more control and he knows what's going on with that. But when your revenue is coming from Sacramento or from DC, they're so dysfunctional themselves and we're trying to buffet some of that, but it's still it's kind of difficult at times, so. My lecture today. >> Thank you. I trust Yeah, I just want to briefly, um, you know, before you get on a board, you don't realize what a constant process this is. So, I just want to thank, um, our negotiating team, um, Jessica and Ryan and Christine and HR and Nicole at at uh, instruction and Amy and you and Drew. Uh, it's it's really mind-boggling how constant this process is uh, and so we I just want to say we

066appreciate you um, and it gives us a lot of confidence when I mean, obviously e- each year we are wrestling with, um, with a lot of challenges, but it gives a lot of confidence and we have a lot of confidence in our team that one way or another, um, we'll do what's necessary to balance this budget and it'll happen year in year out. So, I want to thank our team. >> Thank you, President Barrera. And yeah, I mean, as Trustee Peterson said, this is all such a moving target and even being on school board trying to keep up with all the changes and all the impacts both at the state level and nationally. um, But I'm glad I'm very glad that we're here today to do this budget workshop and have the input from our

067community. I just wanted to ask Amy, and I know you explained this, but if you can clarify a little bit better, the on the slide, I think it's slide six, the term you have like other state and other local, but other state in the restricted side is like 70% and it's tiny tiny in the unrestricted side. Um But can you just clarify a little bit more what that exactly means by other state? >> So, state has two buckets. One is LCFF. Because the majority of our funds come from LCFF, it basically gets its own category. And then everything else gets called other. So, other unrestricted, very small. It's basically our unrestricted side of lottery. And then on the restricted side are going to be our other programs such as special ed, the ELOP. We do

068receive a restricted portion of lottery that can only be used on student instructional materials. It'll be our prop 28 dollars, mandated block grant, and then any of those discretionary block grants, the spud bug. It has a different name each year for the last few years. So, all of those fall into the other state category. But basically it's LCFF and then everything else the state funds. >> Thank you. And then you said the spud bug funds, those are not included this time, right? Or >> Just that small 17 million dollars of round two, yes. >> is we're projected to yes get more than that. >> Um based on the January proposal, we still have to get through May and June. >> I understand. Thank you. >> Just a quick clarifying and just sort of translating um

069for uh in the audience who you said prop 28 you said ELO P um so we're talking about funding specifically for arts education and prime time and summer learning. >> learning opportunities are 9 hour a day for TK 6 students. Prop 28 is our the VAPA the initiative that passed at the state level a couple years ago that brings additional um visual and performing arts funding as well. >> So to be able to say and both of these things universal in terms of arts in every elementary school and before and after school and summer programming which we know is coming. Thank >> Yeah, and then on slide 10 where you talked about expanded learning opportunity programs, those are our after school programs as well as our summer programs. Um that is decreasing is that because

070of declining enrollment or what was the reason for that? >> that is um it's based off of our TK 6 enrollment and so um it's not uh special ed is based on total district enrollment. ELO P is based on cuz it's targeted for TK 6 and ELO P so declining at those grade levels and we're not receiving a COLA cost of living adjustment on that um rate uh being a tier one rate whereas special ed um as an example what's in the January proposed governor's budget is to increase that equalization rate and every year we get COLA. So our special ed revenue is increasing slightly even though our district is declining and so fortunately for these restricted programs, those that do receive COLA are enough just to inch up the revenues versus on the unrestricted

071side because the majority of our operations come through LCFF and we feel that declining enrollment more because it's roughly $14,000 per ADA. That small COLA is not enough to offset our declining enrollment. And with special ed, even with the cola, obviously, um that's not enough to fund our special ed program because that's why we're contributing over $300 million of our unrestricted revenues to fund that restricted program. >> Further questions or comments from the board. The one guarantee we have in life is Andre will continue to bring home those insurance settlements. We appreciate that. Um Trustee Ordaz. >> Aye. >> Trustee Wynn. >> Aye. >> Trustee Patterson. >> Aye. >> Trustee Whitehurst Payne. >> Aye. >> Vice President Bazo. >> Aye. >> Trustee Hazan. >> Aye. >> And I am an aye. Thank you. Okay, we

072will now move on to our budget workshop. >> So, this is where we're going to be transferring over. So, again, thank you so much. We wanted to make sure that you heard this presentation so that you're able to discuss it. Um so, you just heard it. We have a projected balanced budget for the 2026-2027 school year, but we need to continue to refine our multi-year plan leading up to the final budget adoption. For this budget workshop, and I'm going to ask Drew to work out on the timing. Um please note that we were hoping for like a 6:30, but we don't know how many questions arise or public speakers, and so we have to make some adjustments to have the the conversations. So, I'm going to ask that you lead that when we come back

073and give the same amount of time. Um to know the first step is going to be to know what questions still exist because I know every time I listen to one of these presentations, I actually have more questions. So, what questions do you have um as as parents, as uh colleagues, as community members. So, we're going to gather your questions and then make sure we respond to them um in writing on our uh website. It has always been our efforts to be fully transparent in that way. Um the budgeting process is not just about managing revenue and expenses, but it's also about timing. So, the second interim report is based on a lot of assumptions um required to use at this point of year. However, we're also closely watching the state's budget outlook and recent

074information suggests that state revenues are running ahead of projections. While it's too early to assume all of this additional funding, we believe it's important to start planning and thinking ahead. Um I think things happen intentionally by design. So, if additional resources do materialize, we want to be thoughtful and strategize about how they could support our students and schools. Tonight, we would like to share a few initial ideas and also hear from you about areas where additional investment could have the greatest impact should additional funds become available. So, again, it's going to be what questions might you have? We also want you to see the feedback that you've given us in the past, that it is visible in our planning, and then thinking ahead for future. So, I'm going to pass it on to our deputy

075superintendent um Drew Rollins to uh provide instructions so that we can move forward. Thank you. >> Thank you, Superintendent Buggula. Um so, as uh Superintendent mentioned, our timing's a little off, uh but I think this section we we'd like to get through in about 45 minutes. So, if you can bear with us, um I think uh we really have uh a good conversation ahead. So, we want to do that work. Um we have the room obviously laid out in tables, and at this point, we'd like the trustees to move to the tables and and join the group. Uh trustees Petterson and Ordaz to table one, trustee Hayes to the table two, trustee Bazo to three, trustee Whitehurst-Payne to table four, trustee Barrera and trustee Wynn to table five. And then, I would encourage folks in

076the audience to move around as you see fit to join a table. We want to fill them up. We want to have that robust conversation. >> I am Can I interrupt? >> Yeah. >> If team um table leaders, if the table is all staff, can we make sure we have community members? Um like let's welcome them into our tables, please, because if we're just talking to each other, it's really not a community engagement. Thank you. >> No. And and then you'll see at the table we have a few things. We have a hard copy of the slide deck that you're about to see. Uh you have a response sheet that we'll use for our first question, and then post-it notes and pens that will help us in the follow-on question. So, at this point, can

077we go? >> Can you show them this relay case? >> Okay. All right. Okay. All right. All right. Thank you. Oh, and Okay. Yeah. Eddie. Can Oh, and then Yeah, next slide. Okay, folks. So, hopefully you've had a moment for the hi, how are you? Say hello. Um so, you'll see the question on the screen. It's also with your deck. And I know you just heard a wonderful presentation from Amy. It's a lot stuff. It's a lot of numbers. We get it. But, please, the question is tell us tell us what else you'd like to hear with this report. It's built by what we have to submit to the to the county, but we also want to hear from you and what else makes sense. >> Make way for the speaker. >> Oh, got you.

078Thank you. So, we have a sheet on the table. Fill them out individually, fill them out as a group, do as you see fit, but we'd like to have just a 5-minute conversation, and then we'll do a quick share out. So, when hearing the second annual presentation, what questions do you have that we didn't answer? Okay? Jump on it. Thank you. >> Timer? >> I don't know what happened to the other clicker. I don't know. >> On the battery? >> Battery time left. >> other clicker. >> I don't know the battery. >> I turned it off. >> Yeah, you have to log in. >> Mhm. >> Okay folks, we have we're about 4 minutes into a 5-minute exercise. How's everybody feeling? Do we need more time? Little more? Okay, we'll go a couple minutes more.

079Thank you. >> Okay, folks, if you can wrap up, I guarantee you will have more time to talk on the next part, but if you can jot down any thoughts, comments, questions on the sheets that are on the table, um, we'll we'll keep on moving here. Thank you. Watching your >> Yeah. Okay. So, let's wrap up this part of it, please, everybody. Please. All right. Can we do a quick share out from your table? Anybody want to stand up and just pop off and give us a little something? They're already looking at Amy. No. Anybody commentary? Nicole, please. There you go. >> So, uh one of the questions I think came up was just around the allowable uses of ELOP funds. So, can ELOP funds be used to establish more morning programs, um or can

080they only be used to establish after-school programs? So, I think just wanting more information about how ELOP funds can be utilized to better support, and particularly our military families. >> Perfect. Thank you. Others? Let's hear your table. I see Christine. Oh, you're going to be our runner, Brent. Thank you. >> Our table contemplated what we might be able to do to help either drive enrollment or combat the loss of enrollment, both from a central lens as well as allowing that unique flexibility within each cluster and each community. >> Thank you, Christine. Other tables? Want to say they'd like to share? What we have over here? Oh, okay. That's the job. Once you speak, you have to take it to the next person, I guess. >> Um so, some of our conversation was around community schools

081and trying to understand what the state has released as far as community schools and how uh schools might be eligible. Um in addition to having lots of questions about the complexity of the budget and just trying to understand. >> Great. Thank you. Others? Yes. Oh, we have >> So, we started focusing on um some of the areas where we had specific questions um in the budget. So, things like professional development. We talked about special education for a little while, but recognized that the training's not just needed in the special education world. And then we also started to talk about technical trades and where we see the emphasis for students to go into those trades, not necessarily straight to a four-year. So, those are some of the areas we started highlighting. >> Great, thank you. Kristen,

082can you go that way? >> So, one of the questions that came up at our table was they really appreciated the slide that showed the two circles with funding from Sacramento for special education. There's a worry at our table that what happens if we're not fully funded in special education and will the district have enough to fund the services for special education. So, we talked about that and gave some clarity. >> Wonderful, thank you. Any last? Going once. Oh, over here. >> I'm going to take my own presentation and I have a very last word, so. Just in case, you. Um, one, Amy likes to say acronyms and so yes, um, spending more time describing what the average daily attendance means. Um, additionally, what is the difference? We spend a lot of time talking about

083enrollment versus attendance and why do states do that and what does it mean? And then wouldn't it be a perfect opportunity to have a budget 101 workshop so that we can spend more time delving into the concepts of school budgets to get a better understanding of what does ELOP mean and when do, you know, why do we use it, when do we get it, those types of concepts. And then yes, adding an acronym slide to the end of the presentations to to spell out all of the fun acronyms and that are included in finance. >> The famous decoder ring. >> Yes. >> Right. Okay, we're going to move on everybody. I hope. I think. Uh oh, there we are. Okay, so this is a slide we shared at this budget workshop, this community engagement we

084had in December with our first interim report. And I I think part of this is as you've seen, we're a a big complex machine. And so we tried to highlight some of the things that are happening in what we're doing. Um so we shared this and then we asked uh the folks that were assembled five questions. Um and here are the first two. And so just uh these next few slides, you'll see up top is the the question that was asked of the at the table of the group. And then the bullets below are the responses that we gathered. Um so you can see here our I I don't know what color to call that orangish slide. Um you see the question, which centralized services do you feel are mission-critical for school sites? Are there

085compliance and or mandated tasks that you feel are not being addressed by the district and or schools? And then you can see some of the ideas and some of the thoughts that came up. Special education, middle school sports, translation, etc. Um and just see how wide-ranging and varied that is. Uh you can also see there's something in here about food service and meals. One more pot of money on that table that that Amy shared. So not going to delve into all of these. You have the handouts to have these on your table. But just to show you that we went through this. Our our again, I'm colorblind, so I apologize. I don't know what color that is, but that one on the left or that's green's on the right, I hope, right? Yeah. Um So

086then So you see question one, question two. Which supplemental services support services or supports do you feel have been the most impactful for students and families? What data could support the continuation of these services? Again, a summary um You can see what again comes across in the bulleted responses below, social emotional support, behavior support, childcare during parent meetings. I mean, it there's a very uh again, a very robust collection of responses. So again, planting the seed with you all. Here were questions three and four. Are there other revenue opportunities that we should explore? We just mentioned average daily attendance. That's what drives the majority of our funding. Um and you can see some of the responses we received uh we received again in December. One of the continuing conversations at the state level is should

087we be funded by enrollment rather than attendance? We staff our schools and classrooms based on enrollment, not by attendance. Um things like that. Um Give employees the option to decline health insurance. Etc., etc. So again, you have them here. Uh but again, just planting the seed with you. The magenta, as I say, uh which summer programs do you feel are the most engaging for students? What summer services are critical to students and their families? So this talks and gets to focused on summer. Our You heard it again, ELOP, extended learning opportunities program and all that we have going on there. More great feedback. Um Let me see. Fifth question we asked, "Are there areas where you feel less staff is needed? Are there areas where you feel more staff are needed?" Bulleted responses below. Right-sizing

088our staffs, efficient use of resources, student supports, and engaging families. All the work that we are All of these things are what we're trying to embrace and do, and it's a very complicated process bringing it together. What we did here is took that same target and arrow chart, and uh capturing here, trying to match the colored fonts, I believe we did, uh that show where we responded to that feedback, connected with that feedback into what we built into the budget as Amy presented it already at our second in-roll. So, there's a lot of words there, uh but we tried to pick up pieces, um as you can see. Student support educators, building on our communication and literacy, intervention counselors for student wellness. Um You heard the superintendent talk on from one when we talk about

089revenue, the C and sorry, our clock is on it, the CYBH, the Children Youth Behavior Initiative, where we earn money through insurance claims. Um So, just again, trying to connect where we are, the work that we did uh in December does play through in what we're continuing to work on and build. So, that was a lot of the run-up. Yes. >> Hi, um I want to interrupt Drew, and I know that I'm doing that right now. This is unplanned, but this was actually the most important part for me. Um the reason for that is because I don't know about you, but when someone asked me for feedback and I spend the time giving them feedback and then don't see any of my feedback anywhere, it bothers me and I stop participating. That's at least myself.

090That's the kind of feedback loop I'd like to create, um, that we come, we ask you questions, we listen, and we act. And so, this slide was really the last slide was really important for me to show you that the last time when we had the budget workshop, when we had feedback, we implemented it. So, you are here again today to give us more feedback that we're going to implement. So, that's really important. We're a team. We have the mutual responsibility of caring for students and educating them, and I'm going to say that they experience joy when they come to our schools. So, just thank you for your time. Your time is valuable. That's the resource that we all have that is very valuable and it matters. So, thank you. >> And I knew she

091was going to say that. I'm trying to I'm trying to get through this quickly so that you can have more time at the tables talking. So, I I apologize for my for my haste. Um, so, planting the seed for this next conversation is what are we looking at for 2026-27? And I think as much as we build a budget on what we know now, uh, and we're required to build a budget that way, the outlook from the state is good. The very good. Uh, as you heard mentioned, the state's revenues for December, January, and February are $6.1 billion over what they thought it was going to be when they did the calculation in January, and that was already high. So, there's the potential there, um, and if you think about or how it works within

092the state budgeting under Proposition 98, which you see the the chart on the right-hand side, in very basic terms, 40% of that money goes to schools. So, as much as we built up a budget here, we also need to be thinking about how does it play out for us in the future? What if we saw additional resources? So, with the next uh 20 minutes, we'd like to think about some of that what if scenario. And what you see here, same same chart, but we try to pick up some of our thoughts and some of the ideas of the work that's ahead for us in the ideas of where that potential growth may be. Um you also have at your tables a bunch of our budget review team people here. We've all been involved in some

093of these conversations and some of this work, so please utilize those folks. But you see things like expanding our behavior coaching model of um Uh I'm excuse me, what am I? Safety investments related to our school police or school site emergency preparedness. We see that as a very important part of what we're doing. Um we touched on there is a potential for a wage increase if this very large contingent funds uh uh source of funds from the state comes. And then you can see other things where we are looking at our professional development and training for our paraeducators and uh office and technical business staff. Things like revenue generation or can we build into before school and after school average daily attendance recovery kind of self-circular where if we can do that better, we can

094earn more money for ourselves. Um so, that is that. Same things just boiled down and got rid of some of the other words in there, but so the exercise for the next 20 minutes, if you can think about those things, look at them. We have two two sets of boards, the same three groupings either on the front or other room or the back of the room. Think about what these items are. Do the above investments align with what we're what with the feedback and what we're thinking? And are there other things we should be pursuing? Take your sticky notes. Put some good thoughts and ideas on them and then mount them on the board set either place. So, if we could do that for the next 20 minutes, please get at it. Thank you. >>

095Mhm. >> Okay, folks. Sounds like there's a lot of great conversation going on. Our plan is for 10 more minutes of this, but please get your thoughts down on the sticky notes and up on one of the boards for us. And then if you're if you're wrapped before 10 minutes, let us know and we'll we'll try to get us home to eat dinner. Thank you. >> Mhm. >> Okay folks, five minute warning. Please wrap up your conversations, get your thoughts down on those sticky notes, sticky notes up the board. Um, but we'll try to finish in five. Thank you. >> Mhm. >> Final minute. Final minute, everyone. Please wrap up. Okay, folks. Let's wrap it up. And we're done. I'm going ask each table for a quick highlight of your conversation. Table 12, highlight, go.

096Go. >> Yeah, We talked about a number of things. We had great conversations around technology, the use of technology at schools, how that's funded. Um, we talked about recent data that came out. I think you said congressional, right? Um, about how too much technology use could actually be hurting learners. Um, so that was the basis and then I think we talked about bond funding, like what it could be used on. >> just one highlight. That was all one highlight. You're good. Table 11, highlight. >> one sentence. So we talked a lot about technical trades, um, the importance of them, which I kind of referenced earlier. Um, and uh, specifically how important it is to focus on it early. Um, middle school is a great place to start. So not just focusing on high school, but

097really thinking about what it means, um, to get to kids earlier in those discussions. >> Thank you, Kristen. Table 10, highlight. >> Uh, resources. So a lot of training. We talked about, um, a lot of training at for our students. For example, more awareness for our students in knowing that there appears that might have special needs and how to deal with that. We talked about having mandatory tutoring after school, not optional, mandatory. Um, and specialized programs and UDL or universal design for learning, which is differentiated learning in the classrooms, especially in the classrooms that have inclusion where we have students that have special education and students that are in general education and how the teachers plan for for differentiation in the learning. And so they want more training for teachers in that area. That's the

098highlight. >> Thank you. >> But but they had like 10 stickies. >> They win the most sticky prize. Table five, highlight. >> Um I'll just highlight three. One was also the worry of the digital devices and the learning just being through digital program, computers. The other thing was more languages and offering more languages to our students. And then the third aspect was trades also. >> Great, thank you. Table four highlight. Who's the I know, come on, come on. Yeah. Oh. Christine again. >> Repeat. Um we also talked about the trades and making sure that we have a well-thought-out, robust kind of pathway program across our district and within our district. Um and just trying to maximize that because some students are not finding college to be necessarily impactful or interesting to them or frankly lucrative.

099>> Perfect, thank you. Can you just pass right this way? All right, from table two. Uh-oh, we have the standoff going. Hello. So we spoke a lot about um maybe our personal perspective on things. Uh me coming from being an Ed specialist, coming from an Ed specialist advocate. Uh we spoke on trying to improve uh the mild mod, mod severe, now ESN programs to maybe uh enabling or maybe uh creating a moderate program. I've I've personally seen a lot of students that might benefit from one or the other, and there are some that just that don't fit one of the other model. And so my hope was to advocate for a need for maybe something different that unfortunately we don't currently have. Great. Thank you. Thank you. Can you pass over to table one? >>

100So, we talked about a lot of things, but many of it had to do around student motivation and engagement. So, like how do we develop before and after school programs, club opportunities, etc. So, one thought we had is what if ELOP funds went directly to a school site, and then school sites could figure out how they could leverage those funds to create these enrichment opportunities based on each unique school population. >> All right. Thank you, Nicole. Okay. Oops. Pressed wrong button. That one. There we go. You heard Trustee Patterson mention that the budget work is continuous and constant process, and it is. I can I can tell you a lot of people in this room can tell you it is. Here's a snapshot of just what's next for us though. We're at our second interim

101report. This also touches on the the match and alignment between what we have to do and what the state has to do. Not going to dwell on it here, but you can see we're building to a budget. We're watching the governor's May revision. We're watching the state budget. Fun fact, the state's budget will come to us after we actually have to do our budget. So, you have those kind of things. So, just a quick reminder on the process. As we get into this part of it, then it starts all over again. So, that's it. That's thank you. I think we do need a round of applause. This has been a lot of great work. Thank Thank you, everybody for being here. It helps shape our budget. It helps shape our process. How we present the

102information, how we continue this work. We're going to be posting our notes on our district budget website, so you'll be able to see what we gathered here. We'll be out there for us a little bit of holding us accountable to it. Please leave these on your on the table. The uh What was the first Right, so we want to gather that feedback, so please leave it on the table so we can collect it. Um and I think that's I think that's it. I don't know if there's a technical part of adjourning the meeting or whatever, but and Thank you all very much. Appreciate it.